Over the last four weeks my team has been collaborating in order to try and solve the wicked problem of teaching complex thinking. As we began Berger’s questioning process of Why, What if, and How we were able to arrive to a solution (Berger, 2014). This sounds like we were easily able to make the solution but within those four weeks we were communicating through Google Docs, emails, two Zoom conferences, Twitter, expanding our Personal Learning Networks (PLNs) and even through our survey results from our colleagues.
When beginning to look into our wicked problem our biggest struggle was how should we define it? We researched and had found different terms that implied the same thing, so we brainstormed and created a definition that encompassed all of the research we had completed. In our presentation we explained how wicked our problem was and how our new definition was helping us to move forward along with the opinions from our PLNs and the survey work.
Our presentation also includes our idea of using professional learning communities (PLCs) in order to solve this wicked problem. We believe that surrounding yourself with colleagues that will help push you to create a better environment to support teaching complex thinking and a group to hold you accountable then this is the best solution for such a wicked problem. According to Louis and Marks (1988),
“The presence of professional community in a school contributes to higher levels of social support for achievement and higher levels of authentic pedagogy,” (Vescio, Ross, & Adams, 2006).
Which is another part of our solution of embracing TPACK in the classroom and how technology is an important role in effective teaching. Our solution is not meant to be a one size fits all, because this wicked problem is something to be taken seriously every day in the classroom and needs the collaboration in order to be successful for our students.
Here is a link to our presentation of the wicked problem of:
Berger, W. (2014). A More Beautiful Question: The Power of Inquiry to Spark Breathrough Ideas. New York City, NY: Bloomsbury USA.
Vescio, V., Ross, D., & Adams, A. (2006, October 07). A review of research on the impact of professional learning communities on teaching practice and student learning. Retrieved October 09, 2016, from http://www.sciencedirect.com/science/article/pii/S0742051X07000066