It falls in the category of “ask; don’t tell.” We used to think that kids needed carefully scaffolded, guided learning experiences. We now think learners need opportunities to explore, ask what if, and test their ideas instead of us telling them what to think and do. We know there needs to be a balance of both.
What if we offered Calculus students a TI-Nspire™ document to explore and develop questions and hypotheses? What if we used student questions to develop a path to learning? Can we lead learning by following student questions?
Good teachers ensure that their students learn the subject material to an acceptable or superior level. Great teachers all do one thing well: they create dissonance in the minds of their students and guide them in the resolution of that dissonance.
In another of our the T³ International Conference presentations in Las Vegas, Sam and I are going to share our thinking, our documents, and our ideas about creating dissonance and offering learners the opportunity to ask questions and investigate first.
Here are the files we are using as starters for this conversation (We learn and share; download these Nspire files from our Dropbox. Each screenshot is hyperlinked to the corresponding file if you just want one or two.):
We’d love your feedback and your questions. We’d also love to know if you try this with learners.