Polya questioning
Also known as: Polya problem-solving, 4-step problem solving
Polya questioning is a scaffold that breaks down problem solving into 4 steps: understanding, planning, executing and reflecting. It:
- supports educators to plan an approach to a problem solving lesson and promote metacognition
- supports students to find a pathway into problem solving
- was designed by Pólya, a mathematician, and has strong connections to Newman's Error Analysis.
ICT templates
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How to use with ICT
- For another problem solving strategy, check out Newman's Error Analysis which focuses on solving mathematical word problems.
ICT tools
External resources
Title | Link | Description |
---|---|---|
Australian Mathematical Sciences Institute (AMSI) | The problem with problem solving | An article on mathematical problem solving. |
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Students with disability
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
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High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.
Recognising the diversity of high potential and gifted students represented in classrooms across 4 domains of potential can be explored further by accessing illustrations of practice.
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