Another dot in the blogosphere?

Posts Tagged ‘lesson

As I start another teaching semester, I draw inspiration from someone whose blog I added to my RSS feed a long time ago.

In a recent post, Lisa Lane shared how she helped her students keep the cost of higher education down by offering a free textbook.

She lamented how policies stood in the way of progressive change. She could not tap an Open Educational Resources (OER) fund as compensation because the grant was for those adopting OERs, not for those creating them.

Furthermore, the grants were for those who could prove cost-savings over the previous semester. Lane relied on the free model the previous semester, so she could not justify how free was better than free.

Such policies punish progressive faculty who move ahead of policies written by those who do not teach or have forgotten how to.

But there is a silver lining. Lane’s students valued the gifts of free books that they were treated gingerly. Some were good enough to be used another semester. She inadvertently developed a method to sustain the good will.

I take inspiration from the fact that Lane shares her trials, tribulations, and triumphs. I know full well how moving ahead quickly means taking difficult paths that few initially follow. But I take comfort in that more eventually will.

Some teachers crave videos that do ALL the teaching for them. I can understand that as a human response to unburdening oneself.


Video source


Video source

But here is another strategy: Leveraging on videos that spark discussion. With enough creativity and critical thinking, an educator can weave just about anything — the Marvel comic universe, for example — into any subject. Here are just two examples on physics and philosophy.


Video source

The video above is the original music video, We Built This City, by Starship. The song was released in 1985.


Video source

This is a parody, We Built This City …on Sausage Rolls. It was rerolled by LadBabay about a week ago. The actual song starts after some bickering.

If there is one thing about the process of change it is that something different is not always new. But what is new is somehow different. If that difference is not communicated, implemented, or celebrated, then there is not change.

Doing things differently does not always mean doing things better. But doing things better always means doing things differently. -- Hank McKinnell


Video source

Kenya banned plastic bags. They are not the only country to do this; they are just the most recent.

How did they do this?

It is hard to answer this question because the video shows a result and not the mediating processes. One might guess that political will and courageous activism were high on the list of change processes. And yet the video only hints at such processes.

Therein lies a lesson for those who go on “learning journeys” or “site visits”. You see the obvious products like policy documents and classroom layouts. You might even see model classes in action.

But these products do not always reveal the culture and processes of change. Learning about those important but insidious elements requires immersion or constant sensing, not snapshots or quick visits.

I am not saying that the visits are not worthwhile. I am saying that they are incomplete. If we do not take the effort to learn more about a system and how it changes, we kid ourselves into thinking we can do the same.

My family and I watched The Last Jedi last Wednesday night. As enthralling as the movie was, I could not switch off the learner in me.

To share so early is to spoil the movie. So fair warning: Spoiler ahead!

Yoda appeared as a Force ghost to Luke Skywalker in The Last Jedi. One of the things the wise Jedi master said was: The greatest teacher, failure is.

The greatest teacher, failure is. -- Yoda

Another spoiler ahead.

The rebel forces made plans, but failed in practically every one. They were almost decimated, but they pushed on.

Lesson ahead.

While Star Wars is a work of science fiction, it is an opportunity to talk about the incidence, importance, and impact of failure.

We cannot really design for failure because it is going to happen anyway. It is fundamental to learning and avoided in teaching. (It might be unethical to intentionally design for ensured failure.)

What we can design for is how to deal with failure when it happens. Do we ignore it, fear it, or learn from it? If we are to learn from failure, how do we guide such learning? How does such an approach guide expectations and shape evaluation?

But I am getting ahead of myself. How prepared are teachers to do this?

Pink Fiat in front of Westerkerk.

An unexpected lesson from my family vacation was Uber-based.

Our Uber ride from home to Changi Airport went without a hitch. But I felt cheated once I arrived in Amsterdam.

My apartment host advised me to get a cab or private car from the Amsterdam Centraal Station (the train station at the city centre). I decided to take his advice since I did not have the lay of the land.

When we arrived at the train station, I used the Uber app and received a confirmation almost instantly. However, the Uber driver always seemed to be “one minute away”. I messaged the driver twice to confirm our pickup location, but did not receive a reply.

In the meantime, a host of cabs appeared in front of us as if to mock my attempt to hire a private car. I gave up waiting after 10 minutes and had to pay an 8 Euro penalty for the driver’s time.

