Chapter 4Quote "Unlike a classroom, where the teacher controls the lecture, the organic communities that emerge through collectives produce meaningful learning because the inquiry that arises comes from the collective itself" (54). I chose this quote because I like the idea of an organic collective emerging from the confines of lecture and top-down instruction. Question How do I guide the inquiry without controlling it? Connection This quote connects to the program because we have been inculcated with the idea that lecturing is the devil's work. I tend to agree that lecture is an inefficient means of teaching, and I understand that said mode of instruction directly contrasts what the authors of this book have been arguing--no defense of lecturing will follow here because I see no point in defending it--; however, I am interested in how the teacher helps facilitates inquiry within the collective. This chapter warns against setting a task or objective for where the inquiry needs to lead, which is a paradigmatic shift from the current procedures. I get that learners need to be able self-direct rather than be led to a goal, but I do not see how this learning culture is possible currently. As a secondary teacher, it would mean breaking ten years of habits. I am all for that struggle, but, from my experience, the support to do so does not exist. What I can imagine is incorporating this kind of learning as an ongoing project for the first semester and then increasing its presence in the second semester. Throwing out lecture is doable. Integrating more self-initiated learning is entirely possible. But as an entire mode for how the class runs? I cannot envision it without huge changes in curricula across all disciplines. Indeed, the entire school and learning culture would need to shift statewide if not nationwide. We are talking about a revolution. Epiphany My aha moment for this chapter occurred while envisioning the learning culture that these authors put forward. I do not use the word revolution lightly above because I think that is what we need in many facets of our society. Education is an area that sorely needs it. The politicization of education makes me cynical that we can make the shift that the authors espouse. I am all for trying it, though! Chapter 5Quote "Blogging is also a personally transformative experience. Because a person's blog is subject to change and revision by others, the influence of the collective can powerfully and meaningfully shape the blogger's view of the world, just as the blogger, at the same time, can shape the collective" (66). Question How can I use blogs as an extended project in my classroom? Connection The connection I made with this chapter about blogging is self-evident because I am reflecting in a blog! Although I lament not reaching a large audience with my blog, I continue to appreciate the comments I receive from my peers and the posts they write. The collective aspect of this experience runs parallel to the face-to-face meetings we have on Mondays, and in novel ways fosters learning that is reciprocal in nature and helps to shape what I think I know about education. Epiphany My epiphany was when the authors wrote about the interactivity of modern media and its malleability. One of my main goals in the classroom is for students to notice the subtleties and nuances of literature rather than casting this character as good and that one as bad. I think that guiding the students to becoming critical thinkers and skeptics speaks to the idea of interactivity and malleability in today's media. Learners need to appreciate discussions and adapt to the changes and questions that a good discussion addresses. It seems to me that blogs are a great model for this kind of learning and thinking. Chapter 6Quote
"In a world where things are constantly changing, focusing exclusively on the explicit dimension is no longer a viable model for education. The problem is that almost every technique and practice we have for understanding how we learn has been about the explicit--the content--in a stable world. We have no theories or mechanisms for addressing a world in which context is rapidly changing as well. Until now" (76). Question How do I make my inquiries more tacit? Connection This quote connects to the belief that an education based on regurgitating facts and lecture notes is no longer viable. This line of thinking is fundamental to our teaching credential program, and to any teacher who believes that critical thinking skills and creativity do not spawn from memorizing dates and vocabulary. These kinds of explicit knowledge have their uses, but they also fall under the Google-able category. Students might succeed on trivia night, but are they critical thinkers? I believe that memory has significant applications to one's knowledge, but the ways that we use it often do not address the problem the authors assert. Epiphany This quote struck me with the second paragraph: due to the emphasis on explicit knowledge, we do not understand other forms of learning. As the authors put it, "We have no theories or mechanisms" to do so (76). This idea makes me think of all the things we do not know, especially those that arrive with the rapid changes of today's world. It makes the idea clear to me that something's gotta give. Thomas, D., & Seely Brown, J. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. San Bernardino, CA: D. Thomas & J. Seely Brown.
3 Comments
Delaney Roney
2/13/2016 11:38:00 pm
Hi Mr. Ratican,
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Matthew L.
4/26/2016 09:56:33 am
Mr. Ratican,
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Martha
5/9/2016 07:23:41 pm
In regards to your quote and question for chapter 4, I also see that as a struggle. I am not sure how to get my students engaged in discourse where I am no longer a participant or facilitator. I do want to try having my students sitting in a circle with me not in it to see how that changes things. The other part that is difficult for me at least is to get students pushing their thinking and using academic vocabulary and correct register, and on top of that to have all of that occur without me always prompting that sort of communication.
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