The role of modeling in the inquiry process

This week, I facilitated a PBL 101 for a group of middle school teachers in Tennessee. The strength of this group was defined by their diversity. They represented almost all of the "subjects" taught in American schools today: traditional content and applied arts alike. Their different perspectives and commitment to learning created incredibly robust conversations around PBL philosophies. One of the best discussions was about building a culture of inquiry in a classroom. The teachers wrestled with the boundaries that they put on students and how it might impact their learning. Specifically, they discussed the delicate way to incorporate modeling in the classroom.

Modeling is a huge part of our teacher preparatory classes in college. When a supervisor observes you in the classroom, modeling tends to be one of the skills that they expect you to demonstrate. We are taught that it makes students feel safe, and the learning go more smoothly. Those two statements are certainly true, but is the best way to prepare our students to take on challenges that life presents? Sure, my parents modeled what it means to be a supportive parent, and faithful spouse. However, no one is there to walk me through the problem solving process that is a screaming 18 month old.

What these teachers concluded is, "Model the process, not the product." It's so easy to show our students how to create that sculpture, or to make their poem flow on the first try. When we model the product, our students tend to focus on the product, and it often becomes a representation of how well they can replicate our teaching. Learning is messy, and can be difficult. We should guide our students to ask thoughtful questions, to be discerning in their research, and to be tenacious as their possible solutions fail - until they find success.

As I reflect on the role of modeling in inquiry based learning, I am committed to finding ways to improve my own practice as a professional development facilitator. I want for educators in my workshops to walk away with deeper and more authentic learning. I wonder how often their products look like mine, rather than creating learning that is both meaningful and sustainable.