Culturally Responsive Teaching (CRT) uses culture as a trust builder and Challenge Based Learning (CBL) allows for culture and choice to determine the path to learning the individual chooses. Both methods give students voice and choice. Both methods allow for multiple points of access with cognitive scaffolds as students are grouped in heterogeneous collaborative groups. Each method provides rigor pushing students to high achievement in a contextualized social learning space. Challenge Based Learning is a highly structured teaching method in that learning outcomes, checkpoints, and assessments are all clearly outlined by the teacher before the project begins. Similar to Project-Based Learning (PBL), CBL allows students to determine the path from surface to deep and ultimately to transfer. While CRT is an overarching strategy that may encompass CBL and PBL if they are designed with equity and access in mind.
CBL allows students self-determination (heutagogy) to solve chosen real-world problems while using all tools available to them. In this way, they are encouraged to utilize technology to aid in problem-solving. By giving students the ability to make a difference, CBL is highly motivating. Students are engaged and purpose-driven. Flipping the classroom can encourage motivation if all students are able to understand and remember the asynchronous work required of them. Flipping the classroom requires a culture of buy-in to the model. Passively watching videos is not enough for even pre-teaching lessons. In my experience, it is important to use an app like EdPuzzle to scaffold the video watching experience. The biggest challenge is to catch the students up, that did not do the asynchronous work.
My action research has led me down the road (I will not say continuum) from pedagogy to andragogy to heutagogy. I think of pedagogy as the sage on the stage, andragogy as the guide on the side (used especially in adult learning) to heutagogy as the ace in the digital space, where one must be driven to learn on one's own. The 21st century requires heutagogical learners, those that are self-determined problem solvers, that are capable of making decisions. Even though there are challenges to using the Flipped Lesson Design, I will continue to use it when I can minimize the obstacles, mostly because I have so little time to be in the synchronous class space. I know I can weave the CRT methods into the curriculum that I am required to teach according to the pacing I am expected to align my lessons to. However, as much as I would love to use the CBL or PBL models, I am not sure that I will be able to make them work with the time constraints and the demands I currently have for teaching. I plan on bringing this model to the 4th grade Community of Practice to see if there is something that we can do that would allow us to implement CBL or PBL frameworks/methods.
CBL allows students self-determination (heutagogy) to solve chosen real-world problems while using all tools available to them. In this way, they are encouraged to utilize technology to aid in problem-solving. By giving students the ability to make a difference, CBL is highly motivating. Students are engaged and purpose-driven. Flipping the classroom can encourage motivation if all students are able to understand and remember the asynchronous work required of them. Flipping the classroom requires a culture of buy-in to the model. Passively watching videos is not enough for even pre-teaching lessons. In my experience, it is important to use an app like EdPuzzle to scaffold the video watching experience. The biggest challenge is to catch the students up, that did not do the asynchronous work.
My action research has led me down the road (I will not say continuum) from pedagogy to andragogy to heutagogy. I think of pedagogy as the sage on the stage, andragogy as the guide on the side (used especially in adult learning) to heutagogy as the ace in the digital space, where one must be driven to learn on one's own. The 21st century requires heutagogical learners, those that are self-determined problem solvers, that are capable of making decisions. Even though there are challenges to using the Flipped Lesson Design, I will continue to use it when I can minimize the obstacles, mostly because I have so little time to be in the synchronous class space. I know I can weave the CRT methods into the curriculum that I am required to teach according to the pacing I am expected to align my lessons to. However, as much as I would love to use the CBL or PBL models, I am not sure that I will be able to make them work with the time constraints and the demands I currently have for teaching. I plan on bringing this model to the 4th grade Community of Practice to see if there is something that we can do that would allow us to implement CBL or PBL frameworks/methods.