Puzzles in Middle School Math and Language Centres

I have begun using puzzles in my Math and Language centres. I have found that they can be used to demonstrate the need to plan and to assist in developing students' understanding of what planning looks like. I have used puzzles tio integrate cross-curricular ideas into math and language. I have also noticed that they offer some down time where students can socialize while coming together for a common goal.

PUZZLES USED TO PROMOTE PLANNING AND ORGANIZING

In my language classes, students learn to use the "Writing Process." Similarly, in my math classes, they use the "Four Step Problem Solving" method. Both require students to plan and organize. Puzzles teach this as well. While it might seem rudimentary, the BIG IDEA is that, to accomplish something complex, it is best to chunk it up into attainable bits. Furthermore, the chunking requires logical rationale. Most learn that the first thing that needs to be done is to separate puzzle pieces into groups; particularly edge pieces and pieces of the same colour or design. 

Organizing puzzles into edge pieces and pieces with similar colours and designs.

After the planning stage comes the application stage. This is where calculations are attempted, a rough draft is worked on or, in the case of a puzzle, the piles of pieces are connected. All three share a common point; that, despite the planning and organizing, putting it all together is not simple. It takes effort. Pieces that a student might think connect don't. Sometimes this is solved simply, by rotating a piece and trying again (do you see how I used that math word - integration). Sometimes, one must accept that the original plan wasn't quite right and that the piece needs to be re-categorized. After awhile, everyone comes to a point where a systematic approach is necessary - just picking up one piece at a time, trying it in every possible rotation and then putting it aside to try another piece, Genius is one percent inspiration and 99 percent perspiration (Thomas Edison).

After students complete a few puzzles, the lessons about planning, organizing and persistence become a symbolic point of reference that they all share.

While this has been as far as I have connected the planning process to puzzles thus far, I have considered manners of extending the learning. For instance, I have contemplated stopping students as they organize the class puzzle to ask them how many pieces they think make up the perimeter (estimation based on the proportional size of individual pieces) or to explain what percentage of edge pieces they think they have to locate first before they begin putting them together (demonstrating an understanding that being exactly correct isn't necessary in the planning stage).

PUZZLES TO INTEGRATE OTHER SUBJECT AREAS

Puzzles symbolically make a connection for students about the need to plan, organize and show resilience. While doing so, they allow students to think about the images in puzzles. Consider these puzzles about space and the ocean.

While studying the Biodiversity of Living Things students might work on a puzzle about living things. As they do so, they are likely to notice interesting features that would enable them to ask inquiry based questions. Why does a dolphin have a long, pointy nose? Is that thing a plant or an animal?

Likewise, while studying Space, students might also work on a puzzle about space. Questions are inevitable. Did the Space Shuttle really get close to the moon? What are those objects that aren't stars and planets? If the sun is so bright, why is space dark?

I particularly like puzzles that are maps. As students organize a map puzzle, they must think about what they know. 

The lakes all go together in Ontario. Oh wait, this long, big lake is actually in Manitoba. The state of Montana has to go beneath Alberta and Saskatchewan.  I wonder if Montana trades a lot with those provinces?

The more they think, the deeper their learning.

At some point during a unit, students can be asked carefully chosen questions about the puzzle meant to lead into thinking and learning activities.

Why were the images in the puzzle chosen? Is the overall  image realistic or unrealistic? Would you take out an image or add an image to make the puzzle match what we are learning in class more closely? Design your own puzzle to illustrate an important idea that we are learning about.

SOCIALIZING AND COMING TOGETHER TO ACHIEVE A COMMON GOAL

Something that I have become aware of as a teacher and a parent is that students cannot be thinking all day long. They need some downtime to recharge and even to socialize in positive ways. Puzzles offer an opportunity for this while also bringing the class together to achieve a common goal. As I have tried to point out, puzzles promote active learning (planning and organizing) and incidental learning (noticing small details). Students sitting down together to socialize sometimes find themselves learning without really knowing it. They find themselves talking about a subject area in unexpected ways; this coral reef is beautiful, remember how we were studying that global warming is destroying them, and, they help each other out; here, I think this piece might fit. 

Puzzles can be difficult endeavors that take a lot of time. Completing them gives a class a goal and a sense of shared success. As students work together, they begin to see hidden talents in each other. Sometimes, the best puzzle-ers are those who don't always get praise.  Kids who might have a difficult time focusing sometimes find themselves focusing on a puzzle for long periods of time. Kids who might not get noticed for being the most industrious might be the best at finding the hard to find pieces.

Of course, there are some downsides to puzzles in the classroom. They can be expensive. Pieces go missing or get bent and dog eared over time. They require space to complete and they take up that space for extended periods of time. However, I have found that the positives outweigh the negatives. I hope that you do to.