What we have learned about teaching science in high school matters for higher education as well. Over a year ago I wrote about the challenge of limited learning in college, described by Richard Arum and Josipa Roksa in thier book, Academically Adrift. Among the causes for limited learning at college was how little undergraduates, especially business students, studied. Higher education need not accept this outcome of limited learning, nor should business schools, especially, accept it. Advances in technology coupled with new pedagogical formats can make a difference in higher education, and K-12 is showing the way.
Two decades ago K-12 science education received the benefit of the IBM and Biological Sciences Curriculum Study. It introduced a model of how students learn science based on the 5Es: Engage, Explore, Explain, Extend and Evaluate. Still touted by NASA for educators, the model views students as building their own understanding of science from experience and new ideas. While focused on science, the model has much more widespread application, and one of them is in college-level applied areas like business.
Business students often complain that their classroom instruction is too theoretical. In turn, employers criticize business schools for students’ failure to learn and for their failure to have the ability to apply what they have learned to practical decisions on the job. We should expect more from business schools and business students – undergraduates and MBAs. The 5E model explains how high school science students learn science by becoming engaged in the subject, having the opportunity to explore on their own through experiences, explaining what they are learning to others, and testing their knowledge through application. If this sounds like how one learns about the applied practice of business, it is.
Now, of course, higher education, like K-12, has the opportunity to couple technology with the 5E learning model. Digital learning technologies have enabled a relatively new K-12 education concept called the “flipped” classroom to spread. The flipped classroom uses class time for interaction between student and teacher while off-loading lectures and reading to non-classroom time. It depends upon an engaged learning model where students study on their own. Jonathan Bergmann and Aaron Sams have told their story of the creation of the flipped classroom at Woodland Park High School in Woodland Park, CO, and their story credits technology with the origin of the concept.
What the flipped classroom offers for higher education is mostly unexplored, but technology is making exploration easier. Business education naturally demands applied learning experiences that make the theoretical understandable and useable. The 5Es of Engage, Explore, Explain, Extend and Evaluate fit the way business and other applied subjects can be learned. Technology provides the foundation for the learning method’s use in a classroom environment that is characterized by a version of the flipped classroom. In it the professor can focus on students’ explanations and applications. Reading and lectures can be completed via digital learning technology outside of the classroom. The combination of the 5Es, technology and the flipped classroom can increase learning – and the kind of learning that matters to employers.
The flipped classroom started in higher education, but the concept wasn’t as widely known before Sal Kahn mentioned it on 60 minutes. Please check Wikipedia for the history of flip teaching. The early work of Eric Mazur with Peer Instruction is also significant, especially for larger classrooms.
I love that the 5Es start with Engage. I firmly believe that students only learn where there is engagement.
Common Core Standards « Penley on Education and Energy