Mindlessness. I was just introduced to this concept this week, well, sort of. After reading a few brief paragraphs on the subject, I concluded that I have indeed practiced mindlessness regularly throughout my entire life. Wow. How’s that for a revelation. I am mindless! I made this discovery this week during a date with my wife. We are both somewhat introverted, and so a perfect date for us is a trip to the local library where we both, separately, walk in silence in out and around piles, stacks, and shelves of silent books. So here I am, scanning the “hot-pick” shelves, waiting for a non-fiction book to jump out at me when I notice a picture of an elephant standing on a box. Perplexed, I pick it up: How to Train A Wild Elephant and other adventures in mindfulness. I scan the contents. Satisfied that I have uncovered a book worth reading, I sit down and begin to acquaint myself with the text. Mindlessness…is deliberately paying attention to what is happening around you and within you –in your body, heart, and mind. Mindfulness is awareness without criticism or judgment (Bays, 2).
I have also made it a practice to listen to the CBC on my way to and from the university. The topics being discussed are interesting, informative, and educational. Because I don’t have TV, this practice allows for input on what is going on in the world and keeps me up-to-date on various global socio-political and economic issues. Over the last few weeks, central themes of the programs have revolved around the work of Marshall McLuhan and his critique of technological mediums. Many of the programs have involved interviewing psychologists concerning the affects of the internet and social networking on the human brain. A general and crude summary of the findings show that if we are not cautions, the excessive use of technological mediums can result in mindlessness.
Obviously, the subject of cognitive awareness: mindlessness and mindfulness has been easily accessible in my memory as I continue to gain more and more knowledge about it. Having just read “What Can You Do with Student Writing?”, has caused me once again to reflect on the occurrence of mindlessness amongst educators. This article explicitly argues that teachers and professors, when “grading student writing” must be careful to provide scaffolding for improvement rather than a value judgment. The author argues that teachers tend to read papers to give students a grade, rather than read to instruct students in proficient writing skills. Having graduated with a BA in English, I was somewhat resistant to this idea, until I read further and realized that many of my college professors followed this method, believing in the “writing process” rather than the value of just assigning a grade. I remembered the value I felt when I received a note explaining the strengths and weaknesses in my paper, a few suggestions for what I could improve, and a chance to revise my paper for a higher score. “Wow!” I thought. “You mean that I have a second chance at this paper!” I was aghast. Not one time during my entire education has a teacher allowed me to redraft a paper for a higher mark. I was elated. The end result was that I learned more about writing than if I had just received a grade and I also felt valued an affirmed as a writer.
For most of my “editing life” as a literature student, I have resorted to copy editing. Having read this article almost made me sick: “What have I done!” Needless to say, I will no longer be practicing that form unless I begin a career as a copy editor. Another point the article addressed was the mistake many teachers make in timing their reading and assessment of student work. Often, teachers will spend too much time on the first few papers, only to realize that they have only a certain amount of time to finish grade the remaining papers. The result is that the second half or two thirds of students papers are rushed and not accurately assessed or lack helpful feedback for students. This is an injustice to the efforts and hard work of students and must be altered.
Finally, I was perplexed and then amazed by the brilliance of allowing students to comment on their papers before they turn them in. This one simple practice of reflection allows students to take ownership and responsibility for their work, initiating an honest and transparent dialogue between the student and the teacher. I am thankful for having read this article because I feel that I will be able to avoid a few pitfalls that many teachers make. I know I won’t be perfect in assessment as I begin as a teacher a year from now, but I do expect to be intentional about feedback and utilizing process writing to help students understand the joy of clearly communicating through their writing.
In “The Politics of Correction: Learning from Student Writing,” the author states that teachers should not begin by focusing on what students are doing wrong, but rather encourage them by pointing out what they are doing right. It is tempting when you know the right answer, to hold back when someone else is struggling to get it. One of the most difficult challenges in teaching writing is the fact that everyone takes their writing personally. I know I do. Our writing style and abilities (or lack thereof) is an essential part of our academic and professional self-perception. If I know I am struggling in an area, I am going to be that much more sensitive to criticism. Where a teacher may desire to help by providing “constructive criticism,” those efforts are likely having an opposite effect, discouraging students from even trying.
Teachers, because of their familiarity with their subject, are prone to think “forest” rather than “trees.” But the opposite is needed when teaching foundational principles. Students who are learning can only focus on one “tree” or one “grove” at a time until they have gained proficiency. To make a student consider the entire “forest” of writing skills when they know that they cannot correctly identify a cedar tree is overwhelming. That is why it is essential for teachers to assist students in focusing on one common error at a time. One must keep in mind, especially when working with non-native speakers, that it is likely not beneficial to being with writing conventions. Teachers in this situation would be wise to consider encouraging production with the aim to focus on one or two small errors at a time until students gain confidence and precision in that skill.
Teaching and assessing writing is a challenging task. But when it is approached in a supportive way, teachers will be amazed at the capability of their students. As teachers, we cannot be mindless by continuing to do what we’ve always done. We must be mindful in our attention to students, their work, and our methods of helping them discover their own voice in their academic writing.
