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- 1. July 2015 Bill Moore Director, K-12 Partnerships State Board for Community & Technical Colleges Living in the In-Between: A Benediction for the Opening Bridge to College Institute
- 3. Basically, you learn two kinds of things in college: •Things you will need to know in later life (2 hours)… •Things you will NOT need to know in later life (1198 hours). These are the things you learn in classes whose names end in ‘-ology’, ‘-osophy’, ‘- istry’, ‘-ics’, and so on. The idea is, you memorize these things, then write them down in little exam books, then forget them. If you fail to forget them you become a professor and have to stay in college the rest of your life. College Knowledge??? Dave Barry, 1981
- 5. …I was taught to regurgitate but never to think and it was just amazing…I was really just narrow minded, and…I got into this classroom with 60 people and three teachers and my mind exploded. Washington state community college student, discussing her first learning community experience
- 6. SUPPORT Opportunities for structuring and/or organizing those challenges Encouraging students to take risks involved in new understandings CHALLENGE Opportunities for engagement with complexity & ambiguity Diversity of material, questions, perspectives, ways of thinking, etc. Balancing Challenge & Support
- 7. Hope & Loss: Real Learning Takes Courage …It may be a great joy to discover a new and more complex way of thinking and seeing, but what do we do about the old simple world? What do we do about the hopes that we had invested and experienced in those simpler terms? When we leave those terms behind, are we to leave hope, too? Bill Perry, 1978 “Sharing in the cost of growth”
- 8. Investing in Teachers: Real Communities, Not “Pseudo-Communities”
- 9. Why Investing in Teachers Matters Our understanding of learning will accelerate faster in a teaching community that acts like a learning system…taking research as its model. Diana Laurillard, “Open Teaching: The Key to Sustainable and Effective Open Education”
- 10. Shared Problems Across the System Small Tests of Small Changes (empirical tinkering) Multiple Sources of Innovation Communities of Practice: Constructing Knowledge Products “Creating Shared Instructional Products: An Alternative Approach to Improving Teaching” Morris & HiebertJanuary/February 2011, Educational Researcher, v. 40, # 1, p. 5-14
- 11. In Real Communities People Need Each Other Greg Brown, Intro to “Laughing River,” The Live One, 1995
- 12. Real Communities Build on their Histories “Time is an enormous long river of important events and important ideas…”
- 13. Real Communities Need Open Minds “Our ideas held no water but we used them like a dam”
- 14. “Aimless and Unintentional” Not all who wander are lost
- 15. Every complex question has a simple answer… …and it’s wrong. H.L. Mencken
Notas del editor
- I’d say the common emphasis is on collaborative inquiry and on what Morris and Hiebert call “empirical tinkering,” small changes that faculty are willing to try, primarily in the areas of classroom assessments and classroom exchanges. The colleges are all engaged to varying degrees in activities in those areas; we’re not pushing them to do exactly the same things in exactly the same ways, but we hope to provide protocols, ongoing support, and technical assistance around inquiry processes… I think the Carnegie work around “networked improvement communities” is also a good resource for thinking about this work… “Small, incremental changes are better than big changes because when you make big changes things can go wrong and you go back to doing what you know how to do.” Dylan Wiliam, Institute of Education, University of London September, 2006
- We laugh at this, in part because it’s a laugh of recognition, isn’t it? And underneath the exaggeration and humor there’s more truth to this perspective than we care to admit most of the time—not to mention the fact that it reflects fairly common perceptions of our business.
