As I try to assimilate my thoughts to write this upcoming paper, I'm re-reading pieces of Palmer's The Courage to Teach and comparing that with the paper The Kold Model Modified for Classroom Activities. I'm simply using this post to share some thoughts. Comments on any of these would be great!
Both Palmer and Kolb talk about how important it is for teaching and learning to go hand-in-hand. Palmer mentions how we live in a world today full of paradoxes - teaching and learning being a good example. Only rarely do we find teachers who simultaneously handle the processes of teaching and learning. They realize the need to keep these processes together in order for the student to get the maximum benefit out of his educational experience. Kolb also talks about how it is important from time-to-time for the teacher to step back and allow the student his/her own first-hand experience at gathering information regarding a certain topic or doing some field work in order to validate some findings from, what he calls "concrete experience".
Thus, in this process of trying to educate future generations, not only do we have to grab opportunities to pass on the knowledge that we have, to them, but it also becomes our responsibility to give them the tools to enable them to further "research" on their own.
From my own personal experience, there were very few times during my middle/high-school that we ever did any sort of project. These projects were more a means of getting some extra points that was towards our overall percentage, than a means of learning something on one's own. Very little importance was given to these projects afterward by the teachers - which makes the student more disinterested in actually doing a really good project. It was more a teacher-talking-student-listening type of system.
However, during my undergrad, as I moved away from home to a new country, I could see the drastic difference in the way students of that nation approached any sort of practical problem or project that was put forth for homework. I also found the professors taking a lot of interest in each individual project - which certainly acts as a great stimulus for the student to perform better while doing that.
All in all, I think the key lies entirely with the teachers to find that fine region of balance between these acts of teaching and learning. As a student, depending on the level of learning, it is possible to actively participate in helping the teacher to find that fine region of balance.
Showing posts with label Palmer. Show all posts
Showing posts with label Palmer. Show all posts
Tuesday, September 22, 2009
Wednesday, September 2, 2009
The New Scholarship Requires a New Epistemology
In this paper, the author presents a new scholarship which is more practical. This scholarship requires a change in the epistemology. To prove this claim, the author brings in the “reflection in” and “reflection on” concepts, which are used in the paper to explain many of the examples, including the MIT’s project, and can be seen very frequently in our everyday life.
The “reflection in” and “reflection on” concepts are very important in the process of learning and teaching. From the teacher’s point of view, what is going to be taught should be based on how much the students have already known. So during the teaching process, the teacher should observe the feed backs of the students and then decided what to teach and how to teach. This process is a reflection process. From the student’s point of view, during the learning process, they should not only learn what they are learning, but also learn how to learn and what to learn. This process is also a reflection process. To promote the efficiency of learning, the teacher and the students all need to be aware of the reflection concepts.
The Hidden Wholeness-Paradox in Teaching and Learning
In this book chapter, Palmer analyzes the concept of paradox of the world and presented the application of paradox in pedagogical design. Paradox presents everywhere around us. Right and wrong cannot be separated; light and dark cannot be separated; good and bad cannot be separated. Phelps’s parents are well aware of this concept. Paradox and wholeness also exist in the classroom. The students were divided into several discussion groups. However, the students all discuss under the same topic. Furthermore, everyone can express their opinions and participate into the topic better because of the division, so that a better wholeness or integrity can be reached.
The author talked about how to handle the six paradoxical tensions in pedagogical design regarding to its range, participators, contents, etc. For the fourth tension, there is an example. The engineering textbooks should include both the “big” theories and the examples or stories happen in students’ everyday life. It can help the students remember the theories. It also tells students that these theories can be used to solve practical problems.
My own “reflections”
During the transition from engineering discipline, there are several things I should keep in mind. First, making notes is very important. In the first class, I did not make notes. Then when I sit in front of the laptop, I found I cannot remember what other people have discussed. I started to realize that notes can not only help me remind the content of the class, but also allow me to look into the class in a different angle of view. After reading more articles or experience more, when I remember the class again, I can understand more of others’ opinions and why they presented these opinions. Similar to making notes in the class, making notes during reading also help me remind the content of the materials. Different from engineering textbooks, the educational reading materials are more like assays. It is impossible for me to read them again, but notes can help me remember the ideas in the articles.
Second, summary is very important. Making summary is also a “reflection” process. This blog is a summary. By writing this blog, I get reflection on my way of reading the materials and my performances at the class.
In this paper, the author presents a new scholarship which is more practical. This scholarship requires a change in the epistemology. To prove this claim, the author brings in the “reflection in” and “reflection on” concepts, which are used in the paper to explain many of the examples, including the MIT’s project, and can be seen very frequently in our everyday life.