Friday, July 29, 2011
Tuesday, July 26, 2011
Checking Our Methods: The teacher's role in student motivation
When I walk into a classroom for the first time and take my seat at a desk, there is only one question on my mind -"Will I succeed in this class?"
There are many factors that affect how a student performs (a behavioral outlook) and/or learns in a course. Many of these variables remain within the student's control: study habits, motivation, interest in the topic, and general content knowledge. Yet, there are key ingredients which the teachers either add or subtract that will serve to spoil or preserve a student's learning experience.
The question has often been asked: "How does a developing new teacher successfully motivate an unmotivated student?" But before we seek to answer this question, let us borrow a helpful problem solving technique and re-frame this question. With out seeking to gain another perspective on this question, one is left with the assumption that the problem is centered on the student, it being the student's fault for her/his lack of motivation. This factor cannot be completely ruled out because a student obviously has a choice of their attitude towards learning. However, to fail to look beyond a student's current attitude to the challenges and circumstances that affect the student's motivation is a simply irresponsible and naive mistake. Could it be possible that a student's lack of motivation is not the students fault, but is rather the application of faulty pedagogy? As teachers, we must be willing to take responsibility for our part in un-motivating children to learn. While we may not be the primary cause for a lack of motivation, we must assess if we are at all contributing to the over all cause in anyway, shape, or form.
Because many classes are high stake, students want to know what is expected of them -they are primarily searching for trust, consistency, and fairness: "Will this teacher follow through on their promises? Are their expectations for this class reasonable?"
Children and students of all ages are also affected by their social environment -how can a student focus on learning when they are afraid of being bullied, embarrassed, or rejected by their peers? Educators must realize that they play multiple roles simultaneously, filing as the sage, the enforcer, the mediator, the encourager, the counselor, the guide, the expert, the visionary, and the role model. Needless to say, there is a lot on the shoulders of teachers today. Still, the role of the teacher is vital to the development of their student's overall attitude towards education.
When considering a specific student who is lacking motivation, it may be best to begin by approaching the student and inquiring about their attitude towards learning. What is working for them? What is not? Why? Sometimes as teachers, we jump ahead of ourselves and fail to ask the obvious and essential questions. Sometimes we forget to ask the students themselves about the challenges they face. Too often, teachers tend to skip this crucial step. As teachers, we must be open to hearing constructive criticism about our methods, teaching styles, and use of mediums, and student interaction. Perhaps, just a simple conversation with a student about their challenges in a class can fix certain problems.
IT may be possible that the student lacks and intrinsic motivation due to a self-fulfilling prophecy that “I can’t do it!” In this case, the teacher acts as an investigator to unearth the cause of this negative self-image. With this new found information, the teacher then experiments with creating an personalized learning environment where the students believe that success is possible, the student, being able to won the possess and internalize a positive sense of self worth and satisfaction. The teacher then monitors this progress, adding and subtracting, modifying and clarifying for the student as he/she develops.
It is easy for a teacher to feel overloaded by the weight of 90-150 individual student teacher relationships that occur over a quarter or semester of study. Each one is as unique and different as each student is, students individually having different needs, desired outcomes, and levels of motivation. A well prepared, intentional, seasoned, and educatively aware instructor will set a course of study in motion in a way that preemptively solves a myriad of potential problems before they arise. Teachers can prepare their units and lessons strategically by:
• Considering student interest
• Creating flexibility in each lesson
• Providing clear and rational expectations
• Preparing with the end result in mind
• Listening to the feedback of previous students
• Following a creative approach to instruction
• Implementing multiple mediums that are content driven
A teacher’s demeanor are also powerful in the classroom. The message is not just what you say, but how you say it. Teachers should use these following techniques to motivate and encourage their students towards learning:
• Enthusiasm about the learning task
• Maintaining a positive attitude about the subject
• Being consistent and encouraging in teacher student interaction
• Showing empathy
• Providing timely and appropriate feedback
• Consistent with discipline in the classroom
• Showing and earning the respect of each student
And sometimes teachers find themselves assisting students that are dealing with problems that are beyond their scope of knowledge and expertise. In such cases, it is important for teachers to be willing to collaborate with others, i.e. parents, professionals, counselors, and other teachers. It is my belief that it is the teacher’s responsibility to do all that is within their power to assist students who are struggling in school. But before we go blaming students or families for a lack of motivation, we teachers should be firmly and accurately assessing ourselves to see we are the cause of the problem.
There are many factors that affect how a student performs (a behavioral outlook) and/or learns in a course. Many of these variables remain within the student's control: study habits, motivation, interest in the topic, and general content knowledge. Yet, there are key ingredients which the teachers either add or subtract that will serve to spoil or preserve a student's learning experience.
