Solve+a+Problem+or+Mystery

Amanda Dudley ELED 365 September 13, 2010

Solve a Problem or Mystery Description: Give your class a problem or a mystery to solve that is related to the unit they are going to study. They should be able to solve this problem or mystery by the end of the unit. While they are researching and learning in order to find a solution to this problem or mystery, they are also gaining skills and knowledge. This is an inquiry based approach to learning because the students are given a question and they are working to find the answer.

Strengths: This strategy is getting two birds with one stone. The students are not only learning information, but they are gaining skills that can be used in all subject areas and in everyday life. Students are involved in deep thinking. One question could create another question to be answered and so on. Students are involved in their own learning. This type of strategy calls for students to gather information from all types of sources including the use of prior knowledge.

Limitations: You might not always get the answer that you want out of the students because you are leaving them with an open-ended question to answer. Because this is a student centered approach, the students are not getting as much information and guidance from their teacher and social studies is one of those subjects that needs an adult present to explain difficult circumstances and enhance understanding. Students need skills to start their research and if the teacher is not there to enforce the skills that are needed, how do we know if the students have what it takes to begin to solve the problem or mystery? This may cause a struggle.

Example Problem: John Peter Zenger was an editor of the //New York Weekly Journal//. This journal was not popular for its news, but for the way people voiced their opinion in making fun of political opponents. John Zenger’s job was to edit the journal that was making fun of New York’s governor by comparing him to a monkey. Zenger’s boss wants him to go ahead and publish the journal the way it is even though the company could get shut down by the governor and John could go to jail.

What is the problem with this situation? 1. Which one of his rights is being violated? 2. What will happen if he does what the governor wants? 3. What will happen if he does what his boss wants? 4. What should he be able to do?

Answer: 1. His right of liberty to speak and write freely, especially of the truth. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. The boss should be the one getting into trouble. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. If he doesn’t follow the boss’ orders he will get fired. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">4. He should be able to publish the journal as his boss wants, but he should not get into trouble.

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">What happens: He publishes the journal and goes to jail. His lawyer argued that the article in the journal was true, but the jury was swayed and Peter was still guilty. This event was the first milestone leading to a free press which also led to the beginning of the First Amendment in the Bill of Rights.

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> Solve a Problem or Mystery By: Jack Camp ** About the Strategy: ** This is a great strategy for whole group and small group lessons. The will explain to the class that there is a problem or mystery they need to solve. These problems need to be solved by collecting evidence and ideas from texts and other resources. Once they have enough evidence they can solve the problem or mystery. This strategy can be started at the beginning of a unit that gives a running question as you work through the unit. It can also be an assignment at the end of a unit, where students must solve the mystery with evidence they have learned from the unit ** In the classroom: ** <span style="margin: 0in 0in 0pt 0.5in; mso-list: l3 level1 lfo2; tab-stops: list .5in; text-indent: -0.25in;"> q The problem or mystery can be actual events form history, such as the disappearance of colonist from Roanoke. <span style="margin: 0in 0in 0pt 0.5in; mso-list: l3 level1 lfo2; tab-stops: list .5in; text-indent: -0.25in;"> q The problem can also be a fictional one about farmers and their crops. The problem or mystery can even be a precursor into a lesson. <span style="margin: 0in 0in 0pt 0.5in; mso-list: l3 level1 lfo2; tab-stops: list .5in; text-indent: -0.25in;"> q The teacher can explain that the classroom pet has gone missing, but someone has left a map showing the pets location. Students learn how to read a map while solving the crime. ** Strengths: ** <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo3; tab-stops: list .5in; text-indent: -0.25in;"> q This strategy can be used for many different aspects in the classroom. From learning about historic events, to learning how to do everyday tasks. <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo3; tab-stops: list .5in; text-indent: -0.25in;"> q Gets students out of their seats. <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo3; tab-stops: list .5in; text-indent: -0.25in;"> q Allow students to think outside of the box about events and things around them. ** Limitations: ** <span style="margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo4; tab-stops: list .5in; text-indent: -0.25in;"> q Takes up a lot of time that may already be scarce. <span style="margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo4; tab-stops: list .5in; text-indent: -0.25in;"> q Students need to have background knowledge of the subject in order to complete this strategy.