Collaborative Problem-Solving Model

Middle school math teachers at Pioneer Central School recently tried a new problem-solving model with educational consultant, Susan Rothwell. The teachers were looking for additional instructional practices that allowed students to collectively tap their knowledge in order to solve a challenging, multi-step problem in mathematics. Over the past few years, being able to successfully collaborate with others has consistently been identified as one of the most important skills employers are looking for. This model allows students to improve upon these skills as well as develop a deeper and more meaningful understanding of what they are learning. The problem-solving technique that was introduced to the teachers and students included the following materials and steps.

Materials:

• Large chart paper
  
• Markers
  
• Colored pencils
  
• Pencil
  
• Set of sorting sticks or cards
  
• Problem-solving model worksheet

Problem-Solving Model Steps: (total time is 31-47 minutes)

1. Students will be provided with the materials that they need. (listed above)
   
2. Students are introduced to the steps of the problem-solving model they will be using. (3-5 min.)
   
3. Students are given time to work on the problem individually in pencil. (3-5 min.)
   
4. Students are sorted into groups of 2-4 (depending on class size) using the sorting sticks or cards. (30 sec.)
   
5. Students work collectively in their new groups to further dive into the problem. Students write their work in colored pencil on their problem-solving worksheet to denote the new work they do. Each student will use a different colored pencil in each grouping. This allows the teacher to easily track their progress from group to group. (3-5 min.)
   
6. Repeat steps 4 and 5 two more times so that students have worked in 3 randomly selected groups total. (6-10 min.)
   
7. Students are placed in home base groups that the teacher pre-selects. (30 sec.)
   
8. Students are given time to finalize their answers and transcribe them onto the given chart paper. (5-7 min.)
   
9. Each home base group presents their solution and explains the thinking that led to their final solution. (5-7 min.)
   
10. Students have the opportunity for cross conversations if groups have different answers. Teacher then leads a debriefing discussion that includes discussion of what the correct solution is and why. (5-7 min.)
    

Rules for the Teacher (Facilitator)

1. Don’t rush the process! Students should be given ample time to work collaboratively with their peers to solve a challenging problem.
   
2. Play dumb! You are facilitating the process only. You should not give the students help or answer their questions about the problem itself. Students should be asking their collaborative group members these questions.
   
3. Answering clarifying questions about the process itself is ok. You want to make sure that students understand what they are doing and why.
   
4. Have fun and behold the power of collaborative work!
   

For more information or resources on this model, feel free to reach out to Justin Shumaker at justin_shumaker@caboces.org.
​By: Justin Shumaker, CA BOCES Professional Development