The question has often been asked: "How does a developing new teacher successfully motivate an unmotivated student?" But before we seek to answer this question, let us borrow a helpful problem solving technique and re-frame this question. With out seeking to gain another perspective on this question, one is left with the assumption that the problem is centered on the student, it being the student's fault for her/his lack of motivation. This factor cannot be completely ruled out because a student obviously has a choice of their attitude towards learning. However, to fail to look beyond a student's current attitude to the challenges and circumstances that affect the student's motivation is a simply irresponsible and naive mistake. Could it be possible that a student's lack of motivation is not the students fault, but is rather the application of faulty pedagogy? As teachers, we must be willing to take responsibility for our part in un-motivating children to learn. While we may not be the primary cause for a lack of motivation, we must assess if we are at all contributing to the over all cause in anyway, shape, or form.
Because many classes are high stake, students want to know what is expected of them -they are primarily searching for trust, consistency, and fairness: "Will this teacher follow through on their promises? Are their expectations for this class reasonable?"
Children and students of all ages are also affected by their social environment -how can a student focus on learning when they are afraid of being bullied, embarrassed, or rejected by their peers? Educators must realize that they play multiple roles simultaneously, filing as the sage, the enforcer, the mediator, the encourager, the counselor, the guide, the expert, the visionary, and the role model. Needless to say, there is a lot on the shoulders of teachers today. Still, the role of the teacher is vital to the development of their student's overall attitude towards education.
When considering a specific student who is lacking motivation, it may be best to begin by approaching the student and inquiring about their attitude towards learning. What is working for them? What is not? Why? Sometimes as teachers, we jump ahead of ourselves and fail to ask the obvious and essential questions. Sometimes we forget to ask the students themselves about the challenges they face. Too often, teachers tend to skip this crucial step. As teachers, we must be open to hearing constructive criticism about our methods, teaching styles, and use of mediums, and student interaction. Perhaps, just a simple conversation with a student about their challenges in a class can fix certain problems.
IT may be possible that the student lacks and intrinsic motivation due to a self-fulfilling prophecy that “I can’t do it!” In this case, the teacher acts as an investigator to unearth the cause of this negative self-image. With this new found information, the teacher then experiments with creating an personalized learning environment where the students believe that success is possible, the student, being able to won the possess and internalize a positive sense of self worth and satisfaction. The teacher then monitors this progress, adding and subtracting, modifying and clarifying for the student as he/she develops.
It is easy for a teacher to feel overloaded by the weight of 90-150 individual student teacher relationships that occur over a quarter or semester of study. Each one is as unique and different as each student is, students individually having different needs, desired outcomes, and levels of motivation. A well prepared, intentional, seasoned, and educatively aware instructor will set a course of study in motion in a way that preemptively solves a myriad of potential problems before they arise. Teachers can prepare their units and lessons strategically by:
• Considering student interest
• Creating flexibility in each lesson
• Providing clear and rational expectations
• Preparing with the end result in mind
• Listening to the feedback of previous students
• Following a creative approach to instruction
• Implementing multiple mediums that are content driven
A teacher’s demeanor are also powerful in the classroom. The message is not just what you say, but how you say it. Teachers should use these following techniques to motivate and encourage their students towards learning:
• Enthusiasm about the learning task
• Maintaining a positive attitude about the subject
• Being consistent and encouraging in teacher student interaction
• Showing empathy
• Providing timely and appropriate feedback
• Consistent with discipline in the classroom
• Showing and earning the respect of each student
And sometimes teachers find themselves assisting students that are dealing with problems that are beyond their scope of knowledge and expertise. In such cases, it is important for teachers to be willing to collaborate with others, i.e. parents, professionals, counselors, and other teachers. It is my belief that it is the teacher’s responsibility to do all that is within their power to assist students who are struggling in school. But before we go blaming students or families for a lack of motivation, we teachers should be firmly and accurately assessing ourselves to see we are the cause of the problem.
Wednesday, July 20, 2011
Motivation
Describe how the expectancy value theory of motivation pertains to your life.
Apply expectancy-value theory to your future classroom teaching.
Explain how the concepts from attribution theory can apply to classroom situations.
Analyze a classroom using the TARGET framework to understand how different features and structures in a classroom might influence student motivation and goal adoption.
Apply expectancy-value theory to your future classroom teaching.
Explain how the concepts from attribution theory can apply to classroom situations.
Analyze a classroom using the TARGET framework to understand how different features and structures in a classroom might influence student motivation and goal adoption.
Monday, July 11, 2011
Creative Thinking
Before you read chapter 10 on creative thinking, answer these questions true or false
1. The creative process appears to be fundamentally different from the everyday thinking processes that most people use. T or F
2. Most great creative acts involve serendipity, a "happy accident" in which the creative individual is lucky enough to be at the right place at the right time. T or F.
3. Thinking analogically requires the application of information that was learned in one context to a very different context. T or F
4. All of the strategies for enhancing creative thinking involve the "spread of activation" through the knowledge base that an individual has stored in memory. T or F
5. People who have many ideas are more likely to come up with good ideas than people who have few ideas. T or F
6. An environment that is supportive of the creative process is one in which individuals receive continuous rewards for their work. T or F.
