In what ways would you teach an LfI-based activity to explore a concept in math or science? Draw on LfU and My World scholarship to support your pedagogical directions. Given its social and cognitive affordances, extend the discussion by describing how the activity and roles of the teacher and students are aligned with LfU principles.
Learning for Use model “is a description of the learning process that can be used to support the design of content-intensive, inquiry-based science learning activities” (p.355). The Learning Cycle is an “inquiry based pedagogy” where content knowledge and process learning are combined. Edelson (2000) discusses how inquiry learning fosters deep learning among students. Using technology is engaging for students, technology and computers are able to store large amounts of information (ie. data), and technology bring change to the classroom as it is evolving.
Many see traditional teaching as “memorization of recitation of facts” (p. 356). The main goal of the Learning for Use model is to make learning and knowledge meaningful for the learner so they are able to apply it. The LfU model is based on 4 principles:
-Learning occurs through construction of knowledge
-Knowledge construction is a goal-directed process
-Knowledge construction will be used for future use
-Knowledge is constructed in a form that supports use before application
Edelson (2000) discusses how the first principle is related to constructivism. Constructivists believe that knowledge is built from exploration and experimentation. Further, new experiences are connected with pre-existing knowledge and knowledge is gained. Here, learning is active and students are engaged. The newly BC reformed curriculum falls more with a constructivist approach as inquiry learning has become increasingly popular as it allows students to gain critical thinking and problem-solving skills.
As a teacher who specializes in Numeracy instruction for students who struggle with math, I began thinking how I could apply principles of LfU to explore a mathematical concept. My students often struggle with money and applying it to real world situations. I would use LfU principles to teach a lesson on budgeting. To motivate my students (upper intermediates), I would show them $100 bill. This would be a hook to get students excited about money. This would also give them an opportunity to think about what they could possibly purchase for $100 and what value it holds. They would be assigned a project where they are planning a party and inviting three friends over and they have budget of $100 for food, decorations and activities. They each would be given an iPad and can use online shopping (ie. Save on Foods) to “purchase items” for the party they are hosting. This brings in the real-world element and most students use technology for online shopping. This also provides them with visuals to enhance learning. Here they would investigate, explore and determine if it’s better to buy single items or in bulk. Here they would build upon their problem solving abilities. The students would devise a plan, share their purchases and all discuss if the $100 budget was realistic or not and this would create a discussion among the students. After, they will reflect whether they effectively used $100 effectively and if they stayed on budget. This activity follows the four principles of the LfU.
Edelson, D. (2001). Learning-for-Use: a framework for the design of technology supported inquiry activities. Journal of Research in Science Teaching, 38(3), 355-385.
Hi Amanda,
Thanks for your idea on numeracy and money! I wonder if the activity could be more meaningful if it went beyond the hypothetical. For instance, our Junior School weighs food waste every day (yesterday it was 5.1 pounds) and charts it on a graph for students to analyze. They discuss the reasons for the food waste and how it could be improved. The servery makes adjustments to how the food comes out and students observe the changes in food waste. Similarly for this party planning exercise, perhaps they could plan the budget for an actual event at the school, perhaps just a small pizza party for the class. Afterwards, they could discuss how the budget was spent and where they could have improved the spending. Anyhow, just a thought to make the exercise even more engaging.
Cheers!
Gordon
I agree it is a great idea to make this exercise more engaging! It would be nice if we actually had funding for it to have a class party! Thank you for sharing your food waste graphing activity. That must be very powerful for students to actually see how much food is going to waste!
Hi Amanda
Great idea for a project! When I was teaching grade four I also noticed that my students had little understanding of the value of money. I have tried a similar project with my grade two students but using coins and they setting is an ice cream shot. Incorporating money and double digit addition, students are give coins (plastic) and I set the classroom up as an ice cream shop. As the lesson continues, students can use their coins to buy a type of cone, flavours of ice cream, and toppings. It is awesome to watch how engaged they become when it is something that is important to them and that they can connect to. As you had stated, students use connections to previous knowledge to develop new understanding; or, are placed in a situation when the information does not fit their current schemas and they are forced to rethink what they already know. When we provide students with these real life experiences, you had almost see these moments, when the misconceptions (like how much ice cream really cost) become an ‘ah ha’ moment.
For your project, I wonder if there is an activity, project, or another type of summative approach that you can use as another way for students to demonstrate their knowledge process. Maybe the class is now provided with a $20 budget and they can plan a class party?
Shayla
Thanks for sharing! I love your idea about creating an ice cream shop for the younger students and students needing to apply double digit addition! I do like the class party idea! I’ll have to try that!
Hi Amanda
I also like your numeracy example as well. I have $10 in my pocket — what can I get for lunch?
I wonder at what age do you introduce credit cards, a line of credit, mortgages, etc to the students.
A good next step might be to look at not spending the $100 but how do we invest it so it makes money for them. Can they combine the $ with other students?
Christopher
Hi Christopher,
Great questions. I think it’s important to introduce the basics of credit cards in elementary school as they are fully aware of them and possibly line of credit and mortgages in high school. Investing is also important. Your question can the combine $ with other students reminded me of a recent field trip the other day to the movie theaters and I saw a group of my students pooling their money together to determine the best snack pack to purchase. They realized if they work together, they can get more snacks and share them!