Pebble in a pond

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Model for Teaching!

The model I have liked most is Pebble-in-the-Pond Model (Brown & Green, 2016). This is very intriguing as it does not follow any linear process. 
This has the following steps: 
(1) Design a problem. 
(2) Design a progression of problems. 
(3) Design instruction for component skills. 
(4) Design instructional strategy enhancements. 
(5) Finalize the instructional design. 
(6) Design assessment and evaluation. 

I liked it for it is akin to throwing a pebble in a pond to make a first splash and I can connect it to the first problem thrown in the minds of the students to make them think. 
I liked it for it goes from the whole to parts and thereby connects the right brain (whole) and the left brain (parts). 
Hence it allows all kinds of learners to be able to connect to the content and take it forward in the way that suits those most.

I have not used any model consciously, however unconsciously I have gravitated to this model.

For example, in teaching Probability to grade 6 IGCSE students, the problem that I wanted them to explore was, ‘Is experimental probability always same as theoretical probability’? 
(1) I first threw the problem at them for a whole group discussion with no answers marked incorrect. 
(2) Then I divided them into groups, handed a dice to each group and them to throw it 10 times. They were to record the observations obtained, find the % and then compare with the % they would have got using the formula. 
(3) Next they were to throw the dice 50 times, 100 times and 200 times and follow the procedure. They could do it in teams, 1 by 1. 
4) Finally they had to discuss within group and get answers to questions such as (a) is experimental probability always same as theoretical?, (b) what was the ratio of the two as the number of times the dice was thrown kept increasing? (c) how would we ensure that there is no cheating in the experiment? (5) following this, I would introduce the formula for probability when a sample space is given and they would use it to solve problems. 
(6) as an assessment, I would ask them to do some research on experimental probability for a dice and find out how it is kept an honest dice and write a paragraph.

My objective with this design is to throw a question in the minds that would not give them the answer immediately and will create its ripples for them. Their need to silence the ripples would get them to better and better answers.





References:

Brown, A. H. & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice. https://ikhsanaira.files.wordpress.com/2016/05/the-essential-of-instructional-design.pdf


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