Cut Fridge Magnets (depending on the size of Fridge Magnets (1 set/class) your class, you may need to cut an additional Tape

Transcription

1 Abstract: SOLUTIONARY MINDSET WINNING BEHAVIORS: LESSON 3 Quick Reference Students warm up creating fridge magnet poems about the way Solutionaries think. The mini lesson introduces the Solutionary Mindset, the mentality required for good problem solving. During the workshop, students apply their understanding of the Solutionary Mindset in a group problem solving activity, requiring students to overcome initial frustrations, recognize self-inflicted limits, and design positive solutions. The lesson concludes with a discussion. CCSS.ELA-LITERACY.SL C CCSS: SEL IL State Standards: 1C.4b. Apply strategies to overcome obstacles to goal achievement. 1B.5a. Implement a plan to build on a strength, meet a need, or address a challenge. Students Will Be Able To: Define the term Solutionary Mindset Apply the Solutionary Mindset to a problem Essential Question of the Day: What steps do I take to successfully overcome a challenge? Materials: Preparation: Super Solutionary (from lesson #2) Cut Fridge Magnets (depending on the size of Fridge Magnets (1 set/class) your class, you may need to cut an additional Tape set) Index cards (1/student) Create a transparency of 9 Dots Problem (if Solutionary Mindset (1/pair) unavailable, draw 9 Dots Problem on board) 9 Dots Problem(1/student) Post Super Solutionary Warm Up Mini Lesson Step-by-Step Procedures Fridge Magnet Me 1) Share the objectives of the lesson with students (see SWBATs above). Ask students if they need clarification. 2) Lay out Fridge Magnets on the floor or a long table (word side up), distribute index cards, and explain: In our last session, we identified the personal qualities Solutionaries possess that help them solve problems. Today, we ll dig deeper into the personality of a Solutionary and how he/she thinks. To warm up, collect words from those in front of you to create a phrase or poem that describes the way a Solutionary thinks. When you ve finished arranging words in the right order, tape them onto your index card. Any questions? 3) Time permitting, circle share the poems or invite 2-3 volunteers to share out. Ask students to choose whether they would like to keep their poem or post on Super Solutionary as a class artifact. Solutionary Mindset 1) Explain: Today, our work is to get into the head of a Solutionary in order to better understand the type of mindset required to be a thoughtful problem solver. We ve learned about the growth mindset, so we know a mindset is a way of thinking that changes the way you look at the world. Why do you think it takes a special kind of mindset to solve problems? 2) Invite students to share ideas. 42 Min 10 Min 15 Min

2 Workshop Closing Facilitator s Note: Possible answers include: it s easy to lose heart, obstacles can make it difficult to solve problems, you need to be strategic/logical to make sure you re thinking about the problem correctly, etc. 3) Distribute Solutionary Mindset and read the explanation and examples of mindsets. 4) Instruct students to turn to a person next to them and write a rough draft of a definition to share with the class. 5) Invite pairs to share definitions and facilitate a discussion using some or all of the guiding questions below. The objective of this discussion is to arrive at a common definition of the Solutionary Mindset. What are the similarities between the definitions you created and what can we agree upon to build our group definition? What are the differences between the definitions you created? What does that expose about the challenges of the Solutionary Mindset? What definition would be most useful to us, in terms of our ability to remember and use it? 6) Write the definition on Super Solutionary for all to see, and make sure students record the definition on Solutionary Mindset. Maintaining the Mindset 1) Have 2 pairs from the mini lesson join with each other, forming groups of 4. 2) Explain: Together with your group, you will practice living the definition of the Solutionary Mindset that we just created. The problem you will solve is not a personal problem, but it will help you discover the challenges and rewards of using a Solutionary Mindset. 3) Distribute 9 Dots Problem and read the directions. 4) As groups are working together, remind students to look up occasionally at the definition and remember to maintain a Solutionary Mindset. 5) Project the transparency of 9 Dots Problem and invite groups to share their solutions. Facilitator s Note: Students should come up with a solution that looks something like this, in which the line moves out of the confines of the square created by the dots. Discussion 1) Facilitate a discussion using some or all of the guiding questions below. The objective of this discussion is to process the element of frustration in the problem solving process and for students to recognize they can persevere. As your group was solving the problem together, what emotions did you notice were coming up? What made this exercise frustrating, and what did your frustration teach you? Did you hear anyone in your group using language that supported a Solutionary Mindset? What was it? Were you able to maintain a Solutionary Mindset; what got in the way? What specific parts of the Solutionary Mindset helped your process? In order to solve this problem, you had to cross square boundaries in order to do this in 4 lines. How long did it take, and how did you come to the realization? 12 Min 5 min

3 Just as you assumed you couldn t cross square boundaries in this 9 Dots Problem exercise, when we are solving problems (any kind of problem), we often assume there are limits to the solution. Can you think of an example in your life when you couldn t solve a problem because you put your own limits on the solution? What new information do you have about the Solutionary Mindset after this activity? What should we add, remove, or revise in our definition of the Solutionary Mindset to reflect what we learned about the mindset and what it takes to solve tough problems?

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7 Name: SOLUTIONARY MINDSET Directions: Based on the examples of a Solutionary mindset below, your task is to work with a pair to come up with a definition of the Solutionary Mindset. Be prepared to share your definition with the class. Date: Examples of a Solutionary Mindset: When something goes wrong, my first response is to look for a solution. Problems are hard to solve, otherwise they wouldn t call them problems! So when I m having difficulty, I don t take it personally I remind myself that I m closer to a solution. While I know there are things outside my control, I try to focus on the things I can change. I often find myself beginning thoughts with phrases like I can... and I ll try I really appreciate it when people offer me good advice because it helps me improve myself and my abilities I don t take offense. When I reflect on past failures and mistakes, I often smile and forgive myself, remembering the lessons that I learned in the process. When I notice myself starting to feel frustrated, I try to turn the problem into a game. When there s a really difficult obstacle in front of me, I try to step back from the situation (almost as if I were someone else) and I try to imagine all of the possible solutions I don t hold anything back or edit myself. I know there are many people in my life I can ask for help with various problems, and I don t need to do it alone. Definition of the Solutionary Mindset: Class Final Definition of the Solutionary Mindset:

8 THE 9 DOTS PROBLEM Directions: Together with your group, practice using the Solutionary mindset as you work to solve the following problem: Connect the 9 dots below, using no more than 4 straight lines and without lifting your pen/pencil from the paper.