I think that the driver wasted my time. I suspect that it was his strategy to make a quick buck — or euro in this case — by being just out of reach, but I cannot confirm it.

So we switched to a cab. I showed the driver the address of the apartment, and since he was not sure where it was, he used Google Maps. I double-checked with him by asking him the distance and time to the apartment, and also looked at his screen. He went the wrong way as he had a similar address, not the exact one.

We pulled over about a minute into the ride and got the address right. I recognised the route as I had seen it in Google Maps previously. I also saw the exact street when it matched what I saw in Street View.

The lesson: Being technology-savvy is not just about knowing how and when to use technology. It is also about working around it. What is often around it are changing circumstances and fickle people. Being savvy is a combination of leveraging on technology to be prepared, to react to circumstances, and to reflect on experiences.

Yesterday I shared some advice on how novice facilitators might put more thought into cooperative group work.

Today I focus on how they might write better lesson plans.

Lesson planning is not a chore, it is a discipline. With practice, it becomes a habit that gets internalised.

Even faculty members in institutes of higher education (IHLs) need to lesson plan. Especially faculty members need to lesson plan because they might not have had teacher preparation.

Novice facilitators should not simply walk into tutorial rooms or laboratories and try to repeat what they experienced as undergraduates and graduate students. The didactic pedagogy they perpetuate is based on the transmission of information.

While information might be transferable, knowledge is not. Such meaning is negotiated cognitively and socially. Facilitating such negotiation first takes the knowledge and skills of writing learning outcomes, designing learner-centred activities, and providing feedback on performance. All these should be developed in a lesson plan.

Lesson planning is essentially a writing process. Like any writing process, there is drafting and revising. Novices should not expect to get a plan right on the first attempt. The process can be painful, but as the adage goes: No pain, no gain.

The programme I am involved in requires future faculty to write course descriptions, lesson plans, and personal teaching philosophies.

Chunk
No matter the academic subject, there are disciplines to hone when writing. One is chunking thoughts in paragraphs. Each paragraph should contain one main idea. Ideally, one chunk should link to another in a logical series.

Write tight
Another discipline of writing is not to write the way you speak. A conversation between two people can meander and even get lost. It is informal and interaction is immediate. Elements of a lesson plan need to be written clearly and concisely.

I find that it helps to imagine that you are planning a lesson just in case someone else needs to take over your class in your absence. You need to write simply and directly so that another facilitator might read your plan and lead the class almost like you would.

Do not be lazy
When writing, use the autocorrect tools in word processing programs. They help you avoid spelling and grammatical errors. However, they cannot correct lazy or ill-disciplined writing.

The screen capture above shows how I highlighted and corrected a lesson plan element. The lesson plan was about bits and bytes, hence the tongue-in-cheek comment about ones and zeroes.

My comment might come across as mean. It is not. Being a disciplined writer means not taking the reader for granted. What you say is not necessarily what someone else will hear. It is about taking another’s perspective.

Disciplined writing is also about caring for the small things that matter. If you cannot get these details right, how can you be trusted with the larger picture?

Proofread
Autocorrect tools do not understand context or detect all errors. So another aspect of disciplined writing is proofreading. Such reading is not just for spotting and correcting spelling and grammatical errors, but also for addressing flaws in logic and bumps in flow.

I find that it helps to walk away from a piece of writing and return to it with a fresh perspective.

Practise and transfer
Like most skills that are developed over time, writing takes practice. Future faculty who wish to be good facilitators should invest time in writing good lesson plans because this is a skill that transfers. Disciplined writing can help with the composition of dissertations, grant proposals, conference submissions, research papers, etc.

But the most important purpose of disciplined writing by novice faculty is lesson planning. Such writing might seem burdensome initially, but when practiced iteratively and reflectively, it becomes a habit. This habit pays off when students benefit from learner-centred design that is held together by disciplined writing.


http://edublogawards.com/files/2012/11/finalistlifetime-1lds82x.png
http://edublogawards.com/2010awards/best-elearning-corporate-education-edublog-2010/

Click to see all the nominees!

QR code


Get a mobile QR code app to figure out what this means!

My tweets

Archives

Usage policy

%d bloggers like this: