Wicked Problem
In this assignment we were asked to identify a problem in our school which is a "wicked problem", one that does not have only one answer, but maybe only a best answer for right now.
We needed to define the problem and explain why it was wicked. (What factors were involved?) Than we had to come up with a solution using TPACK to guide our thinking.
We were asked to explicitly break down our thinking through TPACK to explain each component and how and why we made the choices that we did.
Finally we were asked to explain how this solution would be helpful for this problem at this time.
Click the video to see and hear a presentation of my "wicked problem".
A expanded written version is available below the video.
We needed to define the problem and explain why it was wicked. (What factors were involved?) Than we had to come up with a solution using TPACK to guide our thinking.
We were asked to explicitly break down our thinking through TPACK to explain each component and how and why we made the choices that we did.
Finally we were asked to explain how this solution would be helpful for this problem at this time.
Click the video to see and hear a presentation of my "wicked problem".
A expanded written version is available below the video.
Wicked Problem Text
Dana’s Wicked Challenge
The Challenge: How do we enable students access to texts?
Students at Jakarta International School are expected to read a variety of different texts and access content regardless of their English skills. Many of the texts are written at reading levels much higher than the reading ability of the students. About 75% of the students at JIS do not speak English as a first language, however, many have been schooled for years in English.
In the 2011-2012 school year, the 7th grade class will include a group of students who have been learning in English from six months to two years. This cohort of limited English students will need significant support in order to access curriculum. Traditionally, minimal scaffolding has been done to support the students’ reading in subject area classes. There are still subject teachers who are not comfortable having a support person in class and a feeling from some teachers that EAL students should not be in mainstream classes until they can complete the required work with minimum support.
JIS uses a standards based reporting system and has a policy of not modifying curriculum, however, does allow for differentiation in the classroom. The standards for Social Studies and Science are currently under review and are expected to change in the following school year.
In the meantime,how do we get access?
The Solution:
By explicitly teach thinking strategies to access non-fiction texts and new literacies.
One solution is to actively and explicitly teach thinking strategies to use when reading informational texts while concurrently teaching some of the new literacies required to access on-line text.
Students will go to a teacher chosen, content-based website and view, play with, and read about the content on the website. They will be guided to the interactive features on the website.
They will be asked to explore the website keeping a variety of guiding questions in mind:
What is important in Ancient Greece? How do you know?
Who are the important people? Why are they important? How do you know?
What was daily life like? How do you know?
An example of an appropriate social studies website.
http://www.bbc.co.uk/schools/primaryhistory/
With a partner, the students will talk about the questions and their findings. They will be asked to use examples from the website to explain the answers. For example, “I know that religion was important because there was a section in the index about gods.”
After discussing the questions with a peer, they students will be asked to go to their shared Moodle space. The students will post responses to, “What features of the website helped answer the questions?” and “Why were they helpful?”
Key interactions of my choices:
TK-Interactive Website-Moodle space for reflection
PK-guided reading, partner sharing, metacognative thinking
CK-Reading strategies-activating background knowledge/identifying text features
PCK- I chose reading strategies (activating background knowledge and identifying text features for informational texts) for the content and guided reading, pair/group discussion and reflection for the pedagogy because reading informational texts requires different use of thinking skills in order to construct meaning. Informational texts have specific features designed to make the text more accessible. Students do not intrinsically know this and must be taught. Reading with a purpose guides the reader and helps the student determine importance. Guided discussion allows for deeper understanding to develop and the reflection on a shared space enables the student to clarify understanding with the opportunity for timely feedback.
TCK-I chose reading strategies (activating background knowledge and identifying text features for informational texts) for the content and an interactive website and a shared space for technology because students are exposed to, and are expected to access informational texts. Increasingly, these texts are on-line. While there are general features common to most informational texts, accessing them requires different literacy knowledge when encountered on-line. The interactive website provides access to information in a variety of manners, including visual cues, written cues, and audio cues. A shared space allows students to learn from and support each other to construct deeper meaning.
TPK: I chose an interactive website and a shared space for technology and reading strategies (activating background knowledge and identifying text features for informational texts) for content because the interactive website provides access to information in a variety of manners, including visual cues, written cues, and audio cues. For students with limited English, the pictures, timeline, and graphic stories allow for a broader range of ways to activate schema. Developed background knowledge helps the reader to create deeper meaning from a text. As informational text features on-line are often accessed using different skills than those needed for a static text, it is important to explicitly teach these skills.
TPACK: This content, pedagogy and technology together afford the opportunity to use effective methods to introduce new literacies while learning essential content. In order to construct meaning from text and therefore really read it, the reader needs to be able to recognize text features and their purpose as well as be able to use a variety of thinking strategies. As new forms of text become ubiquitous, new literacies are needed in order to make meaning. Students have some understanding of how to move around a website, but need guided instruction on how to use all the features effectively to really read. Sharing understandings with peers and others allows readers the opportunity to clarify understanding and hone meaning. A shared space is a place where the students can create this meaning in collaboration with their peers. They will support and build on each other’s knowledge and understanding.
