Using 'THE RULE OF THREE' for Learning

I recently read an article by Ben Johnson (2016) that promoted the theory that our learners need to be given the opportunity to learn something new at least three times before we can expect them to know it and apply it.

Johnson suggests we use these three steps:
1. Engage the students in a practical way. After introducing and modelling the learning that is the focus, we need to have our students 'do' something, such as a practical inquiry or discovery activity.
Johnson states, "The important thing is that students have their first roll-up-the-sleeves-and-get-messy experience with the content they are supposed to acquire."

2. Give the students a second opportunity to practice what they learned by using collaborative learning strategies. In groups, they can categorize, analyze or create their own unique patterns.

3. Do some really fun stuff with the content through project-based learning. Require them to do some problem-solving, critical thinking, and creative thinking and then showcase this learning for others.
Examples he gives for showcasing learning include: movie presentation, Reader's Theatre, quiz show, panel discussion, a photo tour, or a slide show.

While sometimes it might take more than three opportunities for the learning to be consolidated, Johnson suggested three is a minimum requirement. He says, "The Rule of Three has to be the students trying to recall, understand, or apply what they have learned on their own."

Ask yourself, "What three learning opportunities have I given my students about this content so they can be successful?"

From: 'Using the Rule of Three' Johnson, B. April, 2016, Edutopia

Some Thoughts and Ideas About Inquiry Learning

The Galileo Educational Network Association (2006) defined inquiry as, "a systematic investigation or study into a worthy question, issue, problem or idea."

Inquiry learning should be student-centred and allow for self-directed learning, focusing on the learning process, rather than just the outcome or product. The students should be able to develop a deeper understanding of the concepts and problems they are investigating. The student drives the learning, while the teacher guides and facilitates it.

Inquiry learning may also be known as project-based learning or problem-based learning.
The inquiry should be meaningful and authentic.

The main feature of inquiry learning is the problem, task or question being investigated.
Students need to use their prior knowledge to select, organise and integrate new information. Teachers will need to scaffold the inquiry process, while still allowing students as much independence and ownership of the inquiry as possible.

Teachers may need to work through Heron's four levels of inquiry (1971).
Level 1 - The problem, procedure, and solution are all given by the teacher.
Level 2 - Structured inquiry
Level 3 - Guided Inquiry
Level 4 - Open Inquiry where the problem is formulated by the student and the solution is not known in advance.

We also want our students to work collaboratively and support each other through the process, and to use digital technology as a tool to support their inquiry in authentic and meaningful ways.

At the end of the inquiry, the students need to be able to communicate what they have learned in some way and REFLECT on their learning and the process.

Project-Based Learning

If interdisciplinary project-based learning is a goal for us and our students, we could start with questions about our place.

For example: Where are bicycle accidents most likely to happen in our community? Where is the best spot to watch for migrating Monarch butterflies? What is the safest evacuation route in the event of a natural disaster? How have the suburbs of Christchurch changed since the 2011 earthquakes?

To investigate such questions, the tamariki would need to gather and analyze data, look for patterns, think critically, and communicate their understanding using maps (Google maps are a great option here), and other visual aids. In the process, they would also make connections across curriculum areas and deepen their literacy skills.

The ability to organize, visualize, and analyze information that relates to local and global issues is critical preparation for living in our connected and fast-changing world.

Students could not only investigate these interesting and timely questions, but also develop possible solutions. That means not only finding a problem worth solving, but finding a problem that is solvable, based on available data.

Using technology, the tamariki can communicate their solutions in a way that is visually interesting and understandable to public audiences.

"They're moving out of a place where there's always one right answer." Kolvoord, R. (2016).