STEM LEARNING

TAR Methodology

Schools and nations are facing probably the biggest challenge since the invention of the press.

The print revolution has imposed for more than 300 years a learning paradigm that is based on learning from a teacher, someone who has the information that we seek to transfer to our kids via a method of delivery (pedagogy) packaged as a national curriculum by expert in education and content experts to provide the content that needed to be delivered.

This scenario of delivering content (teaching our kids) is NOW obsolete, the internet has democratized the information, knowledge, and the information is no longer in the hand of only the teacher, it is now DIGITISED and can be easily accessible by anyone with access to the internet. 

This digitization of knowledge and information has made teaching absolute as the exponential growth of the knowledge and information made teaching as a pedagogy to defuse and transfer knowledge impossible: 

  1. First, because the information is following an exponential growth model. 
  2. Second, any attempt at developing a curriculum is rendered obsolete within few months, as the currency of information and knowledge would be already outdated within 6 months or less.

To achieve this, we need to implement two emerging paradigm of learning:

1- The use of a Research-Based Learning Model, where classroom activities are the real world problems that a local community is facing or new ideas that need to be explored, researched and realized. The TAR, Teaching as Research pedagogy is well suited for this, along with Peer-Learning and Problem-Solving methodologies. 

2- We need to transform our Schools into meeting places for local communities businesses, inventors, designers, artists, and entrepreneurs where curricular/classroom activities are used to explore ideas, solve problems or develop products. We MUST transform our classrooms into fabrication and innovation labs, run as for-profit community workshops, where new products and creative work can be designed and made using digital fabrication equipment, 3D printers, laser cutters, CNC machine, wet-lab, prob-ware and scientific modeling and simulation software. 

Simple shifts in how content and activities are approached can make a big difference in overcoming student misconceptions and building more accurate views of the process of science

  • We will also be developing courses based on this model we just outlined and publish them for free, so they can be used as launching pad to kickstart this necessary paradigm shift.

Your comments, contributions to this debate is needed.So join in.

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