Here is a mash-up of the problem-solving sessions I had with my physics classes yesterday and today. The conversation was remarkably similar with each class, so there really isn't much mash-up here — actually, the conversation that follows is more like a generic version of the individual conversations that took place.
Enjoy...
In my physics classroom...
TEACHER: Do you know where the elevator is?
CLASS: Yes.
TEACHER: Do you know where the science department's glass display window is near the elevator?
CLASS: Yes.
TEACHER: Go sit in a circle on the floor in the hallway in front of that display window. I'll meet you there.
Sitting in a circle on the floor in the hallway with my students...
TEACHER: Physics is about problem-solving. We – have – a – problem. Let's solve it. You already know what the problem is. Can you tell me what it is I have in mind?
CLASS: (Blank looks...) Uh, we talk too much?
TEACHER: I want you to talk! Talking is part of the curriculum!
CLASS: Uh, we don't work enough?
TEACHER: You work very well! Why are students so eager to take the blame for a problem in class? Tell me, what do you do in class?
CLASS: We talk.
TEACHER: What else?
CLASS: We work.
TEACHER: What else?
CLASS: (Blank looks)
TEACHER: Do you ever wait in class?
CLASS: Yes.
TEACHER: What do you wait on?
CLASS: You!
TEACHER: Yes! That's the problem!
A CLASS SMART ALECK: (Light-hearted) You're the problem, Dr. Buckner!
TEACHER: (Smiling) Yes! Yes, I'm the problem. When I tried out the Japanese steakhouse style of teaching at the end of the year last year, this wasn't a problem. Students loved it, and I loved it. So, this year I've switched over entirely to the Japanese steakhouse style of teaching — but I never anticipated that you would go so fast I wouldn't be able to keep up with you! This is the problem we need to solve.
ANOTHER CLASS SMART ALECK: (Grinning) We'll be happy to slow down for you, Dr. Buckner.
TEACHER: (Wryly and playfully) Thank you for your willingness to sacrifice for my sake, but I don't think that will be necessary. (Pause) One way to solve the problem would be to go back to traditional lecture-based teaching...
CLASS: (Unanimously) No, no, no!
TEACHER: Can't we at least consider going back to lecture-based teaching?
CLASS: (Adamantly) No! We love coming to this class! We love how you run it!
TEACHER: Well, let me hear some ideas, then.
CLASS: (A mixture of blank looks and thoughtful looks.)
TEACHER: No ideas? Well, I have an idea: Instead of covering new material with each learning team individually, your teams could each send a representative to me — I could cover the new material with them, and they could bring it back to you.
CLASS: (A few weak nods, but mostly troubled faces) We don't like that idea. How can we be sure we're getting the right information? It's like playing "telephone."
TEACHER: But I would circulate team-to-team to correct misinformation and fill in the gaps.
CLASS: No. We don't want to do it that way. (Pause) When we finish learning one skill, we have to wait on you to circulate around to our team to check us off and give us the packet for the next skill. Why not lay out the packet for the next skill on the front table instead. Then we could come get it and start working on it without waiting for you to come to us.
TEACHER: I like it! Why didn't I think of that! It will take me one or two days to prep for that, but I'll do it!
CLASS: And if you could tell the whole class about the learning packet when we first get it, we wouldn't have to wait for you to circulate from team to team to get us started.
TEACHER: That sounds a lot like a lecture. Is that what you want?
CLASS: (Troubled looks) Hmmmm.......no.
TEACHER: How about this... Instead of a lecture, I could give the whole class a very short introduction — just enough to get you started, not a full lecture with all the information. Then I could circulate from team to team and fill in the gaps while you are working on the packet.
CLASS: (Happy faces all around) Yes! That would be great! Then we could get started right away!
CLASS: (Pause, with thoughtful faces all around) But different teams are on different skills. How can you introduce a new skill to the whole class when we are on different skills. Why don't you just keep the whole class together on the same skill?
TEACHER: I really want to keep the teams self-paced. Last year I kept all the students in a class on the same pace, but here's what happens... I HATE, HATE, HATE to leave anyone behind. If I leave someone behind on one skill, they will not be able to pick up the next skill either. Soon they have dropped by the wayside with no hope of catching up. Since I can't stand to see that happen, I keep the class pace slow enough so that everyone can keep up. (Pause) Since I also can't stand to hold students back who could move faster, I experimented last year with letting teams move ahead of the class pace. It worked very well. There are some teams in this class who can complete two years of physics in this one year. There are other teams who will need to go much slower to get a good understanding of the material — that's just the way it is. Whatever adjustments we make this year, I really want to keep it so that students who can go fast are not slowed down, and students who need more time don't get left behind. (Pregnant pause) Here's an idea... We already have a class pace, the pace most students can keep. I can introduce new skills at the class pace even though some teams are ahead of it and other teams are behind it, if I make the introductions optional instead of whole-class — think of it as optional lectures. If your team wants the introductory mini-lecture, come up front and get it. If your team doesn't want it, stay in the back with your team and keep working together.
CLASS: (Enlightened looks) Optional lectures are a great idea! The teams ahead of the class pace don't need it, and the teams behind the class pace aren't ready for it and they can get it later when your circulate from team to team.
A TROUBLED STUDENT: But while you are circulating around the room from team to team, when we have a question we have to wait a long time for you to get back around to our team. Couldn't you stay up front and be available to answer our questions as they come up?
TEACHER: I really enjoy the interactions I have with you in small teams and I don't want to give that up.
CLASS: (Pleased looks on faces all around) Aw!
TEACHER: How about this... I give a short optional mini-lecture to introduce a new skill, and then I circulate from team to team to fill in the gaps. After two or three circuits around the classroom, I park myself up front to take your questions as they come up.
CLASS: (Excited faces) Yeah! That's perfect. (Quiet conversations all around)
TEACHER: I sense that we are ready to wrap up. Before we do, I'd like to make sure we all agree on the steps we are going to take. I understand the steps to be... 1) I will lay out learning packets for your teams' next skills so that you can begin them when you are ready, without waiting for me to come around and hand one to you. 2) I will introduce new skills at the class pace by using optional mini-lectures, just enough to get you started but not with all the information you would get in a full lecture. 3) After introducing a new skill, I will circulate team-to-team to fill in gaps and work with you at your team's pace. 4) After two or three circuits around the room, I will park myself up front and take your questions as they come up. Do I have it right?
CLASS: (Smiling faces and nods all around) Yes!
TEACHER: Okay. Let's try this and we'll see how it works. If it doesn't work out so well, what shall we do? Go back to traditional lectures?
CLASS: No! If today's plan doesn't work we'll meet together like this again and come up with something new to try.
TEACHER: (Pleased) Good! I'm with you! (Brief pause) For the rest of this class period, would you rather go back to class and get to work on physics right away, or go out to the parking lot to look at my motorcyle first?
CLASS: Motorcycle! Motorcycle!
TEACHER: Okay! QUIETLY go out to the flagpole, and I'll meet you there.
At my motorcycle...
A PERCEPTIVE STUDENT: Dr. Buckner, you must feel awesome. You're sitting on your motorcycle surrounded by teenagers who think you're cool!
TEACHER: Yes, indeed!
