One of my idols is legendary coach John
Wooden. What he did for UCLA,
basketball, and the lives of his players would take volumes to record. I began learning of his contributions as I
studied various coaching styles in my early years working with the PCS sports
teams. The lessons learned transcended
the games.
In reviewing any practice plan of mine, when I
would introduce a new topic or skill, there would be periods of short, focused instruction, modeling,
low-risk practicing, group and individual development, then high-risk practicing. At each stage I would create authentic
opportunities to engage the athlete, enabling me to critically assess and
provide feedback. Of course, repetition
would be elemental for any concept or skill to become automatic.
During the course of any practice,
complications would inevitably occur, resulting in a loss of instructional
time. I often found myself forced to
make a decision. Should I rush through
the time-tested process and try to speed the learning, or should I eliminate
one of the steps? After much trial, and
even more error, I learned that the best solution was to eliminate the short,
focused instruction. (I realize that
this technique may seem counter-intuitive to most; however, it was at every
other stage of this learning process that I could provide critical feedback to
the learner.) Therefore, I would place
my athletes into some low-risk (consequence free; an objective-laden bell
ringer; an exploratory game, etc.) situations without instruction, having them
draw upon their previous experiences and my feedback for proper
development. I experienced more success
with this approach than when I directly instructed them and reduced the amount
of time for feedback and practice.
Many educators present to one or two learning
modalities. We know it’s difficult to
address every learning style. Moreover,
differentiation brings an additional level of difficulty to most
presentations. This is why I bring this
Friday Focus to you. Even when a student
has had little or no prior exposure to a concept or skill, students can often
learn that concept or skill through investigation or discussion that either builds
on their basic prior knowledge or excites to spark new knowledge. And when students are stuck, it doesn’t always
mean they need you to tell them the answer.
Just asking kids the right question is often enough to help them move
forward.
Please know that I’m not suggesting teachers
kick-back while students learn or don’t learn on their own. Instead, students should be provided a chance
to learn by doing, with access to resources that can help them (technology,
books, a classmate, you). Teachers,
meanwhile, circulate to assess what children know and what they don’t know –
helping troubleshoot as necessary. This allows
teachers to plan the post-activity whole-group
instruction/correction/discussion as it would benefit the student. It’s at this point when a teacher can
facilitate the sharing of solutions and insights, address common
misconceptions, and scaffold understanding to a deeper level.
As I describe this Constructivist learning
process, two popular instructional methodologies come to mind. The first strategy being most like what I
describe is referred to as project-based learning. The second strategy would be the flipped-classroom
model, but with little or video instruction.
In both approaches to instruction, the classroom time is spent in
exploration, investigation, and collaboration on authentic tasks.
Anxiety and uncertainty over the CCLS and new
APPR requirements seem to have swayed many educators away from these
methodologies, potentially stifling creativity.
In analysis of the new standards, it is my belief that as we become more
comfortable with these new directives, we will realize the countless
possibilities for expanding opportunities for deeper understanding through less
“sage on the stage” instruction. Telling
a child that the pool is deep will not ensure that they know it’s deep until
they jump in. Affording students experiences
to explore, access and build their own knowledge is at the “core” of the
standards.
As we all continue to delve into the new
standards, I am confident that AAK will continue to be a beacon of excellence
in the area of instructional strategy and methodology. Have a wonderful weekend.
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