After participating in this lesson students will be better prepared and able to create meaning in their reading from informational texts, both static and interactive. They will be able to participate in class discussions and activities and will be able to gain deeper meaning of the curriculum.
The Challenge: How do we enable students access to texts?
Students at Jakarta International School are expected to read a variety of different texts and access content regardless of their English skills. Many of the texts are written at reading levels much higher than the reading ability of the students. About 75% of the students at JIS do not speak English as a first language, however, many have been schooled for years in English.
In the 2011-2012 school year, the 7th grade class will include a group of students who have been learning in English from six months to two years. This cohort of limited English students will need significant support in order to access curriculum. Traditionally, minimal scaffolding has been done to support the students’ reading in subject area classes. There are still subject teachers who are not comfortable having a support person in class and a feeling from some teachers that EAL students should not be in mainstream classes until they can complete the required work with minimum support.
JIS uses a standards based reporting system and has a policy of not modifying curriculum, however, does allow for differentiation in the classroom. The standards for Social Studies and Science are currently under review and are expected to change in the following school year.
In the meantime,how do we get access?
The Solution:
By explicitly teach thinking strategies to access non-fiction texts and new literacies.
One solution is to actively and explicitly teach thinking strategies to use when reading informational texts while concurrently teaching some of the new literacies required to access on-line text.
Students will go to a teacher chosen, content-based website and view, play with, and read about the content on the website. They will be guided to the interactive features on the website.
They will be asked to explore the website keeping a variety of guiding questions in mind:
What is important in Ancient Greece? How do you know?
Who are the important people? Why are they important? How do you know?
What was daily life like? How do you know?
An example of an appropriate social studies website.
http://www.bbc.co.uk/schools/primaryhistory/
With a partner, the students will talk about the questions and their findings. They will be asked to use examples from the website to explain the answers. For example, “I know that religion was important because there was a section in the index about gods.”
After discussing the questions with a peer, they students will be asked to go to their shared Moodle space. The students will post responses to, “What features of the website helped answer the questions?” and “Why were they helpful?”
Key interactions of my choices:
TK-Interactive Website-Moodle space for reflection
PK-guided reading, partner sharing, metacognative thinking
CK-Reading strategies-activating background knowledge/identifying text features
PCK- I chose reading strategies (activating background knowledge and identifying text features for informational texts) for the content and guided reading, pair/group discussion and reflection for the pedagogy because reading informational texts requires different use of thinking skills in order to construct meaning. Informational texts have specific features designed to make the text more accessible. Students do not intrinsically know this and must be taught. Reading with a purpose guides the reader and helps the student determine importance. Guided discussion allows for deeper understanding to develop and the reflection on a shared space enables the student to clarify understanding with the opportunity for timely feedback.
TCK-I chose reading strategies (activating background knowledge and identifying text features for informational texts) for the content and an interactive website and a shared space for technology because students are exposed to, and are expected to access informational texts. Increasingly, these texts are on-line. While there are general features common to most informational texts, accessing them requires different literacy knowledge when encountered on-line. The interactive website provides access to information in a variety of manners, including visual cues, written cues, and audio cues. A shared space allows students to learn from and support each other to construct deeper meaning.
TPK: I chose an interactive website and a shared space for technology and reading strategies (activating background knowledge and identifying text features for informational texts) for content because the interactive website provides access to information in a variety of manners, including visual cues, written cues, and audio cues. For students with limited English, the pictures, timeline, and graphic stories allow for a broader range of ways to activate schema. Developed background knowledge helps the reader to create deeper meaning from a text. As informational text features on-line are often accessed using different skills than those needed for a static text, it is important to explicitly teach these skills.
TPACK: This content, pedagogy and technology together afford the opportunity to use effective methods to introduce new literacies while learning essential content. In order to construct meaning from text and therefore really read it, the reader needs to be able to recognize text features and their purpose as well as be able to use a variety of thinking strategies. As new forms of text become ubiquitous, new literacies are needed in order to make meaning. Students have some understanding of how to move around a website, but need guided instruction on how to use all the features effectively to really read. Sharing understandings with peers and others allows readers the opportunity to clarify understanding and hone meaning. A shared space is a place where the students can create this meaning in collaboration with their peers. They will support and build on each other’s knowledge and understanding.
After participating in this lesson students will be better prepared and able to create meaning in their reading from informational texts, both static and interactive. They will be able to participate in class discussions and activities and will be able to gain deeper meaning of the curriculum.