Find answers, ask questions, and connect with our
community around the world.

  • Fernando Perez

    Member
    April 5, 2022 at 3:51 am

    Traditional lessons are generally one way where the teacher shares information with little participation from students, often students only participate when asked directly by the teacher.

    The 3-part framework is more student-centered: students are asked to think about the problem before hand and to even come up with a possible solution or an idea about the possible ranges of the solution. Then, students explored the question and it was a hands on approach of solving a question. There isn’t a clear structure as often the teacher acts more as a director to help students achieve the answer by themselves, it is a very engaging way to teach, which raises several questions from my side:

    – When we apply this method to a Higher Level Course (for example IB Higher Level Mathematics), where there is a huge amount of content to be taught and not really so much time for long activities like this, how could this be effectively implemented (and what periodicity should this take) so that it doesn’t disrupt the dynamics and learning goals of the subject.

    – In order to apply this strategy/method, some time is needed to prepare so that the teacher can present significant questions and guide students in the right direction. How much time does it take to prepare an activity like this? Is it compatible with teachers teaching several subjects who also are asked to complete plenty of “bureaucratic” (not directly related to teaching) stuff?