The four environments we explored in this module are excellent examples of how our pedagogical approach to teaching and learning in Mathematics and Science should be hands-on, collaborative and inquiry-based. In all environments, students are given different opportunities to engage in learning that is both meaningful and engaging. All these TELE’s encompass aspects of the constructivist learning approach and aim to integrate technology that redefines the learning experience rather than just being a minor substitution for other tools.
While reflecting on these four environments and the tools we investigated, I looked at how I could apply them to my school’s pedagogical framework to teaching. We currently use the IB’s inquiry cycle for planning and specifically the Mathematics inquiry cycle for our Numeracy units. Within this framework we have students work through a cycle (not necessarily linear, sometimes going back and forth) of ‘Constructing Meaning,’ ‘Transferring Meaning,’ and ‘Applying with Understanding.’ Any of the models and tools we investigated would fit in the ‘transferring meaning’ phase after students have taught new concepts. The tools investigated all give students a chance to work with the ideas and new knowledge they have been shown and practice them to build conceptual understanding. Once established they are given a summative assessment where they apply these understandings in a meaningful way
Below is a table to help synthesize the four environments and explain the pros and potential cons to each one.
Hi Sarah,
Thanks for you post. I found your synthesis table helpful, particularly when looking at potential benefits and pitfalls of each TELE. The commonalities section of your table was interesting and it was something that many of us picked up on in our readings and posts. There are so many overlapping concepts and aims within the four TELEs – but these are features that I would consider excellent teaching practice, with or without knowledge of TELEs. This makes me wonder – do you think the specific TELE you chose to use is important or alternatively, is developing these skills (problem solving, inquiry, collaboration), even if using an alternative method, sufficient?
Thanks!
Kathryn
Thanks, Kathryn,
I think that developing the skills of how to learn are more important than the model or framework you choose to plan your learning engagements. All of these TELEs help students build essential skills for acquiring knowledge such as research skills, social skills, and self-management skills and as we have uncovered all have potential pros and cons. As long as executed appropriately for your students, I don’t think it matters which direction you choose. While covering content is important I think it’s also vital to teach students through various means ‘how’ to acquire knowledge, so they become self-directed learners and are equipped with the different ways as well as the confidence to ask questions and think critically about information everywhere.
Thanks again!
Sarah
Brilliant chart, Sarah! Absolutely fantastic! I especially like that you included cons with the summary and benefits. I think sometimes we can get stuck in “robot student” mode and just assume that what is being put before us is beneficial and good (for lack of a better word) because someone smarter and more knowledgeable than we are has vetted it and made the decision to ‘put it there’. This isn’t always the case! We have to think critically.
Thank you!