Three ways of identifying problems encountered by both students and teachers in the classroom can be conceptualized as well-structured, ill-structured, and complex (or “wicked”) problems. These three ascend in levels of difficulty and descend in levels of structure, respectively.
Thinking about common obstacles teachers faced, I thought considerably this week about both the difficulty and importance of understanding each student’s levels of proficiency. Nuanced in nature, this information is challenging to collect because each student’s mind can be complicated for teachers to map. Focusing on an ill-structured problem of practice, collecting individual student performance data, a tool called Socrative can be extremely helpful. To explain the benefits of this program, I created a screencast using Jing. Check it out here: