PEA-RG13/31032014

FULL NAME
DATE

gua pedaggica

Versin 1

ASIGNATURE: ENGLISH
TEACHER

SOLVING PROBLEMS AS A
STRATEGY OF TEACHING
A perceived gap between the existing state
and a desired state, or a deviation from a
norm, standard, or status quo.
Read
more:
http://www.businessdictionary.com/definition/problem.html#ixzz2swcNGdHk

A problem can be caused for different

reasons, and, if solvable can usually be
solved in a number of different ways. This is
determined by the context in which a said
problem or problems is defined. When
discussed, a problem can be argued in
multiple ways. Generally speaking, there are
two positions to take, the polemic or the
defensive. An example of this is the mother
who has a problem with how her daughter is
going out, dressed in a particular fashion. She
may tell her daughter, there is no way she is
leaving the house looking like that. In this
example, the mother would be on the polemic
side, and the daughter, who presumably
would like to go out dressed however she
pleases, would be on the defensive side.

VERJNICA MAYORGA NIETO

GRADE
TERM

5 A B C
FIRST

The Steps in Problem-Solving

In order to correctly solve a problem, it is important
to follow a series of steps. Many researchers refer to
this as the problem-solving cycle, which includes
developing strategies and organizing knowledge.
While this cycle is portrayed sequentially, people
rarely follow a rigid series of steps to find a solution.
Instead, we often skip steps or even go back through
steps multiple times until the desired solution is
reached.

Topics to develop in the process:

The student has to investigate and learn the following topics in order to obtain a successful result.
Countries
Nationalities
Plural and singular nouns
Verb TO BE
Conector
Clothes
food

https://www.youtube.com/watch?v=Z6cvRmyEUKc
https://www.youtube.com/watch?v=zOutV1Y8svY
http://www.talkenglish.com/Grammar/singular-plural-nouns.aspx
http://www.ixl.com/ela/grade-2/is-the-noun-singular-or-plural

ACHIEVEMENT
Identify the
vocabulary related to
English countries,
with their respective
nationalities, applying
it in activities inside
and outside the
classroom.

ACHIEVEMENT INDICATORS
Recognizes the structure and pronunciation of the countries names in the
world with their English nationality.
Participates in short conversations and develops listening skills through
role play.
Makes oral presentations on a specific country, using the vocabulary seen
in class.
Make a newsletter or brochure, using basic information from a country
where English.
Conserves an interest in the topics covered in class, demonstrating a
listening level to the activities.

In order to achieve the activity it is necessary to know:

Differnt countries and nationalities

Foods
Clothes

Problem
A group of students from different countries will visit Ccuta next month. They only speak English as their second
language. So Education Secretary has chosen Educational Institution Monseor Jaime Prieto Amaya school for
welcome them.
The rector Paul has great confidence in the fifth grade students skills, and assigns them their welcome.
To solve this problem it is necessary (requirements):
The students have to know different countries and its nationalities because they dont
know who is the foreign student that they have to give a welcome?.
Looking for the students culture (food, clothes and custom)
Make an oral exposition.
Make a newsletter or brochure, using basic information from a country

These attachments allow you to define the best solution, methods for construction and drafting the final report.
APPENDIX 1: ESTABLISHMENT OF THE TEAM
Team name
STUDENTS NAME

FUNCTION

1.
2.
3.
4.
5.
6.

Slogan:___________________________________________________________________________________
_________________________________________________________________________________________

APPENDIX 2: Need situation (description)

APPENDIX 3: Defining the problem

APPENDIX 4: INFORMATION QUEST ABOUT THE PROBLEM

What kind of information does we
looking for?

Where do we find it??

APPENDIX 5: OBSERVATION SHEET

PLACE:
SOURSE:
DATA:
OBSERVATION:

BRAIN STORM (ideas)

Ideas
1st Idea: (strengths Vs. Weakness )

2nd Idea: (strengths Vs. Weakness )

3rd Idea: (strengths Vs. Weakness )

APPENDIX 6: BRAIN STORM (IDEAS)

Sketch

APPENDIX 7: SKETCH SELECTION

Idea Selected:

REASONS TO BE SELECTED :

IDEA SKETCH :

APPENDIX 8: MATERIALS USED

Denomination

Used materials :

APPENDIX 9: SAMPLE ESKETCH

Observed aspects

n
1
2
3
4
5
6
7
8
9
10

NOTA: Lets evaluate the Project in order to know if it is according to the requirements or not.
0 3 excellent (it succeeded)
Analyze carefully every single aspect in the schema:

in Conclusion!
Does this project answer to the need?
NO
disaster

Why?

shocking

SI
Bad

Good

Better

Excellent

RATING TEAMWORK AND OVERALL ASSESSMENT OF THE PROJECT

ASPECT TO EVALUATE
Lot
Enough
Contribute to the analysis of the problem and helps to understand.
Search for information in different sources and brings to the team.
Provides sketches of creative designs
It is tolerant of the ideas of others and does not impose his own.
It is a Volunteers to carry out some tasks
Accept the distribution of work and fulfills his part.
Collaborate with others in the construction of some elements
He is interested in investigating and correcting some bugs
Recognize his/her own mistakes and is willing to rectify.
Actively involved in the drafting of the report
PROJECT EVALUATION SHEET
EVALUATION OF RESULTS
Positive features

Negative features

Time used

Observations

Cost $

Observations

Possible Improvement

Observations

Few

Nothing