The “reflection in” and “reflection on” concepts are very important in the process of learning and teaching. From the teacher’s point of view, what is going to be taught should be based on how much the students have already known. So during the teaching process, the teacher should observe the feed backs of the students and then decided what to teach and how to teach. This process is a reflection process. From the student’s point of view, during the learning process, they should not only learn what they are learning, but also learn how to learn and what to learn. This process is also a reflection process. To promote the efficiency of learning, the teacher and the students all need to be aware of the reflection concepts.
The Hidden Wholeness-Paradox in Teaching and Learning
In this book chapter, Palmer analyzes the concept of paradox of the world and presented the application of paradox in pedagogical design. Paradox presents everywhere around us. Right and wrong cannot be separated; light and dark cannot be separated; good and bad cannot be separated. Phelps’s parents are well aware of this concept. Paradox and wholeness also exist in the classroom. The students were divided into several discussion groups. However, the students all discuss under the same topic. Furthermore, everyone can express their opinions and participate into the topic better because of the division, so that a better wholeness or integrity can be reached.
The author talked about how to handle the six paradoxical tensions in pedagogical design regarding to its range, participators, contents, etc. For the fourth tension, there is an example. The engineering textbooks should include both the “big” theories and the examples or stories happen in students’ everyday life. It can help the students remember the theories. It also tells students that these theories can be used to solve practical problems.
My own “reflections”
During the transition from engineering discipline, there are several things I should keep in mind. First, making notes is very important. In the first class, I did not make notes. Then when I sit in front of the laptop, I found I cannot remember what other people have discussed. I started to realize that notes can not only help me remind the content of the class, but also allow me to look into the class in a different angle of view. After reading more articles or experience more, when I remember the class again, I can understand more of others’ opinions and why they presented these opinions. Similar to making notes in the class, making notes during reading also help me remind the content of the materials. Different from engineering textbooks, the educational reading materials are more like assays. It is impossible for me to read them again, but notes can help me remember the ideas in the articles.
Second, summary is very important. Making summary is also a “reflection” process. This blog is a summary. By writing this blog, I get reflection on my way of reading the materials and my performances at the class.
Monday, August 31, 2009
His & Phi of ENE-Week 1
Group Behaviors
This was the first time that I attended a class with a lot of discussion. And I have to say that my English sucks. I wanted to speak out, and I’d got lots of words in my mind, but I just got tong-tied. I kind of hated myself at those moments.
Speaking of group behaviors, I think my strength is seeking information or opinions, because I am not afraid of losing face and I think it is a shame to pretend to know something that you don’t. And my weakest link is the language issue, obviously. I hope I can do better in giving information or opinions next time.
By the way, Noah, Julia, Beth and Sensen did a very good job in giving information or opinions, and Julia and Beth did an excellent job in encouraging teammates. I can learn a lot from them.
The Courage to Teach-Chapter III-The Hidden Wholeness-Paradox in Teaching and Learning-Parker J. Palmer
I have to say that I love this chapter. The concept of this chapter “wholeness and paradox” goes with my mind of philosophy. There is a classic picture of “taiji” which shows my opinion. It is a kind of traditional Chinese theory. You can see the paradox: half white and half black, but together they make a whole. Also, there is a small black dot in the white half and a small white dot in the black half, which means that you cannot separate the white from the black or the black from the white completely.
Paradox
I have a feeling about the sixth point the author mentions in the article: “The space should welcome both silence and speech”. I have a memorable experience of paradox of silence and speech. I was taught to not to speak too much when I was a kid and people in my country often said that “silence is gold”. People believe that People who talk much would expose their weakness and ignorance and got attacked easily. There is a old Chinese saying: “ The bird which flies the highest get shot.” So everyone would like to keep low- profile. You can always see a scenario in a class in China: A teacher asks a question, and nobody raises their hands. And there is an awkward silence spreading the whole classroom. And the silence keeps as long as the teacher waits. Surprisingly, I found some engineering classes in Purdue played the same show too. Differently, non-science/engineering classes encourage speech. I have already been given heads-up from one of my friend in Education Department that you have to be active and speak out a lot in class if you want to receive good grade. It seems that the American culture welcomes speech. So I am still struggling to find a balance between silence and speech, since now I am a little bit too silent.
Holding the Tension of Opposite
I think it is unwise to choose one side and abandon the opposite side. Half white and half black make the whole circle. Day and night make a whole day. In my opinion, the first step should be realizing the truth and embrace the paradox. Then you can figure out a way to hold the tension of opposite. Frankly speaking, it is an art to me.
