Whole class – identify the elements of a problem

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Watch how a teacher uses an event familiar to pupils to help them identify the key questions they need to include in a questionnaire in order to solve a problem. A spider diagram is used to aid recording of ideas. This is one of seven videos that exemplify activities within Lesson 1 Episode 1 from the medium-term plan for data handling.

Teacher
OK, what we're going to do now is to have a look at how we plan an event. So just have a look at the learning objectives over there. One learning objective: to identify the key elements of a problem and represent the components in a plan. Now you've done something similar to this before when we've been doing work on modelling, with using a spreadsheet. Do you remember we had a duck and we said what were all the different things you'd have to take into account to make a duck fly? Do you remember? It 's a bit like that, only this time it's about solving a problem, OK? And we have two learning outcomes. Our first learning outcome is to identify the questions we need to make a decision about the success of an event. So what does success mean? Philip?
Philip
Like, to win something or, like, to do something well.
Teacher
To do something well. Anissa?
Anissa
Success is, like, if something is successful it means it went well.
Teacher
Good. So it means it's actually going to work. The thing is going to go well. OK. Hands down then.
So what we want to know is what questions have we got to ask in order to be able to check whether or not this event is going to go well? OK? We might even need to make a decision about whether to do it at all. Alright, so questions, that's what I'm interested in. And the second learning outcome, we've got to analyse the problem to identify the key elements. So the key parts. What are all the bits we've got to take account of? OK? Now, this is the problem. How many of you went to the Christmas disco? Put your hands up. Did you go to the Christmas disco? I did. Gosh, that's not very many, I thought there were more of you there than that. Lots and lots, there were about two hundred people there this year. Alright, put your hands down. What I want you to do is to think about what kind of things would we have to think about, what questions would we need to answer before we could actually run our fancy dress ball? What kind of things do you think we'd have to take into account? Amy?
Amy
Whether we're allowed or not and how many people come.
Teacher
Are we allowed? How many people will come?
OK. What else would we have to take into account? Rachel.
Rachel
The food that people will eat and drink.
Teacher
Can you phrase that as a question?
Rachel
How much food do people eat and how much drink do people want?
Teacher
OK. I hope you're thinking about this, what other questions we might have, whilst I'm writing.