14 April 2014

Items to Share: 13 April 2014

Education Focus
  • Tom of Finland Part 2: Should Learning be Fun? - Tom Bennett - Blog - Tom Bennett - TES Community 'I'd love to find some evidence to substantiate the claims that the Fun Learning camp makes- I'm like an atheist, glumly investigating every miracle hoping to find God- but every time I put my hand out it melts away like mist. [] Can learning be fun? Of course. Is learning sometimes fun? Undoubtedly. Should it be fun? That's a whole different question. Simply saying yes damns every act of learning that isn't enjoyable, and you would have to be completely bonkers to think that everything you learn should be fun as well. Almost everything worth achieving requires sweat, grit and the ability to stick with something when it's hard- also qualities I'd like to see in my students in general. I don't want them bored, but I have no problem if something they do is boring, if it's necessary. 
  • Joe Moran's blog: Fail better ''Teaching is mostly about failure, because it is based on conversation and words are always liable to fall on stony ground. Reading is about failure, because most of what we read we forget, and quite a lot of it is not as interesting as we thought it would be. Writing is about failure because, even if we manage to finish something and send it out into the world, we will mostly come up against a wall of indifference made of people who have other things on their mind and other things to read and write. [...] In other words, you just keep throwing enough mud at the wall until some of it sticks. Maybe you only have to succeed once, or at least to fail less catastrophically.
Other Business
  • Get Comic Neue The free and (a bit more) stylish successor to Comic Sans
  • Antifragile: A Definition 'The classic example of something antifragile is Hydra, the greek mythological creature that has numerous heads. When one is cut off, two grow back in its place.'
  • Looking For Tom Lehrer, Comedy's Mysterious Genius [buzzfeed.com] He's performed on and off (mainly off) since the '50s. His entire repertoire is 37 very dark and very clever songs... Taught maths at Harvard but never finished his PhD. Fascinating profile. 

10 April 2014

On the Whole Game

 (An expanded version of a piece for the student newsletter, with links and references.)

I took a workshop session at a recent Study Day on "Emotional Aspects of Learning and Teaching"—of course it had to be very selective, and I missed out one very important emotion; boredom. I was reminded of that at some of the teaching observations I have done recently, and how much of a challenge it poses to the teacher. When we express concerns about behaviour management, many of the problems follow from learners being bored.

Many years ago, David Hargreaves suggested that teachers fall into three categories; lion-tamers, entertainers, and "new romantics". Lion-tamers believe that learners do not want to learn, but they will if you crack the whip hard enough. Entertainers also believe that learners do not want to learn, but they will if you make it fun enough. New romantics are foolish enough to believe that learners do actually want to learn, and the job of the teacher is as much to get out of the way as anything else. Lion-taming is the position taken by many starting teachers—often because they are nervous. It is something of a dead end, because once students detect nerves, they close in. But there is something in both the other positions.

At least the entertainers recognise the pernicious effects of boredom—it's just that all too often overcoming it becomes the prime objective, often to the detriment of actually learning anything. The new romantics, while they may be accused of some naivety, are aware that teachers can sometimes be impediments to learning. If the prime requirement of medical personnel is "first of all, do no harm", that of teachers may well be, "first of all, don't turn students off".

And yet we do actively, if unintentionally, do that.

I'm thinking particularly of vocational courses I have sat in on over the past few years, and how boring they often are. The teachers try to liven them up with activities and an engaging manner, but they are trying to roll a rock up a hill, and the moment they relax the boredom rolls back in.

Why? There are many reasons of course, but one is the way the content has been pre-processed and pre-digested so that it can be taught in small incremental gobbets, each of which can be assessed and added to a portfolio. The learners go through the motions, and they do "achieve", but there is little connection with the real world in what they have to do, and it is indeed boring.

(And PowerPoint doesn't help, either. It defaults to bullet-points and there is nothing more calculated to fragment content and lose any sense of context and connection than a bulleted list. See, of course, Edward Tufte on this.)
“M... was teaching a group of nursery nurses coming to the end of their [...] course, and she was, as she said, tidying up loose ends. Their syllabus required them to have studied team-working [... ]

At a technical level, M. is a good teacher: she tried to draw information and ideas out of the students but since they had little experience to draw on, she could not get the “right” answers from them. […] At last, she put up on the whiteboard the three essential components of good team-working ... I thought at first, that was interesting. Then I put myself in the position of the students, who were dutifully making notes, and thought, they have to remember these points for their exam: there is a lot more to studying in this area than I thought. Perhaps I ought to make a note of these points for my own future reference?

Then I “woke up”. [...] I have been involved in team-working for the past twenty years, working in and leading teams myself, and conducting training and consultancy on it. There was nothing “wrong” with the three points on the board, but I had never conceptualised the issue to myself in that way, and I saw no particular advantage in doing so.[...] They seemed to represent the outcome of the text-book author’s search for three simple headings under which to organise his required thousand words on team-working. But for these students, this was now the definitive knowledge on the subject, to which their experience had to be subordinated ... As M. said afterwards, it was what they were expected to “know”... (1999)
On another of many occasions:
This class was part of an "access" course. (Access courses provide an alternative route to "A" levels for mature students wanting to go on to train for—chiefly—occupations such as nursing, social work, and teaching. Many access students are women whose youngest child has started school.) It was on Human Growth and Development, and concerned language acquisition, exploring the competing accounts from Skinner and Chomsky. It proceeded in a rather pedestrian but informative session for the first half, and then there was a brief comfort break. When the students came back, they were much more animated, swapping stories about their children and when they had started talking, and the mistakes they made. The teacher could barely get a word in edgeways...

