From our resources this week, my understandings of problem based learning and inquiry learning have collided. Neil Stephenson discusses the teacher as a facilitator/observer – one who stands back and is there for support if students run into problems. The learning is totally student centered and students work together to learn and solve problems. At first I must admit that this is a very different paradigm shift that we as educators need to embrace.
I as a beginning teacher, I wondered why the students took so long to master standards and skills. I noticed that I was doing most of the work in the classroom, teaching, asking questions, prompting students, etc. Once I was done with all of that students had possibly twenty minutes to work on the activity. Students were getting it; however, it took them much longer than I expected. I concluded that the students didn’t have much time to process and apply the skills taught within the class. So I have been trying to solve the problem, that’s when I decided to begin blending the inquiry learning and problem based learning. It was a bit difficult to let go and allow the students to explore on their own. Once I let go I was amazed that the students began to learn and demonstrate their learning. Their learning exceeded my level of expectations.
I wouldn’t have known actually how much the students learned, of course without assessing them. However, I came to the realization that I cannot merely give students multiple choice questions to assess them. I had to begin incorporating open-ended questions and give students time to reflect on their learning and understanding.
After taking all of the information in form this week’s module, I believe that I want to design my mini-lesson about a real life scenario. The skills students will focus on will be Argumentative Writing. Students will have to use the inquiry method in order to find the information to cite and support their argument. I also want to have the students participate in a discussion/debate so that they can test their argument and determine how strong or weak their argument will be.
I as a beginning teacher, I wondered why the students took so long to master standards and skills. I noticed that I was doing most of the work in the classroom, teaching, asking questions, prompting students, etc. Once I was done with all of that students had possibly twenty minutes to work on the activity. Students were getting it; however, it took them much longer than I expected. I concluded that the students didn’t have much time to process and apply the skills taught within the class. So I have been trying to solve the problem, that’s when I decided to begin blending the inquiry learning and problem based learning. It was a bit difficult to let go and allow the students to explore on their own. Once I let go I was amazed that the students began to learn and demonstrate their learning. Their learning exceeded my level of expectations.
I wouldn’t have known actually how much the students learned, of course without assessing them. However, I came to the realization that I cannot merely give students multiple choice questions to assess them. I had to begin incorporating open-ended questions and give students time to reflect on their learning and understanding.
After taking all of the information in form this week’s module, I believe that I want to design my mini-lesson about a real life scenario. The skills students will focus on will be Argumentative Writing. Students will have to use the inquiry method in order to find the information to cite and support their argument. I also want to have the students participate in a discussion/debate so that they can test their argument and determine how strong or weak their argument will be.