Wednesday, January 22, 2020

EDUC 6772 MODULE 2 -Discussion

Is Solution Fluency Alive and Well in Your Classroom?




I teach my students how to solve-real world problems, by teaching them problem solving skills and the steps in solving a problem.  A strategy that I might be able to implement within my classroom to allow students to solve real-world problems is to allow then to be involved in activity based learning.

My students know how to design and ask essential questions. The essential questions are asked during and at the end of my lesson. In helping my students to ask essential question, I would present students with a scenario on the topic and then stimulate a discussion for students to share their views and solve problems based on the scenario given. In using the six D’s (define, discover, dream, design, deliver and debrief), my students will be given the opportunity to formulate essentials questions so as to solve given problem.

I consider the ability to debrief as most important. This is because, it allows students to re-evaluate and question the process in completing or solving the problem. Also, as Lee crochet stated, debriefing allows one to, take time and go back and look at the product and ask ourselves how could this product be made better now or next time. Global Digital Citizen Foundation. (n.d.-f)

The most difficult of the 6 D’s would be deliver, as at this stage, students must be able to solve the problem and then be required to produce and publish the solution. According to Crockett et. al (2011), students must go all the way to deliver the solution, as without fully implementing the solution, they will never know if it will work (Crockett et. al, 2011).

A benefit of solution frequency is that it provides students with a step by step approach to solving a problem, as Crockett et. al stated, solution frequency will help students navigate through complex problems within the classroom and in their personal lives” (Crockett et. al, 2011). Solution frequency also allows the teacher’s role to be shifted from the distributor of knowledge but a “facilitator of learning within the classroom” (Crockett et. al, 2011). A benefit of essential questions are that they promote inquiry based learning and allows students to be fully involved and engaged during learning. McTighe and Wiggins stated that essential questions “stimulate thought, to provoke inquiry, and to spark more questions (McTighe & Wiggins, 2013). It also allows students be “engaged in uncovering the depth and richness of a topic” (McTighe & Wiggins, 2013).





Reference

Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st–century fluencies for the digital age. Thousand Oaks, CA: Corwin.



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