Problem-Solving Delivery Model—Redefining Cyclic Teaching and Learning

By Dr. Vin Hawkins
Educational Consultant, Former District Leader

In a previous post, I indicated the necessity of problem recognition and solution, going to the reservoir of real, current problems rather than contrived, pre-packaged ones. Problems were categorized as utilitarian, humanity, and global community. 

This post focuses on the optimal instructional environment for this higher-level learning. Problems that make the cut for consideration, and their subsequent solutions, have the following components: embedded content standards, critical and creative thought, inquiry and investigation, information gathering, analysis and synthesis, and collaboration and debate.

In the real world of the 180-day school year, labor-driven education budgets, and glacial movement toward true blended learning, the typical school year and use of personnel is modified the following way:

A cohort of 100 students is taught by four instructional advisors and supported by two learning coaches. Accommodating developmental appropriateness, these cohorts are found at the Foundational (ages 5-8), Exploratory (ages 9-13), and Focused Inquiry (ages 14+) levels. There are three competency tiers within each level: Novice, Intermediate, and Proficient.

This is a dynamic, not static, model. Each size-100 cohort rotates through a series of three interdisciplinary majors (IM) during an academic year, 12 weeks each. For example:

IM1: Mathematics, economics, engineering, science

IM2: Civics & international history, languages, literature, religions & cultures

IM3: Entrepreneurialism, environmental studies, health & physical well-being, performance & visual arts

Adapting the Saturation Learning model, a balance of leveled (Foundational, Exploratory, or Focused Inquiry) instruction and problem-solving occurs daily for 12 weeks for each IM.

Within each Level, students must progress through all three competencies for their particular IM (1st, 2nd, or 3rd) during their 12-week rotation. A demonstrated competency of “proficient” is a student's entrance ticket to the next level (i.e., Exploratory to Focused Inquiry). Cohort groups have the same four-member instructional advisor team and two learning coaches for at most four years (e.g., ages 5-8), an entire level experience. Thus, depending upon age or time-in-level, students can rotate through each IM as much as four times within a particular level, with increased depth at each experience.

An example:

September 1 - November 30: Cohort A experiences IM1; Cohort B (another 100 students) experiences IM2; Cohort C (a third group of 100 students) experiences IM3

December 1 - March 15: Cohort A experiences IM2; Cohort B experiences IM3; Cohort C experiences IM1

March 16 - June 15: Cohort A experiences IM3; Cohort B experiences IM1; Cohort C experiences IM2

Annual "proficiency evidence" determines advancement to subsequent levels, where cohort rotations continue. Each "novice-intermediate-proficient" experience within each level is, of course, more sophisticated and complex than that at the previous level.

Each four-member team's instructional advisors' content knowledge goes beyond one specific subject area in the interdisciplinary major. They are confident and adept at using technology within the context of developmentally appropriate levels, and are competent collaborators among colleagues.

The two instructional coaches are indispensable, and primarily responsible for the following:

· Behavioral support

· Real-time intervention (to prevent any subset of any IM 12-week experience to lag behind)

· Enrichment protocols

· Parent, community, business, higher-education liaison

· Internship and community service requirements

· Senior projects and e-folio monitoring

· Collaborate with the instructional advisor team to determine proficiency validation for level advancement

The advantages to this re-calibration model are compelling. The cumulative learning experience, for each interdisciplinary major, consists of approximately 5000 hours of skill and concept-embedded problem recognition, solution, and justification. Compare this with at most approximately 2300 hours of cumulative exposure to mathematics, 1200 hours of science, and 150 hours of economics in the typical current K-12 experience.

Visual Learners

We hope you enjoy this guest post on visual learning from our friends at Home Tuition Agency!

Visual Learners 
There are several different types of learners, and understanding how to address different learning styles is one of the most important first steps a teacher can make in getting through to his or her students. The most successful lessons will learn to incorporate multiple styles of learning, providing activities that appeal to students through visual, audio and hands-on learning applications. 

For many people, learning about concepts from a textbook is nearly impossible. They may often be heard saying that they "Just can't envision this" or that concepts don't make any sense from their description. You can try to explain the concept in multiple different ways, but ultimately the thing that makes the concept make sense in their heads is a visual representation: a diagram, photograph, demonstration, video or other visual element. 

Ideally, any given lesson should incorporate multiple types of learning. While most people have one dominant learning style, they will usually learn faster if they are given multiple approaches to any problem. Depending on the subject matter you teach and the age of your students, you can utilize several different types of lesson plans.

Creative Teaching Methods for Visual Learners
-- Have your students role-play a situation. If you are teaching history, for example, you can assign your students historical characters and a moment in history for them to play out. 

-- Have students create posters about the topic. Stress that the posters should be informational as well as attractive, and see what your students can come up with. As an added bonus, you can hang these posters up on the wall of the classroom for reference throughout the semester. 

-- Have students make video documentaries about a topic. They can then present these videos to the class. Make sure to specify any limitations about what the video should include or how long it must be. 

-- Whenever possible, allow for some experimentation. If it won't hurt anything, allow your students to venture away from the lesson to find their own answers. For example, create a science experiment where students can create their own method of testing the hypothesis. 

-- Create an interactive website for your class. Even better, enlist your students to help you create the page. This can be informational as well as functional, allowing students to have a place to come and check on work or other information long after the site is introduced. 

There are endless opportunities for ways to encourage students to learn visually and in a hands-on atmosphere. No matter what subject you teach or what age your students are, you should always ask yourself how you can add an extra dimension to any lesson that you teach. Adding visual and hands-on learning techniques to your existing repertoire can help engage students and foster learning in a creative and challenging environment.

Author Amanda Lee is a career counselor and content contributor for hometuitionagency.com.sg, which emphasizes Chinese tuition as an integral factor in international studies.