- transformation of understandings is harder work for students than receiving transmitted knowledge (and often resisted– A lot of us feel overwhelmed at times—though perhaps we’re not as blithely comfortable with the simple solution as Calvin is! Good teaching matters…[but] teachers do not create learning, learners create learning…The challenge is to create classrooms where thinking is not optional… Dylan Wiliam, Institute of Education, University of London September, 2006
- I’ve done a number of interviews and focus groups with WA students about their LC experiences, and this is perhaps my favorite quote What might “my mind exploded” mean? And how do we know? And if it’s as good a thing as this student seems to think it is, how can we get more of it? I’d like to close with some comforting words from H. L. Mencken:
- Grounded in Lee Knefelkamp and Carole Widick’s original dissertation work in mid-1970’s using Perry’s scheme included review and synthesis of work around teaching/learning Dimensions are continua, not dichotomous Examples: Structure: course context, basic definitions, guidelines and rehearsal opportunities for new learning tasks, detailed (but not overwhelming) instructions, … Diversity: variety and complexity of kinds of information, multiple perspectives, sources of material, competing theories, … (most college courses rich with diversity—needs to be balanced with structure and sequencing to be most effective) Involvement: issue of direct or experiential learning vs. vicarious learning—key is using various strategies (case studies, labs, projects, etc.) to encourage students to make connections between material and world outside of classroom, including their own lives Personalism: promoting “community of scholars”--encouraging interaction, open and respectful discussion and debate, taking risks; showing enthusiasm for subject matter and for learning, providing thorough and helpful feedback, …(not necessarily about self-disclosure)
- [read quote] This captures one of the key challenges we face helping our students move beyond painting by numbers—there’s something comforting (not to mention less time-consuming!) about that simpler perspective—all we have to worry about is staying inside the lines! One of my favorite authors and thinkers, Michael Fullan, has written about the complexity of these issues in educational contexts from an organizational change perspective: “Emotion and hope: constructive concepts for complex times.” 1997, A. Hargreaves (Ed.), Rethinking Educational Change with Heart and Mind: Association for Supervision and Curriculum Development Yearbook, 169ff. It also, of course, takes courage, dedication and persistence on the part of teachers, especially in these days of increasing public scrutiny and calls for accountability. Which leads to my close—no neat and tidy answers, unfortunately, but one last Perry-ism that helps remind me, anyway, of what our focus should be:
- Not “pseudo-communities,” to use Lani Horn’s language (2010, “Teaching Replays…”) Characterized by the imperative to “act as if we all agree” Lack the capacity of real communities to address problems of practice Counterproductive to inquiry because groups increase their ability to investigate practice when they develop ways of publicly disagreeing 1) Academic culture makes it easy to feel like you don’t need your colleagues, and to function in isolation We DO need each other, though, especially these days, and I agree with Brown’s point that it’s hard to think about real community without acknowledging that need 2) Utah Phillips, with Ani DiFranco, “Bridges,” the past didn’t go anywhere, 1996 OK, maybe this is because I’m getting older, but the community we need to build and sustain includes the past as well, just as responsible scholarship demands careful attention to the work that’s gone before us How well do we maintain institutional memory? 3) Modest Mouse, “Missed the Boat,” We were dead before the ship even sank, 2007 George Packer, quoting the sociologist Daniel Bell in the April 25th New Yorker magazine: “Ideology makes it unnecessary for people to confront individual issues on their individual merits.” Ideology knows the answer before the question is asked. For the challenges we face we need minds open to new ideas, to learning from each other in a community of practice; we also need evidence-based, not faith-based, arguments. At the same time we shouldn’t use rigid and narrow ideas about what that means like dams to prevent the flow of the critical innovations we need in our work
- one that makes knowledge of what it takes to learn explicit, adapts it, tests it, refines practice, reflects, rearticulates, and shares that new knowledge…
- sharing ownership of problems that the products help to solve 3) knowledge used to build the products is harvested from participants likely possess different kinds of knowledge.
- Not “pseudo-communities,” to use Lani Horn’s language (2010, “Teaching Replays…”) Characterized by the imperative to “act as if we all agree” Lack the capacity of real communities to address problems of practice Counterproductive to inquiry because groups increase their ability to investigate practice when they develop ways of publicly disagreeing Academic culture makes it easy to feel like you don’t need your colleagues, and to function in isolation We DO need each other, though, especially these days, and I agree with Brown’s point that it’s hard to think about real community without acknowledging that need
- Utah Phillips, with Ani DiFranco, “Bridges,” the past didn’t go anywhere, 1996 OK, maybe this is because I’m getting older, but the community we need to build and sustain includes the past as well, just as responsible scholarship demands careful attention to the work that’s gone before us How well do we maintain institutional memory?
- Modest Mouse, “Missed the Boat,” We were dead before the ship even sank, 2007 George Packer, quoting the sociologist Daniel Bell in the April 25th New Yorker magazine: “Ideology makes it unnecessary for people to confront individual issues on their individual merits.” Ideology knows the answer before the question is asked. For the challenges we face we need minds open to new ideas, to learning from each other in a community of practice; we also need evidence-based, not faith-based, arguments. At the same time we shouldn’t use rigid and narrow ideas about what that means like dams to prevent the flow of the critical innovations we need in our work