7. Because creative acts are, by definition, unusual, creative people tend to be less concerned about conformity than less creative people. T or F
8. Research has shown that it is not possible to increase creativity with training because the creative process does not follow rules. T or F
9. Creative people tend to be good at finding problems that most of us fail to recognize, in addition to being good problem solvers. T or F
10. The most important component of the creative process is a large, interconnected knowledge net. T or F
Answers to the quiz:
1. False
2. False
3. True
4. True
5. True
6. False
7. True
8. False
9. True
10. True
Choose one of the following to elaborate on.
1. Apply your problem solving skills to an educational issue, such as the lack of motivation in schools, bullying, etc. Go through the various strategies that are listed and see how the use of each one changes the nature of the problem and the response.
2. What kind of environment will foster creativity in the classroom? How can we foster creativity in light of all the external constraints on teachers?
3. You have been commissioned to revise the class Educational Psychology II so that students learn the material rather than memorize the material. Moreover, the class should be designed with a learner centered approach. Suggest ways to improve on this class.
The God’s Must Be Crazy: Concerning Creative Problem Solving
In attempting to practically apply the theories I have been introduced to in Chapter 10 on Creative thinking, and while reflecting upon my readings regarding these two topics, I began to brainstorm a particular item that I could use as a subject of which to attempt to find a plethora of creative uses for. I thought of a bottle cap. This led me to think of an old fashioned coca-cola bottle. And finally, this train of thought led me to remember the opening of the well-known and loved film “The God’s Must Be Crazy.” This film is an excellent example of how culture plays a key role in both problem solving and developing creative solutions. The linking of my thoughts from bottle cap to “The God’s Must Be Crazy” also demonstrates how memories are linked together and stored in an associative manner.
In the opening scene of this film, a pilot, flying over the African bush plains, throws a coke bottle out of his cockpit. A native walking by discovers the coke bottle believing it to be from the heavens, sent by the gods. Because this discovered item is seen to be important and divine, it is given special recognition and becomes the focus of the entire village. Because this coke bottle falls midst a tribe of hunter/gatherers who utilize tools for their daily existence, what once was litter item surprisingly becomes a tool and the prized possession of the community. It is subsequently used for a plethora of daily needs around the village: crushing, softening out crops, making prints, and is ultimately used as a weapon. This film clearly demonstrates the creative and novel use of an inanimate object.
It is also made clear that cultural schemata regarding the use of everyday objects is a likely cause of an over-familiarity that hinders creative thinking and problem solving. The pilot, who, after finishing his coke, decided to through his glass bottle out the window. To him, it held no value and was thus discarded. However, the same object, when removed from its initial context and history, provided new and unbridled applications.
This scene in this movie can demonstrate creative problem solving in a few ways. I have taken the cultural elements of this opening scene in the film and applied the theories found in chapter ten to formulate a creative idea checklist.
The God’s Must Be Crazy’s guide to creative problems solving:
1) Chose and everyday item, preferably one that is commonly discarded, such as a coke bottle
2) Finish using the coke bottle for its intended use
3) Remove the coke bottle from its cultural schema by throwing it out an airplane window
4) Isolate the coke bottle in thin air
5) Place the coke bottle in an unfamiliar setting (the African brush)
6) Rediscover the coke bottle without its cultural framework (librating the coke bottle from its preconceived notion of usefulness)
7) Consider the physical properties of the coke bottle (hard, shiny, transparent, round, cylindrical, able to hold liquid or solids, makes noise when blown or struck, fits in your hand)
8) Consider how these properties may be applied to problems in your culture (use the coke bottle to smash, mash, tenderize, or open items that you need readjusted)
The climax of the problem surrounding the coke bottle erupts when the utility of the object becomes a matter of inter-tribal conflict; then, the problem solving beings. For the good of the people it is decided that the coke bottle must be destroyed, on account of the village being unable to rectify to argument. The bottle must be taken and destroyed.
1. Apply your problem solving skills to an educational issue, such as the lack of motivation in schools, bullying, etc. Go through the various strategies that are listed and see how the use of each one changes the nature of the problem and the response.
The practice of re-framing a problem or decision allows for one working to find a solution the ability to see beyond and past blind spots and fixations upon one particular solution. When considering the question “Why are students bored in school?” It is important that we as educators look at all of the factors that are affecting the current issue as well as the values and goals that will helps shape the solution.
All to often teachers assume that students are bored, disengaged because they choose to be. How many times have we heard the response “That is just the way that they are!” As a future educator, I refuse to accept that students just don’t want to learn. There are reasons why. And it is our job to unearth the reasons why.
It is likely that a teacher “writes off” as student because of prior negative behavior. And in these cases, it may be a great challenge to figure out the cause of the problem. However, it would be wise for the teacher to question their bias and make an attempt to discover why as student is checking out.
