Professional Development to Increase Problem-solving Skills in a Response to Intervention Framework

This article presents a conceptual framework for refining instruction in science for students with disabilities. We review the concept of situated cognition as a way to address difficulties students have in retention and generalization, a perennial issue in special education. If a goal for students is real world use of problem-solving strategies, students must have opportunities for contextual learning. The proposed framework suggests that integration of explicit instruction in critical concepts, with cognitively based approaches that emphasize problem-solving skills on real world tasks may allow students with disabilities to be successful The implications this framework has in terms of policy, professional development, and the creation of learning environments that promote retention and transfer are discussed.

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Mathematics Teachers’ Perceptions about Problem-Solving: The case of Ghana

The Oguaa Educator ◽

10.47963/toe.v13i.220 ◽

2019 ◽

Vol 13 ◽

pp. 1-18

Author(s):

Ernest Ampadu

Keyword(s):

Professional Development ◽

High School ◽

Problem Solving ◽

Mathematics Teachers ◽

Junior High School ◽

Teaching And Learning ◽

Senior High School ◽

Cape Coast ◽

Problem Solving Skills ◽

Problem Solving Strategies

Most students experience different levels of difficulties in learning mathematics. TIMSS results have shown that most students in Ghana do not perform well in higher level tasks designed to assess applications and non-routine problems. This study, therefore, aimed at examining Ghanaian Junior and Senior High School mathematics teachers problem-solving strategies and their professional development needs about problem-solving. 114 mathematics teachers from 28 Junior High School (JHS) and Senior High School (SHS) in the Cape Coast Metropolis took part in the study. Quantitative and qualitative data were collected using a semi-structured questionnaire. The results from the study show that although teachers appreciate the importance of problem-solving in improving mathematics teaching and learning, there has not been the needed problem-solving training to support teachers in this regard. The researcher, therefore, argue that despite the numerous advantages associated with problem-solving strategy of teaching and learning, continuous professional development training for teachers should be paramount in our quest for helping students develop problem solving skills. Ghanaian JHS and SHS students can be in a disadvantageous position as they compete with their peers from other countries in international comparison examinations if our teachers are not given the needed support to become proficient in the use of problem-solving strategies in the classrooms.

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The Effects of a professional development on teachers’ self-efficacy in promoting thinking and problem-solving skills

Journal of Physics Conference Series ◽

10.1088/1742-6596/1957/1/012032 ◽

2021 ◽

Vol 1957 (1) ◽

pp. 012032

Author(s):

A Tongchai

Keyword(s):

Professional Development ◽

Problem Solving ◽

Self Efficacy ◽

Problem Solving Skills

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Designing Instruction and Professional Development to Support Augmented Reality Activities

International Journal of Fog Computing ◽

10.4018/ijfc.2021010102 ◽

2021 ◽

Vol 4 (1) ◽

pp. 18-36

Author(s):

Kelly M. Torres ◽

Aubrey Statti

Keyword(s):

Professional Development ◽

Problem Solving ◽

Augmented Reality ◽

Content Knowledge ◽

Fog Computing ◽

Learning Experiences ◽

Cutting Edge ◽

Problem Solving Skills ◽

Advanced Technologies ◽

New Concepts

Advanced technologies are changing the educational and organizational landscape. Technologies such as augmented reality are providing professionals access to technology-enhanced activities that promote greater acquisition of new concepts through immersive learning experiences. Prior research conducted on augmented reality has resulted in findings that demonstrate numerous benefits associated with its use including increasing learner levels of motivation, content knowledge, and critical and problem-solving skills. These tools have been implemented at all levels of education and across a range of professional settings. This article will explore how the inclusion of these tools provide employees access to cutting-edge technologies that promote skill growth and improve efficacy in their professional responsibilities and how fog computing has the capability enhance this technology.

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Inquiry and Chain Reaction in Germany

Comparative Perspectives on Inquiry-Based Science Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-5439-4.ch007 ◽

2019 ◽

pp. 99-121

Author(s):

Manuela Welzel-Breuer ◽

Nicole Marmé ◽

Sönke Nils Graf ◽

Jonathan Glaser ◽

Ann-Katrin Krebs

Keyword(s):

Professional Development ◽

Critical Thinking ◽

Problem Solving ◽

Secondary Level ◽

School Site ◽

Research Focus ◽

Chain Reaction ◽

Problem Solving Skills ◽

School Conditions ◽

Oral Presentations

Chain Reaction in Germany was implemented as professional development (PD) project. Starting each year by a PD course the Chain Reaction philosophy, aims and model have been introduced, and the teachers were familiarized with six selected Earth and Universe Pupil Research Briefs (EUPRB), which were given as the practical basis of the IBSE approach. The chosen EUPRBs did match the German curricula regarding content and research focus. The teachers have been adapting these ideas to their own scenarios and their specific school conditions. They delivered student-focused lessons using the EUPRBs or complementing it. Using critical thinking and problem-solving skills, students at secondary level have been working within scientific scenarios they have been personally interested in. Their work has been published via posters and oral presentations that have been shared on the school site as well as on national “Express Yourself Conferences.” These annual conferences celebrated science and the work of the students. In this chapter, challenges, opportunities, activities, and results are reported.

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