Implementation in an Elementary Classroom (Articles) - 1 views
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Although her natural inclination is “to help my students when they’re stumped or confused, I need constantly to remind myself that when I supply an answer or even suggest a method for finding an answer, I’m not truly helping.” In terms of the tenets of inquiry-based instruction, she explains, when she answers students’ questions straightforwardly instead of asking questions to help the students find the answers themselves, she’s actually interfering with the learning process.
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Alison Ruebel on 27 Jul 15This is interesting. This would be so hard for many teachers to do, because we are just so used to helping our students, it's natural to us. We need to get into a different mindset and let our students figure things out and question. This would be difficult to change, but knowing it's not helping our students to help them out, tell them answers or suggest how to find an answer, that we are just interfering with our student's learning.
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“Many teachers mistakenly assume kids know how to think,” she says. In most cases, though, children — many adults, too — experience thought as Zen masters describe it: a drunken monkey swinging haphazardly in a mind-forest, from thought-branch to thought-branch and idea-tree to idea-tree. Thinking Maps, she explains, help students gain control of the process by offering them eight distinct ways to organize their inquiries — a circle map for defining in context, for example, or a bubble map for describing with adjectives, etc. Thinking Maps, she continues, introduce students to the notion of thinking about thinking —
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Most teachers know the classroom is the perfect place for children to play, but opportunities to provide those benefits are on the decline. Reduced recess, cuts to physical education courses and limited free time in the classroom coupled with an increasing emphasis on testing are propelling this decline all over the country.