Using and analogy, a teacher might ponder how to motivate an individual in another learning environment. Perhaps learning about what motivates others will assist that teacher in motivating the class as well as a few particular students. Another important factor would be for the teacher to discover what intrinsically motivates the student(s) in question. Are they passionate about other things? Why? Is there a solution to be found in making a link between this passion and studies?
Often, schools kill creativity because they leave no room for creative thought. The message is clear: Either do exactly or we say or perform the given tasks as required, or you will be punished. For any creative person, it is quickly discovered that their strength of bisociative thinking and problem solving in not welcomed here. This message is like death to a creative person. Perhaps the way we structure assignments and learning environments, un-allowing elements of choice and independent thinking is causing the very lack of motivation that we are trying to solve. Perhaps the question needs to be re-framed: Is the way I am teaching my content un-motivating? Why? What could I as a teacher do differently? Do I allow for choice in my lessons and assessment?
There are a plethora of factors that affect a students motivation to learn, and many of them may be out of the jurisdiction of the teacher, but that does not mean that the teacher can do nothing. Often teachers are the last line of defense for students and as advocates for learning and development, we must be wiling to go the extra mile to find the best solutions to the problems that face our students today.
A simple re-framing of the question may not lead to an immediate solution, but it will provide a different point-of-view and reshape how the problem is being approached. Often, this action combined with feedback will lead to a more possible and positive change in direction.
1. The creative process appears to be fundamentally different from the everyday thinking processes that most people use. T or F
2. Most great creative acts involve serendipity, a "happy accident" in which the creative individual is lucky enough to be at the right place at the right time. T or F.
3. Thinking analogically requires the application of information that was learned in one context to a very different context. T or F
4. All of the strategies for enhancing creative thinking involve the "spread of activation" through the knowledge base that an individual has stored in memory. T or F
5. People who have many ideas are more likely to come up with good ideas than people who have few ideas. T or F
6. An environment that is supportive of the creative process is one in which individuals receive continuous rewards for their work. T or F.
7. Because creative acts are, by definition, unusual, creative people tend to be less concerned about conformity than less creative people. T or F
8. Research has shown that it is not possible to increase creativity with training because the creative process does not follow rules. T or F
9. Creative people tend to be good at finding problems that most of us fail to recognize, in addition to being good problem solvers. T or F
10. The most important component of the creative process is a large, interconnected knowledge net. T or F
Answers to the quiz:
1. False
2. False
3. True
4. True
5. True
6. False
7. True
8. False
9. True
10. True
Choose one of the following to elaborate on.
1. Apply your problem solving skills to an educational issue, such as the lack of motivation in schools, bullying, etc. Go through the various strategies that are listed and see how the use of each one changes the nature of the problem and the response.
2. What kind of environment will foster creativity in the classroom? How can we foster creativity in light of all the external constraints on teachers?
3. You have been commissioned to revise the class Educational Psychology II so that students learn the material rather than memorize the material. Moreover, the class should be designed with a learner centered approach. Suggest ways to improve on this class.
The God’s Must Be Crazy: Concerning Creative Problem Solving
In attempting to practically apply the theories I have been introduced to in Chapter 10 on Creative thinking, and while reflecting upon my readings regarding these two topics, I began to brainstorm a particular item that I could use as a subject of which to attempt to find a plethora of creative uses for. I thought of a bottle cap. This led me to think of an old fashioned coca-cola bottle. And finally, this train of thought led me to remember the opening of the well-known and loved film “The God’s Must Be Crazy.” This film is an excellent example of how culture plays a key role in both problem solving and developing creative solutions. The linking of my thoughts from bottle cap to “The God’s Must Be Crazy” also demonstrates how memories are linked together and stored in an associative manner.
In the opening scene of this film, a pilot, flying over the African bush plains, throws a coke bottle out of his cockpit. A native walking by discovers the coke bottle believing it to be from the heavens, sent by the gods. Because this discovered item is seen to be important and divine, it is given special recognition and becomes the focus of the entire village. Because this coke bottle falls midst a tribe of hunter/gatherers who utilize tools for their daily existence, what once was litter item surprisingly becomes a tool and the prized possession of the community. It is subsequently used for a plethora of daily needs around the village: crushing, softening out crops, making prints, and is ultimately used as a weapon. This film clearly demonstrates the creative and novel use of an inanimate object.
It is also made clear that cultural schemata regarding the use of everyday objects is a likely cause of an over-familiarity that hinders creative thinking and problem solving. The pilot, who, after finishing his coke, decided to through his glass bottle out the window. To him, it held no value and was thus discarded. However, the same object, when removed from its initial context and history, provided new and unbridled applications.
This scene in this movie can demonstrate creative problem solving in a few ways. I have taken the cultural elements of this opening scene in the film and applied the theories found in chapter ten to formulate a creative idea checklist.
