By Carmela Jones, MNS
“The greatest sign of success for a teacher…is to be able to say, 'The children are now working as if I did not exist.'” -Maria Montessori
The question is: "Can implementing the MI pedagogy help develop Tony Wagner's Survival Skills for the 21st Century?" Students in my classes came up with guidelines for whiteboard times as described in the previous blog entry, then they went through the modeling cycles.
Paradigm Lab:
Students observed a discrepant event or a simple phenomenon during the paradigm lab. They recorded observations in a lab notebook. They were not told what to observe; it was an open-ended exercise. They shared their personal observations within their own three-member group. They recorded any observations another group member made that they missed. We compiled a general class observation list on the chalkboard. Each student contributed one unique observation to the class list.
Along the way, the teacher asked for the definitions of new or unclear words. For example, if a student wrote: “The solution was transparent.” I questioned what he was referring to when he wrote “solution” and what he meant by “transparent.” At the end of the exercise, students had new vocabulary that they were all accountable for. Typically, the paradigm led to an experiment. Beforehand, I needed to know exactly what two variables I wanted students to experiment with. I asked them which observations could be quantified, what tool could be used to quantify, and what unit would it be quantified in. After all the possibilities were exhausted, I disclosed the two variables they would be examining.
Lab Experiment:
During the lab portion, groups designed their own experiment. They came up with a problem question, a testable hypothesis, a list of materials needed, procedures, and a data table to be completed as the experiment progresses. I double-checked their preliminary write-ups and through Socratic questioning, pointed out things that needed adjustment. They independently ran their experiments collecting relevant data. After the data table was complete, they used a graphing program to reveal the algorithm for the data.
Post-Lab:
They then wrote their results on a whiteboard and took turns sharing their results with their peers. Their peers and I questioned them for clarification with no judgement. If misconceptions were identified, I pointed out that if I was the only one to see the information (i.e. in a lab report), then only that one individual and myself acquired knowledge. Whereas, when it was on the whiteboard, we all collectively learned. At the end of all the presentations, I helped them summarize the concepts learned by directing them to the patterns on the whiteboards: what was the same and what was different. They then had all the tools they needed to do a lab write-up.
The lab write-up was included among the post-lab activities. Lab reports had significantly improved because they received feedback before turning them in. Each group member wrote his own lab report. Any information shared during the oral presentations became public domain and may be referenced in a lab report if proper credit was given. Real-life applications were included in the lab report.
Other post-lab activities included quizzes, tests, short activities, follow-up labs, and practicums. I appreciated the Modeling Method because it provided a convenient framework to fit in other activities. Interspersed where appropriate were warm-up problems, assignments, mini-lectures, videos, and digital software applications, among other mini-activities.
This type of teaching philosophy maximized learning in the classroom and encouraged students to stretch themselves to do what they did not realize they could do. It not only prepared students to succeed in college, but also equipped them to succeed in life. In a broad sense, the pedagogy itself promoted the development of Tony Wagner's 21st Century Skills. More detailed examples will be shared when specific lessons are described in the future. The above description was not meant as a training piece. The best MI training is a 3-week workshop.
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If you are a Modeling teacher, share your story by sending it to the email listed. If you know a great Modeling teacher, encourage them to send their story to the email listed. cjones.stemprofessionals@gmail.com.
If you are Modeling teacher and want to interact with other Modeling teachers with a question, an issue, a classroom experience, an announcement, or anything other MI teachers might be interested in, post it on the M2M (Modeler to Modeler) blog on the AMTA site. https://modelinginstruction.org/submit-a-blog-entry-to-m2m/
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