I was teaching with a math curriculum which SUPER frustrated me. The trainers said you give the kids 1 word problem and they solve it which was a similar approach to letting kids think which is described in this video. But the 1 word problem was the only instruction for that skill… 1 word problem student led and ALL students can add 3 digit numbers. I asked the trainers about the different levels of learning we see in the classroom. They said they will just figure it out. I did not have the kind of success. I found I had to demonstrate strategies (pictures, number lines, number bonds, etc.) before they would use the tools to solve the word problem in their own way. But when they were given other problems using that skill they could not solve it because of lack of practice and know how.
The experience of giving a student a problem to solve by their own means is excellent for developing their thinking. But what balance between student led discovery and traditional instruction or teacher guidance works best?
Hi Katie! I think the key is that balance of both by using a guided discovery. Presenting the kids with an activity that helps them understand a concept, introducing them to the context and pointing out the key parts, giving that time for independent discovery, then coming back to discuss what they’ve be working on. It would definitely be tough to not have any instruction beyond independent discovery and no means for differentiation. Some students will need more guidance than that.
I know this video was posted a while ago.
I was teaching with a math curriculum which SUPER frustrated me. The trainers said you give the kids 1 word problem and they solve it which was a similar approach to letting kids think which is described in this video. But the 1 word problem was the only instruction for that skill… 1 word problem student led and ALL students can add 3 digit numbers. I asked the trainers about the different levels of learning we see in the classroom. They said they will just figure it out. I did not have the kind of success. I found I had to demonstrate strategies (pictures, number lines, number bonds, etc.) before they would use the tools to solve the word problem in their own way. But when they were given other problems using that skill they could not solve it because of lack of practice and know how.
The experience of giving a student a problem to solve by their own means is excellent for developing their thinking. But what balance between student led discovery and traditional instruction or teacher guidance works best?
Hi Katie! I think the key is that balance of both by using a guided discovery. Presenting the kids with an activity that helps them understand a concept, introducing them to the context and pointing out the key parts, giving that time for independent discovery, then coming back to discuss what they’ve be working on. It would definitely be tough to not have any instruction beyond independent discovery and no means for differentiation. Some students will need more guidance than that.