The God’s Must Be Crazy’s guide to creative problems solving:
1) Chose and everyday item, preferably one that is commonly discarded, such as a coke bottle
2) Finish using the coke bottle for its intended use
3) Remove the coke bottle from its cultural schema by throwing it out an airplane window
4) Isolate the coke bottle in thin air
5) Place the coke bottle in an unfamiliar setting (the African brush)
6) Rediscover the coke bottle without its cultural framework (librating the coke bottle from its preconceived notion of usefulness)
7) Consider the physical properties of the coke bottle (hard, shiny, transparent, round, cylindrical, able to hold liquid or solids, makes noise when blown or struck, fits in your hand)
8) Consider how these properties may be applied to problems in your culture (use the coke bottle to smash, mash, tenderize, or open items that you need readjusted)
The climax of the problem surrounding the coke bottle erupts when the utility of the object becomes a matter of inter-tribal conflict; then, the problem solving beings. For the good of the people it is decided that the coke bottle must be destroyed, on account of the village being unable to rectify to argument. The bottle must be taken and destroyed.
1. Apply your problem solving skills to an educational issue, such as the lack of motivation in schools, bullying, etc. Go through the various strategies that are listed and see how the use of each one changes the nature of the problem and the response.
The practice of re-framing a problem or decision allows for one working to find a solution the ability to see beyond and past blind spots and fixations upon one particular solution. When considering the question “Why are students bored in school?” It is important that we as educators look at all of the factors that are affecting the current issue as well as the values and goals that will helps shape the solution.
All to often teachers assume that students are bored, disengaged because they choose to be. How many times have we heard the response “That is just the way that they are!” As a future educator, I refuse to accept that students just don’t want to learn. There are reasons why. And it is our job to unearth the reasons why.
It is likely that a teacher “writes off” as student because of prior negative behavior. And in these cases, it may be a great challenge to figure out the cause of the problem. However, it would be wise for the teacher to question their bias and make an attempt to discover why as student is checking out.
Using and analogy, a teacher might ponder how to motivate an individual in another learning environment. Perhaps learning about what motivates others will assist that teacher in motivating the class as well as a few particular students. Another important factor would be for the teacher to discover what intrinsically motivates the student(s) in question. Are they passionate about other things? Why? Is there a solution to be found in making a link between this passion and studies?
Often, schools kill creativity because they leave no room for creative thought. The message is clear: Either do exactly or we say or perform the given tasks as required, or you will be punished. For any creative person, it is quickly discovered that their strength of bisociative thinking and problem solving in not welcomed here. This message is like death to a creative person. Perhaps the way we structure assignments and learning environments, un-allowing elements of choice and independent thinking is causing the very lack of motivation that we are trying to solve. Perhaps the question needs to be re-framed: Is the way I am teaching my content un-motivating? Why? What could I as a teacher do differently? Do I allow for choice in my lessons and assessment?
There are a plethora of factors that affect a students motivation to learn, and many of them may be out of the jurisdiction of the teacher, but that does not mean that the teacher can do nothing. Often teachers are the last line of defense for students and as advocates for learning and development, we must be wiling to go the extra mile to find the best solutions to the problems that face our students today.
A simple re-framing of the question may not lead to an immediate solution, but it will provide a different point-of-view and reshape how the problem is being approached. Often, this action combined with feedback will lead to a more possible and positive change in direction.
Saturday, July 9, 2011
On Short Term Memory
This afternoon I conducted three memory tests on a subject to investigate the affects of organization and distractions on short-term memory. The subject has to listen as a list was read out loud, remember the words, and then record the words that they could remember on a piece of paper. These tests were conducted in my living room. There was a minimal amount of external distractions present during the tests.
Each of the three lists were read to the subject were structured in a different way, either having organization based on a category, a distraction that interfered with the memory process.
For the first test, I read the subject the 4 categories and then I read the following list:
Tomato Tulip Toronto Turkey
Raspberry Rose Reno Russia
Lemon Lily London Luxembourg
Banana Bluebonnet Boston Brazil*
Cantaloupe Carnation Cancun Canada
Grape Geranium Geneva Germany
All of the words were read sequentially, Except for the “B” list, which I forgot to read. ☹ After I finished reading, the subject took a few minutes and then wrote out all of the words they could remember. The test notified me that the subject will most likely remember more than the usual 4-9 words because of the organization of categories and the alliteration of the words. To my surprise, the subject remembered 18 of the 20 words. The subject also remembered them in order. This was probably a result of the four categories. I was not expecting that high of a score on this test. So I then moved on to the next test.
For the second test, I instructed the subject to listen to the words and memorize them. I then read the list out loud:
Tulip
Center
Carpet
Book
Window
Pony
Russia
Lime
Disk
Sidewalk
Table
Salad
Phone
Coffee
Pillow
After I was finished, the subject wrote down all of the words they could remember. The subject wrote down all fifteen items on this list. The only changes made to the list were that the subject added an “s” to the end of “lime” and “disk.” For the second time, I was quite amazed at the subject’s ability to memorize the list.
