I wish I could encourage the same approach with more people in my district, especially the adults. I find that there is often an expectation for step-by-step training on any technical task that is being asked of teachers. There are a few who, once pointed in the right direction, will take off and figure things out for themselves, but they are definitely the minority. Many of the rest expect descriptions down to the level of each mouse click, and if the process later deviates at all from the training, they tend to be on the phone for support. When I look at the approach to teaching technology of the two groups, I see the same pattern reflected. The minority group are willing to give kids general guidelines and let them figure things out, providing help and guidance as needed. The majority expect to have to give kids the same direction, down to the most minute level, that they would want themselves.

If I were a student in a classroom where the latter approach was in use, I would be a behavior nightmare! At a minimum, I would be constantly jumping ahead, and would probably miss things as a result. Beyond that, I’d probably go looking for more interesting things to do with my computer, which would likely not go over well.

On the other hand, I recognize that the tinkering approach cannot be the sole solution. I know from my own tinkering that sometimes the result is understanding that can resemble swiss cheese – lots of random holes. Sometimes bricolage leads to ways of doing things that, while they may work, may not be the most elegant or efficient way of getting the particular job done. Sometimes they create bigger problems down the road. Example: ten years ago I taught myself Filemaker Pro and built some pretty complex databases for my district. I’ve since worked with FMP developers who’ve sometimes told me “sure that works, but you’d save yourself a big headache and a ton of work if you did it this way instead.”

Another example is internet research. Kids figure out quickly how to search using Google, and can tinker with their search strings to get some refinement. However, after that they can really benefit from more formal instruction on how to do the research process effectively. The result will be that they spend less time on searching and get more effective results, as well as improved critical thinking skills.

We need to recognize the value of tinkering as an approach, but at the same time ensure that we provide the means to find and fill in the “holes” it sometimes leaves. That kind of support is where the skilled teacher becomes absolutely vital to the process.

I don’t know, I guess my experience was just different than all of yours. I did the drills. I remember memorizing the SM. I forget if we did any beneficial experimenting at that time (long time ago). I don’t remember laboriously reciting the steps in every science class for the rest of pre-college college career. I do recall having a considerable amount of fun in elementary school. I guess a lot of my “tinkering” went on at home and away from school, but I suppose that’s a separate subject.

“It is what I crave in my career and my personal life. We owe our students the same thing.”

We owe them an education.

In elementary education, the scientific method is often taught as a set of steps that students move through to complete a science task. The question is often given to students and they are required to complete each step. Curiosity, ingenuity, and problem-solving are often not the focus of the scientific method in elementary classrooms.
Tinkering encourages curiosity and problem-solving in a playful environment.

Mike

In many cases, kids are handed a worksheet with the title “The Scientific Method” and asked to memorize the steps, but never actually DO anything. Even when they do something it’s a canned “experiment” that is contrived to fit the steps. I’ve seen this enough times to know it’s a widespread practice. This is ALL I’m talking about.

I”m also against drilling kids on multiplication facts, so it’s apparent that we differ in some fundamental ways about learning.

I also don’t think tinkering needs to be clearly defined before it can be of any use. Thinking out loud about learning and how education is structured in schools is useful and important. I learned a lot by sharing these ideas, even if they are not fully formed. The physical and virtual audience who joined me in this conversation were willing to toss some ideas around and I hope they got some food for thought too.