I currently teach at an International Baccalaureate Primary Years Program (IB PYP) elementary school. Some of the major goals of the PYP program are to help shape students to be inquirers, problem-solvers, and risk-takers. The guided design process model seems to be a great vehicle to promote these skills.
I have read several books that align with this philosophy as outlined in this weeks’ lecture and articles. Both in John Barell’s Why Are School Buses Always Yellow?: Teaching for Inquiry, PreK-5 and in Ted McCain’s book entitled Teaching for Tomorrow: Teaching Content and Problem-Solving Skills, the authors outline how educators can and should present students with meaningful, real life scenarios to develop collaboration, higher level thinking, problem-solving skills, and overall rich learning experiences. No matter the age level, students can take an active role in learning through the guided design process model.
The instructor plays a key role in developing scenarios, listening to students as they interact and problem-solve, and pose questions for further inquiry and processing. This is a dramatic shift from the traditional lecture-style method of delivery. In Wilson’s article, he reports positive results from the model. Of the 62 teams of students evaluated, he found 90% to work well as a team and 65% showed decision-making improvements. This model of instruction allows students to play an active role as well as develop skills necessary for life.
So you'll have to tell us - "Why are school buses yellow?"
ReplyDeleteThe book that came to mind for me when reading Wilson's article, was Surowiecki's 'Wisdom of the Crowd' - though Surowiecki's argument is more about better ways to make decisions, rather than how people learn.
I thought it was interesting that the factor that influenced whether someone learned more or less, was the level of previous knowledge - this confirms my belief that some of the best ways to learn is by working with someone who is just a few steps ahead of you.
I love the different models we are learning about in this Unit 2, but I am struggling with ways to create them in the online environment, especially for elementary students. You are making wonderful connections to pedagogical practices that engage students in collaborative groups. But I would want to facilitate this kind of learning face-to-face.
ReplyDeleteTo add to Hyun-Duck's comment, I have found myself in many many situations where I have had to build students' prior knowledge before I could instroduce a lesson. I worked at a magnet school with a hugely diverse population, so the kids were all over the map as far as experiences they could use to make meaning. I tried to use video, audio, and print to provide the students with background knowledge. Often this was effective - even for the more advanced kids. I could use cultural pieces that were new to them to try to level the playing field for all.
But I also was concerned that the high level students are not growing as learners -- and often measured negatively using group work. I often grouped students heterogenously so that groups had a mix of learning abilities to try to maximize learning. Sometimes the 'gifted' kids would take over and not place nice. We need to look at ways to challenge them without allowing them to dominate the group's interactions. Any suggestions?
Agreed! Why are they yellow? I remember a "Who's the Boss" episode from long ago (side note: Tony Danza is a teacher now believe it or not) and Tony painted his daughter's car yellow because it was statistically the safest color.
ReplyDeleteAt any rate, I'm glad to hear you are at a school that emphasizes inquiry, problem solving, and critical thinking. When all is said and done, these are the skills that promote life long learners.
So how do you see this model being adapted to the 21st century with the incorporation of online learning?
This model is great for promoting the skills needed but I feel that in an elementary setting it would have to be adjusted in a way that fits students that are developing their communication skills. From my experience, younger students don't communicate the same as high school students and have a hard time working independently.
ReplyDeleteThanks for the resources. It's good to hear folks are promoting the teaching of inquiry in early grades. I would agree students are capable of thinking about problems, perhaps with more teacher scaffolding than adults, but still capable.
ReplyDeleteKristy, per your question, I think you'll find some good strategies for grouping mixed-ability students in the cooperative learning section. Roles and interdependence for example.