Then I read the third list to the subject. As I did so, I instructed the subject to do each action as I said the word. I then read the list:
Blink
Cough
Clap
Lean
Sneeze
Scratch
Squint
Twist
Squeeze
Wink
Yawn
Reach
Stretch
Gargle
Kick
The subject did each action as I read the words aloud. After we were finished, I instructed the subject to record the words. The subject was able to write down 9 of the 15 words. This was surprising to me. For the first time in the series of tests, the subject was unable to remember the majority of the list. My hypothesis was that doing the action would cement the word in the subjects mind, but it seemed to have the opposite effect. The action served as a distraction.
After the tests were concluded, I interviewed the subject about their experience with the tests and tried to figure out what did and did not work for memorizing. To my surprise again, the subject has already developed a system of memorizing lists wherein the listener visualizes the word and then places that visual inside a narrative story. To recall the words, the listener then repeats the story in their head as they write them down.
In commenting on the first test, the subject revealed their strategy for memorization “Knowing that there were categories and that the first letter of each list was going to be the same for all of the words, I just had to focus on remembering the first letter of each list.”
It is evident to me after conducting this first test that the brain is able to retain more in short term memory if information is organized in small chunks, alphabetically, and topically. The organization of information assists the brain in storing the information in an accessible way.
When discussing the second test, it was apparent that visualization and context, when combined together, provide a powerful reinforcement for memory. It was also clear that the subject had developed this technique over a period of time and was used to implementing it, making list memorization easier than if it was the first time it had been attempted. What was even more amazing to me was the fact that when quizzing the subject an hour later, 90% of the list was still remembered. This served to indicated that the combination of visualization and context is effective not only for short term memory, but also for storing in long term memory.
The third and final test proved that it is difficult for the mind to do multiple things at once when trying to remember details. It is expedient for memorization if the mind only has to focus on one thing at a time.
The serial-position effect was proven in these tests. Each of the few words forgotten occurred in the middle of the lists. This indicates the importance of intentionally focusing on the middle section of a list or when learning a new task.
Conducting these tests was an enjoyable and practical way to discover the processes involved in training and using short-term memory.
Each of the three lists were read to the subject were structured in a different way, either having organization based on a category, a distraction that interfered with the memory process.
For the first test, I read the subject the 4 categories and then I read the following list:
Tomato Tulip Toronto Turkey
Raspberry Rose Reno Russia
Lemon Lily London Luxembourg
Banana Bluebonnet Boston Brazil*
Cantaloupe Carnation Cancun Canada
Grape Geranium Geneva Germany
All of the words were read sequentially, Except for the “B” list, which I forgot to read. ☹ After I finished reading, the subject took a few minutes and then wrote out all of the words they could remember. The test notified me that the subject will most likely remember more than the usual 4-9 words because of the organization of categories and the alliteration of the words. To my surprise, the subject remembered 18 of the 20 words. The subject also remembered them in order. This was probably a result of the four categories. I was not expecting that high of a score on this test. So I then moved on to the next test.
For the second test, I instructed the subject to listen to the words and memorize them. I then read the list out loud:
Tulip
Center
Carpet
Book
Window
Pony
Russia
Lime
Disk
Sidewalk
Table
Salad
Phone
Coffee
Pillow
After I was finished, the subject wrote down all of the words they could remember. The subject wrote down all fifteen items on this list. The only changes made to the list were that the subject added an “s” to the end of “lime” and “disk.” For the second time, I was quite amazed at the subject’s ability to memorize the list.
Then I read the third list to the subject. As I did so, I instructed the subject to do each action as I said the word. I then read the list:
Blink
Cough
Clap
Lean
Sneeze
Scratch
Squint
Twist
Squeeze
Wink
Yawn
Reach
Stretch
Gargle
Kick
The subject did each action as I read the words aloud. After we were finished, I instructed the subject to record the words. The subject was able to write down 9 of the 15 words. This was surprising to me. For the first time in the series of tests, the subject was unable to remember the majority of the list. My hypothesis was that doing the action would cement the word in the subjects mind, but it seemed to have the opposite effect. The action served as a distraction.
After the tests were concluded, I interviewed the subject about their experience with the tests and tried to figure out what did and did not work for memorizing. To my surprise again, the subject has already developed a system of memorizing lists wherein the listener visualizes the word and then places that visual inside a narrative story. To recall the words, the listener then repeats the story in their head as they write them down.
In commenting on the first test, the subject revealed their strategy for memorization “Knowing that there were categories and that the first letter of each list was going to be the same for all of the words, I just had to focus on remembering the first letter of each list.”
It is evident to me after conducting this first test that the brain is able to retain more in short term memory if information is organized in small chunks, alphabetically, and topically. The organization of information assists the brain in storing the information in an accessible way.
When discussing the second test, it was apparent that visualization and context, when combined together, provide a powerful reinforcement for memory. It was also clear that the subject had developed this technique over a period of time and was used to implementing it, making list memorization easier than if it was the first time it had been attempted. What was even more amazing to me was the fact that when quizzing the subject an hour later, 90% of the list was still remembered. This served to indicated that the combination of visualization and context is effective not only for short term memory, but also for storing in long term memory.
