Problem Solving for Tomorrow Erasmus Project

Project Title

Problem Solving for Tomorrow

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2015

Project Topics

This project is related with these Project Topics: Early School Leaving / combating failure in education; ICT – new technologies – digital competences; Pedagogy and didactics

Project Summary

‘Problem Solving for tomorrow’ is a project that has addressed needs clearly identified by both institutions independently: Chilcote in England and Sem in Norway. They ascertained a clear correlation between the poor teaching of problem solving and pupils’ ability to face real life challenges. This was reflected in pockets of low attainment, motivation, confidence and attitudes towards Mathematics, particularly of less able children – many of whom are from poor socio-economic backgrounds. However, all pupils needed to improve in problem solving, as it was an area of weakness throughout each school. So the challenge was to improve best practice and prepare pupils to be the problems solvers of tomorrow who are ready for the world of work.

Both schools had already begun to tackle these issues, but a more innovative, focused and transnational approach was needed to ensure the maximum impact is achieved and that the impact is embedded in curriculum planning, pedagogy and methodology. As Chilcote and Sem have a well sustained and developed eleven year relationship (including 3 successful Comenius projects), it was felt they have a deep understanding of each other’s aims, priorities, needs and culture that provided an excellent base and enabled them to focus together on the new complex challenges that lay ahead.

The main objective of the project was to develop the methodology of teaching and pedagogy surrounding the area of Mathematical Practical Problem Solving, enhancing the skills of both staff and pupils. A particular focus of this project was on early intervention for pupils who were at risk of ‘falling behind’ and were unable to access the curriculum. Both Chilcote and Sem desired all pupils to master problem solving through creative and innovate approaches, preparing them for their place in the job market of tomorrow. This was a priority for both schools and will have an embedded, long term impact across each institution on all involved (850 pupils and staff).

The project consisted of eight mobilities over a three year period, with a variety of activities and projects in-between. There were four project meetings, two staff training activities and two pupil activities. From these there was the creation of a staff problem solving training programme and a film documenting the project and best practice; which has been used in dissemination activities, including multiplier events.

The planning meetings focused on setting universal baseline assessment methods, identifying specific needs and planning training to deal with these, evaluating throughout and ensuring effective dissemination has taken place. The staff training ensured all understood the aims and objectives and have the skills to deliver high quality teaching through workshops and tasks.

The pupil activities focused on problem solving within a budget and then taking part in problem solving activities together within each diverse setting and involving local businesses. Finally, the project came to a close where all processes and activities were evaluated and the next steps for continuing to develop mathematical problem solving and ensuring sustainability have been formulated.

The use of ICT as a sharing platform and to enable staff and pupils to innovate has been a focus. The learning platform, blogs and skype were among the tools used by staff and pupils to: share ideas and best practice; post problems and approaches used; develop relationships and intercultural understanding. They also have been used to disseminate and involve stakeholders and the wider community in the project; an area which was seen as vital and pivotal to the success of the project.

The curriculums of each institution have been greatly strengthened as innovative approaches to problem solving have become embedded into the curriculum through the development of pedagogy and methodologies. Teachers are much more confident in teaching problem solving, having developed their understanding, strategies and best practice. Pupils are more skilled and able to tackle problems using a variety of strategies confidently, which will foster a love of lifelong learning and prepare them for the European workplace.

Changes have been embedded into the curriculum so outcomes are long lasting and continue to evolve, sharing resources and results with other institutions to support their development. The focus on developing innovative ICT will continue. The clearly sustainable link between schools will continue to develop, with a particular focus on staff and pupil mobility to develop further understanding of problem solving and forge a new path ahead for continual growth with a vision to provide excellent teaching and learning.

EU Grant (Eur)

Funding of the project from EU: 65510 Eur

Project Coordinator

Chilcote Primary School & Country: UK

Project Partners

• Sem skole