I shared the following Tweet recently because the embedded paragraph below really encapsulates much of what I believe to be true about what students really need from today's schools. We cannot ignore that the world is a very different place than it was for previous generations. As a result, schools need to think about preparing students not just for today, but for what they will need in the future.
Knowing right answers is not enough. The #future will demand problem solving, and adaptability. http://t.co/OkUvbgrkEw #satchat #satchatwcWhile the argument could be made for completely rethinking the structure and format of our learning systems, that is outside the scope of what most educators feel they control. What is in our control is what happens in our classrooms each day. We can do relatively simple things to cause deeper thinking and help students develop skills as questioners and problem solvers, skills that will be very useful to meet challenges of the future.
— David Geurin (@DavidGeurin) August 30, 2014
Steve Wyborney, who by the way was 2005 Oregon Teacher of the Year, shared this strategy in response to my Tweet. This simple idea doesn't require completely retooling how school works, it can be applied in the traditional classroom.
@DavidGeurin @MESPrincipal_ Wade, David, take a look at this strat, providing answer at same time as question http://t.co/XklxpoaSk7Here is an excerpt from the article Steve authored explaining this strategy.
— Steve Wyborney (@SteveWyborney) August 30, 2014
Taking the answer out of the equation
Steve Wyborney June 27th, 2014
In the quest to promote deep student thinking, sometimes the answer is the problem.
In the classroom, we can launch a beautiful, rich question only to see students reach the answer – and reach the end of their thinking. After all, why would they think beyond the answer? Isn’t the purpose of a question to lead to an answer? Isn’t the answer also the conclusion? Isn’t the answer the end of the journey of discovery?
No, it’s not.