The New Scholarship Requires a New Epistemology-Donald A. Schon
This article is kind of difficult to me, although it is shorter than the previous one. My focus on this article is reflection-in-action and reflection-on-action. Reflection-in-action is that during the process of research or other things, keep evaluating and making proper changes. Reflection-on-action happens when the research or other things are done. Here is my example:
My research was “swimming pool chemistry” last semester. When I was testing samples, sometimes I got awkward numbers. So I started to wonder what was going on. Are the machine malfunctioned? Do I need to test extra samples? It is reflection-in-action. When I got back to my desk, analyzing and making conclusion, it is reflection-on-action.
Here is another example I heard from Sensen:
She likes cooking. I think she is a great cook. When she is making cookies, she thinks: “Maybe adding some white chocolate will be better.” It is reflection-in-action. After the cookies are taken out of the oven, she tastes it and thinks:” It is a good idea to add white chocolate.” It is reflection-on-action.
Honestly speaking, as engineers, we are all trained to have reflection-in/on-action when we are doing research. Keeping evaluating and making proper changes during or after research seems a pretty normal thing to do for me. I think this article explains simple things in a difficult way.
This was the first time that I attended a class with a lot of discussion. And I have to say that my English sucks. I wanted to speak out, and I’d got lots of words in my mind, but I just got tong-tied. I kind of hated myself at those moments.
Speaking of group behaviors, I think my strength is seeking information or opinions, because I am not afraid of losing face and I think it is a shame to pretend to know something that you don’t. And my weakest link is the language issue, obviously. I hope I can do better in giving information or opinions next time.
By the way, Noah, Julia, Beth and Sensen did a very good job in giving information or opinions, and Julia and Beth did an excellent job in encouraging teammates. I can learn a lot from them.
The Courage to Teach-Chapter III-The Hidden Wholeness-Paradox in Teaching and Learning-Parker J. Palmer
I have to say that I love this chapter. The concept of this chapter “wholeness and paradox” goes with my mind of philosophy. There is a classic picture of “taiji” which shows my opinion. It is a kind of traditional Chinese theory. You can see the paradox: half white and half black, but together they make a whole. Also, there is a small black dot in the white half and a small white dot in the black half, which means that you cannot separate the white from the black or the black from the white completely.
Paradox
I have a feeling about the sixth point the author mentions in the article: “The space should welcome both silence and speech”. I have a memorable experience of paradox of silence and speech. I was taught to not to speak too much when I was a kid and people in my country often said that “silence is gold”. People believe that People who talk much would expose their weakness and ignorance and got attacked easily. There is a old Chinese saying: “ The bird which flies the highest get shot.” So everyone would like to keep low- profile. You can always see a scenario in a class in China: A teacher asks a question, and nobody raises their hands. And there is an awkward silence spreading the whole classroom. And the silence keeps as long as the teacher waits. Surprisingly, I found some engineering classes in Purdue played the same show too. Differently, non-science/engineering classes encourage speech. I have already been given heads-up from one of my friend in Education Department that you have to be active and speak out a lot in class if you want to receive good grade. It seems that the American culture welcomes speech. So I am still struggling to find a balance between silence and speech, since now I am a little bit too silent.
Holding the Tension of Opposite
I think it is unwise to choose one side and abandon the opposite side. Half white and half black make the whole circle. Day and night make a whole day. In my opinion, the first step should be realizing the truth and embrace the paradox. Then you can figure out a way to hold the tension of opposite. Frankly speaking, it is an art to me.
The New Scholarship Requires a New Epistemology-Donald A. Schon
This article is kind of difficult to me, although it is shorter than the previous one. My focus on this article is reflection-in-action and reflection-on-action. Reflection-in-action is that during the process of research or other things, keep evaluating and making proper changes. Reflection-on-action happens when the research or other things are done. Here is my example:
My research was “swimming pool chemistry” last semester. When I was testing samples, sometimes I got awkward numbers. So I started to wonder what was going on. Are the machine malfunctioned? Do I need to test extra samples? It is reflection-in-action. When I got back to my desk, analyzing and making conclusion, it is reflection-on-action.
Here is another example I heard from Sensen:
She likes cooking. I think she is a great cook. When she is making cookies, she thinks: “Maybe adding some white chocolate will be better.” It is reflection-in-action. After the cookies are taken out of the oven, she tastes it and thinks:” It is a good idea to add white chocolate.” It is reflection-on-action.
Honestly speaking, as engineers, we are all trained to have reflection-in/on-action when we are doing research. Keeping evaluating and making proper changes during or after research seems a pretty normal thing to do for me. I think this article explains simple things in a difficult way.
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