Mental Modeling and Problem Solving Ashley, Kirsten and Kirk

Mental Modeling and Problem Solving Description Helping learners visualize to the thinking process Examples Self talk – teacher models what the thought process is before you allow students to try Having students verbalize their thinking during activities Making the “invisible” – visible! Visual simulations to help mental modeling Barriers: If no visuals are provided, and only auditory input – may not be good; use of multiple representations Teacher could assume that students already know how to do this. If students cannot demonstrate method, could be a barrier in assessing their ability to form mental models Teachers might “skip” steps resulting in fragmented mental models

ENGAGEMENT Allow students to share their mental models with peers in small groups Use exit tickets to monitor “accuracy” of their visualizations ACTION & EXPRESSION Modeling can provide scaffolds and prompts (executive functions) Helps with guiding thinking (executive functions) Allow multiple-tools for students to show and create their mental models REPRESENTATION Builds background knowledge (comprehension) Modeling could provide information in smaller “chunks” (comprehension) Use multi-media to support kids in crafting their visualizations