I think my Pascal-inspired group problem-solving session went well. The students were very quiet at first, seeming to not know who should speak first as they read over the first problem. A couple of groups didn't even stand up to use the whiteboard for the first five minutes.
But after only a short time, the room was filled with discussion, and the boards were filled with writing.
A few interesting observations:
- As always, I find that students think more clearly and write more neatly when they are standing at a markerboard. I think the blood flows to the brain better because the body is more active. Also, seeing your handwriting on a whiteboard makes it all look so much more "official."
- As always, I also find that students think more clearly and write more neatly when they are working out a problem with others watching them. You can't simply gloss over an assumption or a math step with other students---especially an assigned Skeptic---watching you.
- Speaking of the skeptic role, I heard a lot of chatter between Skeptics and Leaders! What I noticed, though, was that the Skeptic always countered the Leader's statement with another piece of information: "Yes, but we also know that..." or "Perhaps, but the textbook says that..." were typical beginnings of their sentences. They were never skeptical for skepticism's sake, but always challenged the Leader's statement with a purpose and a counterbalancing idea.
- Lastly, one student (assigned the role of Scribe) asked what the Scribe was to contribute to the discussion. I hadn't considered this, but quickly realized that part of the Scribe's role was to ask the Leader and Skeptic to clarify their ideas so that the Scribe could write them on the board. This is a crucial role that we often miss in the classroom.
So, did the session work? I think so, but we'll see when I get their homework scores in...
Pascal said,
One must know when it is right to doubt, to affirm, to submit. Anyone who does otherwise does not understand the force of reason. Some men run counter to these three principles, either affirming that everything can be proved, because they know nothing about proof, or doubting everything, because they do not know when to submit, or always submitting, because they do not know when judgement is called for. (Pensees, 170)
This morning, I'm going to be putting this into action in a new group problem-solving system I'm introducing in my classes, which I read about in Just-in Time Teaching. The students will be randomly sorted into groups of three. Each student is assigned a different role: the Leader, the Scribe, and the Skeptic. Each of these reflects Pascal's actions of affirming, submitting, and doubting, respetively. Each group will receive one or two physics problems and given the majority of the class time to solve.
The Leader is to direct the group's conversation, putting forth ideas and looking things up in the textbook. Only the Scribe is allowed to write anything down. The Skeptic is to ask questions of and poke holes in what the Leader says.
This makes me excited, because it is, quite literally, Pascal in action! I'm excited to see how it works out. Tomorrow, I'll post a synopsis of how it went.
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