In a previous post we explored a potential problem with prepackaged STEM products (or STEM in a box). In short, the problem is when schools and districts invest more in them than they do in their teachers. Because, if the ultimate goal is to leverage these resources to promote inquiry-based learning (which it should be), some form of professional learning is most likely needed, as opposed to simply handing over the goods and believing their potential will be maximized.
Now, let’s examine how teachers can take a product with step-by-step directions and transform/reconfigure it in such a way that inquiry-based learning is promoted…For the purpose of this post, we’ll look at how I previously accomplished this task with solar powered cars, but I believe these same ideas and steps can be applied across countless products/contexts.
The Starting Point
I originally purchased a classroom 10-pack of the car kits from this website (with the intention of having my students work in groups of 2-3), and the directions that came with them can be found here. As you can see, step-by-step errorless construction is endorsed. And, just in case, the website contains a video that demonstrates exactly how these directions should be followed.
The Transformation
First, to encourage inquiry-based learning and to place the engineering process/decisions in the hands of my students as much as possible, I decided they would not be receiving all of the supplies I had purchased. Also, I communicated these intentions and plans with my students…Especially with younger grades, I have found it helps to preview the productive struggle that is about to take place. Otherwise, many students (especially the high-flyers) lose a great deal of confidence because they don’t realize that the struggle is “all part of the game.”
So, I asked myself…“What supplies/directives do I absolutely need to give my students to maximize inquiry and creativity while ensuring an unreasonable level of frustration will not be reached?”…After working through this question with my custodian for quite some time, we decided the students would be provided the following (Take a moment to contrast this short list with what is included in the original directions.):
- 1 solar panel, 1 volt 500 mAmp
- 1 motor with pulleys
- 4 wooden wheels, 1.5’’ in diameter
- 1 wooden dowel, 4 mm x 8.7 cm
- 1 wooden dowel, 4 mm x 9.5 cm
- 4 screw eyes
- Students were also permitted to incorporate their own supplies.
Initially, when giving supplies/directives, it is better to “underhelp” than “overhelp.” Additional assistance can always be integrated if necessary, but once too much support is given you’ll never be able to get back the inquiry that you (and your students) lost.
One more thing…
To encourage engineering (as opposed to open-ended building with no constraints or goals in place), the students were made aware of five potential class awards they could receive for their final car/product: most creative, best designed, most eco-friendly, fastest, and highest speed per dollar. Each group was asked to select about two, explain their strategy for winning each one, and then blueprint and design their cars with their chosen awards in mind.
The Engineering
Other aspects of the engineering process included:
- A more general blueprint, drawn in detail with all parts labeled
- Explanations and mini-blueprints for individual systems within the car (e.g. making sure the wheels turn once the motor is powered)
- Documentation of the main problems and solutions that arise during the engineering
- Budget documentation
- A reflection, with an emphasis on how successful/unsuccessful each group was in winning their targeted awards
In the End
Although I’m sure my process is not “perfect,” the advantages of what I created vs. what I received in the mail should be clear.
At the end of the day, we want teachers to be able to constructively criticize what’s in front of them and enhance what they have to better meet the needs of their students. Otherwise, we’re stuck with the regurgitation of resources that were created by those who (1) have never met our students and (2) most likely haven’t seen a classroom in quite some time.
Once again…while products and programs have a place in our schools, we must first and foremost remember to invest in teachers as learners and professionals.
What are your overall thoughts on transforming step-by-step directions into inquiry? Can you relate to the process I followed with my fourth graders?
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Ross, thanks for writing this. It helps to see the process laid out in addition to the products that the students create during the engineering process. Maybe you should work for a STEM kit company 😉 or I suppose they could just read your blog. I taught 8th grade science for 9 years and evolved from following step by step labs to having students design labs from the ground up. By my 9th year, I landed in the middle of the two, finding the best of both designs. My question for you is actually math related. I’m a teacher coach at my school, and I’d love to dig into inquiry-based math strategies with our math department. The only problem is that I haven’t seen a lot of it. Do you have any favorite resources for teaching inquiry-based math lessons? Anything grades K-12 would be awesome. Thanks!
Nick, thanks for reading! Without a doubt, I would look at the 2nd Edition of Teaching Student-Centered Mathematics by John Van de Walle. There are three volumes, with each one spanning different grade levels. If you’d like to discuss further, feel free to send me an email. Thanks again.
You the man, thanks! I’m on it. It will be fun to offer some of these ideas to our math teachers and see what they think. My science methods teacher in college modeled all kinds of inquiry-based science activities. I LOVED it. I still remember trying to figure out how a Cartesian diver worked. https://www.youtube.com/watch?v=s5eIRjmor1w Great way to help students discover concepts around pressure and density. Thanks for help.
I really like this approach to teaching math as well. Especially when having student solve real world, multi-step word problems. Dan Meyer gave an awesome Ted talk some years ago on this approach (click here for video: http://youtu.be/NWUFjb8w9Ps). He argues, and I agree, that textbooks and teachers instruct students backwards, providing step by step directions, then giving them all the information up front to plug into (fill in the blank) a formula. Hold back some info, encouraging them to struggle then seek more information. Great approach.
Mike, thanks for the resource. Yes, the same applies to math! I think the bigger, overall shift is educators embracing the idea that productive struggle is often times necessary, and it is not a result of “bad” teaching.
I am the Department Supervisor for Library Media Services in my district exploring inquiry-based learning with the Department Supervisor of Visual Arts and several art teachers in a collaborative inquiry team. This post reminded me of a picture book that I shared with them this week entitled Going Places by Peter and Paul Reynolds. All students in the class are given identical kits to build a go cart for a go cart race. Two students in the class collaborate to create something else with their kit. The elementary art teachers plan to start the school year by sharing this book with their art classes. At our session this week we also had a discussion about the high flyers who struggle in art class and getting them to accept that the struggle is part of the learning process.
Thanks, Jeri! Sounds like the book is a great way to blend literacy with inquiry-based learning. I’m interested in hearing how it all turns out.
I love this challenge and I have had limited success with inquiry in my special Ed classes. I always end up giving more info and support than I want to. Many of kids with IEP’s have experienced failure for so long it’s hard to not want to spoon feed so they can feel some success and not give up right away. Any suggestion for walking this fine line? We do SO many team building activities in my class and it helps but still hard to remind them of their successes and to embrace their struggles. School is seen as just one BIG struggle for many. I am generalizing over the spectrum of needs here but I am always looking for new ways to support but not over support in projects.
Thanks, Jason. One of my favorite quotes is by Carol Ann Tomlinson, “The best differentiation inevitably begins with what we might assume are ‘too high expectations’ for many students and continues with building supports to enable more and more of those students to succeed at very high levels.” Of course, at the same time, we don’t want our expectations to be unreasonable…As students engage in inquiry, I have found constant formative assessment and feedback helps to gauge where they are and what supports they need to get them to where they need to be.