When I think about our learning over the course of this module, I remember more similarities than differences. I remember thinking about different routes to the same destination. With inquiry learning being the destination, anchored instruction, SKI, LfU, and TGEM are the different routes that Google Maps can provide. Which one is the fastest route? Which one is most effective? Which one is most efficient? Is the route selection the same for everyone? Should it be the same?
These four TELEs remind me of an ongoing debate we have in my PLC. As a Continuous Improvement Coach, I meet with other CICs on a regular basis. One of the conversations we have that can divide the room revolves around foundational skills versus foundational knowledge. Can students be successful by focusing more on skill development than knowledge development? Or are there pockets of foundational knowledge that all students need in order to be successful? What balance can we and should be strike? Regardless of the topics we explored in TELEs each week, we picked up on some common key ideas among them.
| Skills Developed Through All TELEs |
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The question I am left with is, is it enough that students develop these skills regardless of the content covered? More specifically, if students have these skills are they able to learn and work with any content?
Teachers are responsible for facilitating TELEs and making informed decisions based on the needs, learning styles, and interests of their students. As an instructional coach, I would like to say that I could make a recommendation about which TELE would be the best choice, etc. However, one of the most significant ideas throughout Module B is that content and context matter. We need to make decisions based on the content that is being taught/delivered/facilitated and who is receiving and learning the content. The TELEs are student centered and the expectation is that they are teacher facilitated. The actual students must be apart of the equation.
When I think about TGEM, I love the use of the words and steps – generate, evaluate, and modify. I think this is exactly what we want and expect students to be able to do; generate ideas, evaluate them based on new information or evidence, and then modify their understanding, opinions, data, etc. Upon reflection, it is not that different from the three steps in LfU – motivation, construction, and refinement. In designing my TELE for Assignment 2, I called my three steps ‘experience, evaluate, and personalize’. I think of it as exposure to the tool (Minecraft), exploration of examples of use in classrooms, and how they plan or would like to use the tool in their classrooms. I am eager to see how this goes with adult learners.
My use of the word personalize was very purposeful and is a synthesis of how I believe TELEs should be selected. Taking into consideration the content, the tool, the context, and the user, our decisions should change based on what we know.
You make an important point when you note that context matters. I think it’s essential that teachers have a good understanding of learning theories and it’s useful to know the steps and be able to discuss them knowledgeably with colleagues, but at the same time it’s important to be flexible in the implementation of learning theories. Sometimes a lesson doesn’t follow the script and an experienced teacher with a good foundation in theory knows when to follow those “teachable moments”.
Hi Allison,
thanks for your reflection and comparition of the four TELEs. I really like your list of common attributes, this is really a nice synthesis.
I thought a bit about your question of “content versus skill”. I really have mixed feelings here: Students absolutely need basic knowledge e.g. on mathematical concepts. But obviously, if they know how to ask questions and how to search for information, they can search for many answers e.g. related to climate change. With good skills, they can find the needed knoweldge everywhere. But I feel that without firm basic knowledge, the answers they find may not be really clear for them, their understand will stay superfluous. Besides, without basic knowledge e.g. on history, they may find misleading information or fake news and may not be able to recognize it …
Elske
Elske
Great reflection and comparison, Allison.
You highlighted a few things that I definitely missed in my reflection. It’s challenging to synthesize four weeks of modules. I completely agree with you that, it’s the teacher’s responsibility to make “informed decisions based on the needs, learning styles, and interests of their students.” One of these learning platforms might work for one year of students, but would not fit the needs/interests of the next group. This become even more challenging for teachers who teach the same subject to more than one class in a semester. I know that we need to take the needs of all of our learners into consideration, but how can a teacher possibly accommodate the needs of EVERY learner in EVERY class?
Elske, you raise a good point as well. I think that students need to have basic understanding of the concepts that they are learning. For example, I know that we have calculators at our fingertips most of the time, but I still think that students need to be able to quickly recall their basic addition, subtraction, division and multiplication facts. If these skills are not acquired, students would be spending a ridiculous amount of time figuring out simple equations on a calculator. As you stated, they may not be able to identify misleading or false information if they do not have the basic skills to fall back on.
Hi Allison,
I want to quote you on: “The question I am left with is, is it enough that students develop these skills regardless of the content covered? More specifically, if students have these skills are they able to learn and work with any content? ”
I think the answer is yes! Yes, that if students have these skills the are able to learn and work with any content. You or someone may have a different opinion on this, although, I think “learning how to learn” is the biggest skill one needs in their lifetime as a learner. Most of these TELEs guide students towards the learning of the skill of “learning how to learn” which makes sure that one will be able to learn any content.
My 2 cents!
GK
Thank you all for your comments! I really appreciate your insight and points of view because that is how I learn and grow. Sometimes I wonder if my negative experiences with science as a student impact my ability to objectively and constructively make decisions about pedagogy and what is best for kids as a teacher. Your ideas help me maintain reality and deepen my learning.
Hi Allison,
I like the fact that you asked some excellent questions in your first paragraph ( Which one is the fastest route? Which one is most effective? Which one is most efficient? Is the route selection the same for everyone? Should it be the same? )
I wonder if they are answers to these and the other questions you asked in your synthesis?
Christopher
Hi Christopher!
I think that is one of the hardest parts about being an educator today. There aren’t any right answers but best choices.
Ally