go through Teach ideological personnel
What is “My Before 3”?
“3 Before Me” is a simple classroom strategy—a teaching strategy as well as a learning strategy, so to speak—that requires that when students encounter a challenge, they must first seek help from three different people before turning to the teacher.
The evolution of that strategy? When students are “stuck,” they must first try to solve the problem in three different ways before asking the teacher a question. This makes it more flexible. You can ask students to ask one person and seek two resources, or two people and one resource. You can also divide students in the classroom into groups and ask students to choose one person from the three groups. (Can be grouped according to comprehensive abilities, content areas, social factors, etc.)
Students’ ability to solve problems independently and collaboratively is an important component of a modern, effective classroom. Teachers are often the first person a student goes to when they are “stuck” or unsure of where to go or what to do next. But in the classroom—with or without a digital connection—they can often solve problems on their own or get help from multiple sources. To truly empower students in this information age requires that we develop students’ abilities, willingness, abilities, and dispositions to process complex tasks and information.
This “rule” is an easy way to start.
What does “3 Things Before Me” require?
Of course, this method requires students Develop a growth mindset (i.e., they believe they can) and practice it over time, building it into a learning reflex. It also requires that there are actual “answers” in the classroom: knowledgeable students, books, search engines, encyclopedias, etc. Obviously, the “dilemma” doesn’t have to be academic. If it’s a matter of classroom process, procedure, or direction, “3 Before Me” is more direct and effective. If the question is based on skills or content knowledge, the likelihood that the teacher will need to participate is still higher, but still less than 100% (the same as before using this type of strategy).
Over time, this approach can be a good starting point for moving students from “learning to do” to “learning to do good.” Of course, there may still be “areas to grow,” which is why “3 Before Me!” accompanies a holistic “Learning + Others + Care” approach. Crucial. In addition to mastering content knowledge and the ability to think critically, students also need time (experientially and temporarily) to grow in other areas and develop abilities as readers, writers, and thinkers (i.e., “students”). We learn more in relationships with our peers, walking side by side, rather than comparing ourselves to them.
Only by growing and becoming independent of institutions and adults can we create a society that can truly affect change – growing and solving ongoing challenges. Evolve rather than reproduce itself. Progressive teaching models need to be “person-centered” and focus on helping individuals develop their own abilities to identify and solve problems. Of course, 3 Before Me is not a world-changing strategy. This is just a step towards being a student independent learning Built around self-organizing learning environments.
in conclusion
In schools, students’ learning is often related to books and adults rather than to nature, objects, or other environments. Rather than describing learning in terms of level of understanding, depth, or complexity, we view achievement as relative and evaluate learning through subjective assessments of students’ performance relative to specific learning goals, rather than the extent to which they identify problems, seek resources, overcome uncertainty, and build learning literacy (i.e., learning how to learn) over time
While 3 Before Me doesn’t always “solve complex questions about understanding,” continued use over time can help students achieve understanding, thereby creating a more sustainable learning environment for teachers and students.
What was my previous 3? Teaching strategies to develop students’ abilities