The third and final test proved that it is difficult for the mind to do multiple things at once when trying to remember details. It is expedient for memorization if the mind only has to focus on one thing at a time.
The serial-position effect was proven in these tests. Each of the few words forgotten occurred in the middle of the lists. This indicates the importance of intentionally focusing on the middle section of a list or when learning a new task.
Conducting these tests was an enjoyable and practical way to discover the processes involved in training and using short-term memory.
Friday, July 8, 2011
Modeling and Violence
I remember watching the “Karate Kid” movie many times over as a young boy. Right after we finished viewing the film, my brother and I would go down to our basement bedroom, dress up as martial artists, and start “lightly” hitting and kicking each other. Once in a while, one of us would get hurt. Recently, I studied an experiment and watched a video of an experiment conducted by Stanford’s Alert Bandura that studied violence and aggression in children. I must say that I was greatly disturbed! As a young boy I grew up playing with toy guns and swords, so “aggressive behavior” seemed somewhat normal to me. I thought, “That’s just the way children are.” But after viewing the video of the model showing aggressive behavior and then watching how the children reacted, it was apparent, even after just a few seconds, that the violent behavior was not just copied, but rather escalated. The children who were exposed to the violent behavior developed new ways of showing aggression towards the doll that were not modeled. And, where the model stoically demonstrated aggression, the children embraced the aggression as an enjoyable activity. I’d be interested in finding more research on the power of modeling. It seems that modeling is a powerful tool in development and learning. Teachers should be aware that their actions speak as loud if not louder than their words. And parents should be concerned about the amount and frequency that their children view violent acts on TV and in video games. I also wonder about studies that have been conducted about the affects of violent 1st person video games and their affects on children and teens. It seems to me that there would be an even greater influence on the mind when a child willingly partakes in a violent act as opposed to just viewing it.
Tuesday, July 5, 2011
Decision Making
Before you read chapter 8, Circle the correct answer.
1. Once you have decided on an alternative, it is best NOT to review your decision because research has shown that the first choice people make is usually the best. F
2. It is usually not possible to determine if the best decision was made. T
3. If we develop the habit of writing lists of alternatives on paper, then we don't have to be concerned abou the possibility that memory is biasing the decision making process. F
4. When people are highly confident about their ability to make sound decisions, their self-confidence is usually warranted. F
5. We tend to judge information that is easy to recall as more frequent in occurrence than information that is difficult to recall. T
6. When picking 6 lottery numbers, 12, 7, 4, 31, 6, 28 is mor likely to win (if the lottery is fair) than 1, 2, 3, 4, 5, 6. F
7. When you are deciding about continuing a project in which you have already invested time and money, the amount of time and money that you have previously invested should be the primary consideration. F
8. The fact that you are familiar with something or someone will influence your decision so that that alternative or person is evaluated more favorably than a less familiar alternative or person. T
9. There is a considerable body of evidence that shows that people make better decisions when they use a worksheet procedure. T
10. A decision should always be judged by the quality of its outcome. F
1. Consider the problem: "I need more money" (common enough among college students). Generate at least eight possible alternative solutions for this problem. How does generating more alternatives help re-frame the problem? Does having more alternatives to choose from lead to a higher-quality decision? Why or why not?
2. Look for instances of the confirmation bias, availability heuristic, representativeness heuristic, wishful thinking, cognitive dissonance, and hindsight, in the everyday decisions made by yourself and others around you. List an example that you found and explain how the example fits the definition given in the text.
1. Once you have decided on an alternative, it is best NOT to review your decision because research has shown that the first choice people make is usually the best. F
2. It is usually not possible to determine if the best decision was made. T
3. If we develop the habit of writing lists of alternatives on paper, then we don't have to be concerned abou the possibility that memory is biasing the decision making process. F
4. When people are highly confident about their ability to make sound decisions, their self-confidence is usually warranted. F
5. We tend to judge information that is easy to recall as more frequent in occurrence than information that is difficult to recall. T
6. When picking 6 lottery numbers, 12, 7, 4, 31, 6, 28 is mor likely to win (if the lottery is fair) than 1, 2, 3, 4, 5, 6. F
7. When you are deciding about continuing a project in which you have already invested time and money, the amount of time and money that you have previously invested should be the primary consideration. F
8. The fact that you are familiar with something or someone will influence your decision so that that alternative or person is evaluated more favorably than a less familiar alternative or person. T
9. There is a considerable body of evidence that shows that people make better decisions when they use a worksheet procedure. T
10. A decision should always be judged by the quality of its outcome. F
1. Consider the problem: "I need more money" (common enough among college students). Generate at least eight possible alternative solutions for this problem. How does generating more alternatives help re-frame the problem? Does having more alternatives to choose from lead to a higher-quality decision? Why or why not?
2. Look for instances of the confirmation bias, availability heuristic, representativeness heuristic, wishful thinking, cognitive dissonance, and hindsight, in the everyday decisions made by yourself and others around you. List an example that you found and explain how the example fits the definition given in the text.
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