Inquiry-based learning. Project-based learning. STEM.
Those who have attended any number of workshops in the past ten years are well aware that the first two provide the Ultimate Education Experience and the last is what's hot today.
So, why hasn't project-learning caught on en masse? And why is it so difficult for Math & Science especially?
I think I have an answer.
A couple of years ago, two teachers and I got together for a cross-curricular project: can we put a device charging station in the library and make it self-sufficient? You can see the details here (hint: click "Vote Your Favourite" to see the end proposals: http://projectcharging.weebly.com/ )
The next year, the project--or a similar one--didn't happen. Here's why.
Having the most screen experience, I was able to set much of the back-tech up for the teachers. Set free on their own, I believe the teachers didn't find the time to practice the basic skills needed to setup a similar project online; it becomes overwhelming to "start", and easier to go back to the traditional binder.
What comes first, the Inquiry approach or the use of digital skills? Do you really need to have digital skills to do inquiry? Of course not. But, without these skills, it likely won't happen.
Those who have attended any number of workshops in the past ten years are well aware that the first two provide the Ultimate Education Experience and the last is what's hot today.
So, why hasn't project-learning caught on en masse? And why is it so difficult for Math & Science especially?
I think I have an answer.
A couple of years ago, two teachers and I got together for a cross-curricular project: can we put a device charging station in the library and make it self-sufficient? You can see the details here (hint: click "Vote Your Favourite" to see the end proposals: http://projectcharging.weebly.com/ )
The next year, the project--or a similar one--didn't happen. Here's why.
Having the most screen experience, I was able to set much of the back-tech up for the teachers. Set free on their own, I believe the teachers didn't find the time to practice the basic skills needed to setup a similar project online; it becomes overwhelming to "start", and easier to go back to the traditional binder.
What comes first, the Inquiry approach or the use of digital skills? Do you really need to have digital skills to do inquiry? Of course not. But, without these skills, it likely won't happen.
My view is that technology makes the project-based model far easier and rewarding. It's the reason I took up this approach myself. Before I became fluent on the screen, I considered inquiry learning as cumbersome, wasteful, difficult, and not worth the effort. I didn't see the end result as particularly interesting. It certainly didn't lend itself to sharing.
The screen accelerates the mundane tasks of project learning and allows for group work in a way that can't be done traditionally. Projects are more engaging simply because there is more possibility, wether it's realized or not. There is a sense of accomplishment that goes beyond a class period presentation. And the resulting work exists as a portfolio, accessible anytime, anywhere.
When we have 1:1 student:devices ratios and teachers that are digital natives, inquiry will come naturally. It has to; on the screen, you can't avoid bumping into like-minded voices and ideas. Google's AI ensures us of that. And inspiring ideas lead to neat projects. Dusty binders and papers don't.
By the way.... Science Answers The Question: What Came First, The Chicken or The Egg?