So here we are Chapter 5 and my reflections...
1. How can I get students to ask questions about the research they are conducting?
It all depends on the kinds of questions that need to be asked and what the research is all about. This is all critical thinking starting with the most basic of questions, "Why is this important for me to know?" So say we were doing a project on the 2012 Presidential Election, definately an important event that affects everyone. My students would start off creating questions for themselves such as, "What does each candidate stand for and what issues are important to me?" This can also be done with the local elections for the students to learn about how governments decisions affect society, and at the neighborhood level, the students could also come up with questions for the various candidates. This is a case where the research and analysis effects the students and possibly even the school. Not only would this help students ask questions on their research, but an educational environment based on this project would also come to fruition. One that could involve the entire school and the community. Developing a research project and objectives is difficult, especially when trying to create an environment where the student that learning is necessary (De Marzio, Grinberg and Laverty 2006)
2. How can I teach my students to solve problems?
I found a strategy for problem solving at Teachervision.com and it has a list of steps to take.
1. Understand the problem. I would present the material to the students and identify the problem that they are to solve. During this step I would make sure that they understand why this is important to them and how it'll help in their education. Also on how it relates to the subject I'm teaching.
2. Describe any barriers. What this would entail is what is creating the problem and what is and can prevent it from being solved. For example, would the results be biased or inaccurate?
3. Identify various solutions. This would be where the class will research the problem and possible solutions that have been presented for it. They would discuss and determine which solutions are plausible and which ones are not. The students would be engaged in classroom discussions after doing their research on the computers. After they decide what solutions to put into play, they then test each idea.
4. Try out a solution. What I would do in my class would to divide them all into groups and assign them the various solutions that were decided upon. They would then test them out either through experiments or scenario's, and then report on their results. During this stage, the students would also discuss why a solution worked or didn't work, or what could have made one better than the other.
5. Evaluate the results. During this period, the students would then present their findings and compare results with the various solutions that were attempted. They would then decide upon what solution came up with the best results and then report on it. "The key consideration for this portion of the problem solving process is not how to present the findings, but rather what to present." (Lowther and Morrison 2010).
3. I've never used an inquiry-based approach, much less computers-so how is a teacher supposed to do both of these at one time?
An inquiry based approach is what I plan on using at all times when I become a teacher, it's essentially the Socratic Method where the students are as engaged with the material along with the teacher. The use of computers allow this method to be used easier, because in a traditional classroom the teacher is the sole source of information where the students listen and retain that information (Educational Broadcasting Sytem 2004). Years ago before computers were first used as an educational tool, the main source of information for the students was the teachers and whatever books were around on their subject material. Yet the students most likely assumed the teachers read all those books, so therefore knew the subject material inside and out. The advantage of having so much information at one's disposal on the computer is that it is a nearly limitless amount of information and knowledge that the students can grasp. Therefore when a teacher presents a problem or an objective the pupil can then inquire on the subject material with the teacher's guidance. This is a major advantage compared to the traditional teacher-centered classroom because the students not only gain knowledge but they also learn to use it and develop life skills. Therefore they gain wisdom, which is quite possibly the highest achievement a teacher can accomplish with his/her students.
Bibliography:
1. Morrison, G. and Lowther, D. (2010) Integrating Computer Technology into the Classroom: Skills for the 21st Century. (4th Edition, page 140). Pearson
2. Laverty, M., De Marzio, M. and Grinberg, J. (2006) Common Questions and Disparate Voices: A Philosophical Conversation on Education. (Custom Edition for Montclair State University page 51) Pearson.
3. Fredericks, A. (2005) The Complete Idiot's Guide to Success as a Teacher. Penguin Group
https://www.teachervision.com/problem-solving/teaching-methods/48451.html
4. Thirteen.org (2004) Workshop: Inquiry Based Learning. Educational Broadcasting System
http://www.thirteen.org/edonline/concept2class/inquiry/index.html
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