Afterwards, she was very apologetic. "I'm sorry about the second half—I really let it get away from me, didn't I?" It took her a while to realise that those animated conversations in the second half would have provided a solid experiential base for the ideas of the first half, had she been able to swap the lesson round—and with a little more practice she could have drawn the formal "teaching points" out of what the students already knew at one level, but had not yet conceptualised.
    (And with one of my own classes);
    We were discussing the importance of making content relevant to learners' experience, and I referred to a session I had observed a few days ago, in which the teacher (also teaching about motivation, and stuck in a bind about having to "deliver" prescribed schemes of work, but doing her best) had taught well on the basis of "this is stuff out there which you need to know in order to pass the assessment".

    She could have connected and taught much better by drawing on the learners' shared interest in sport. This wasn't accidental. It was a course about "Sport Leadership" [...]

    But hey! Motivation and sport are topics made for each other.

    I know nothing about sport. [...] But even I could see this connection and use it to get the class discussing forms of motivation and the tactics coaches use to hype it up...
    (More on the observations behind these reflections here and here, and an interesting post about what professors can learn from coaches [in the US context], here. The Access example nicely suits Kolb's learning cycle, too)

    Attempting to reduce material to simple concrete items which can be made a note of or memorised sucks all the life out of it. It strips away the context, and it is context which brings it alive. Without that, the knowledge is in David Perkins' (and A N Whitehead's) term, "inert". It's not used—"it just sits in the mind's attic, unpacked only when specifically called for by a quiz or a direct prompt but otherwise gathering dust." (More here, from Perkins 1995:22)

    Put it into context and a sequence—draw on your experience, or better still get the learners to draw on their own experience if possible—and it becomes a story. Much more memorable and engaging.
    I sat in on a class last week which included why certain finishes might be used for partitions in a building. Sadly, the students were bored much of the time; they weren't concentrating, and they drifted off the task at the merest opportunity. The teacher agreed later that she had had to act like a sheep-dog, trying to keep them together and going in the right direction...

    But then—it might have been a slight digression—but the teacher was talking about how fast-food restaurants use bright colours, especially red, to get customers energised and more inclined to eat and move on, rather than to relax over a leisurely meal. I remember that and it will probably come back to me next time I have a hamburger, but I still can't think what the three types of building plaster are...

    And then during groupwork a student told a spontaneous—and relevant—story about how his firm had modified an original design in order to improve the customer's requirement for better soundproofing; the body language of the rest of the group clearly showed how the material was making sense and coming alive.

    David Ausubel (1968) famously (well, relatively, if you move in the right circles) said that the most important determinant of learning is what the learner already knows. From this he developed the principle (already known to good teachers for centuries, of course) of the Advance Organizer. It's an introductory strategy to put the lesson into the context of what the students already know, but in practice it can be used at any time, as the teacher mentioned above did, without being aware of it. Hattie rates them as just below average effect-size (0.38), but on the other hand they are so easy to use, what's not to like?

    And back with sport as a context, and with David Perkins; he explores these matters in what he calls the "whole game" approach to teaching:
    'Perkins sees two unfortunate tendencies in education: One is what he calls “elementitis”—learning the components of a subject without ever putting them together. The other is the tendency to foster “learning about” something at the expense of actually learning it. “You don't learn to play baseball by a year of batting practice,” he noted, but in learning math[s], for instance, students are all too often presented with prescribed problems with only one right solution and no clear indication how they connect with the real world.
    'The way to let young learners play the whole game is to find or construct a junior version of it. ...
    It is in many respects the obsession with enabling learners to "achieve" their qualifications, rather than actually to become better builders, hairdressers, nursery nurses or travel agents which leads to this denaturing of the course content and the stultifying boredom which besets many classes—and which learners compensate for by messing about.

    As ever, read Becker (again).

    Hargreaves D (1972) Interpersonal Relations and Education London; Routledge and Kegan Paul

    Perkins D N (2009) Making Learning Whole; how seven principles of teaching can transform education San Francisco; Jossey-Bass (Also discussed on the blog here.)

    07 April 2014

    Items to Share: 6 April 2014

    Education Focus
    • We're good at something, but what is it? PISA problems [Tom Bennett] '"Pupils in England are 'significantly better' at problem solving than the average for the industrialised world, the latest results from an influential comparative education study show. [] The country finished 11th among the 44 different international territories where 15-year-olds took new computer-based tests, as part of the last round of Pisa (Programme for International Student Assessment).' But what does it actually mean?
    Other Business
    • Big data: are we making a big mistake? - FT.com 'Cheerleaders for big data have made four exciting claims, each one reflected in the success of Google Flu Trends: that data analysis produces uncannily accurate results; that every single data point can be captured, making old statistical sampling techniques obsolete; that it is passé to fret about what causes what, because statistical correlation tells us what we need to know; and that scientific or statistical models aren’t needed because, to quote “The End of Theory”, a provocative essay published in Wired in 2008, “with enough data, the numbers speak for themselves”.' 

    31 March 2014

    Items to Share: 30 March 2014

    Education Focus
    Other Business
    • The Chomsky School of Language Infographic | e-Learning Infographics 'Noam Chomsky is a lot of things: cognitive scientist, philosopher, political activist and one of the fathers of modern linguistics, just to name a few. He has written more than 100 books and given lectures all over the world on topics ranging from syntax to failed states. The Chomsky School of Language Infographic presents some of his most well-known theories on language acquisition as if he were presenting them himself.'
    • On Kahnemann [Edge.org] 'Daniel Kahneman turned 80 on March 5th and [we] noted the occasion with a reprisal of a number of his contributions to our pages. [...] At that time, [...] Richard Thaler, suggested that Edge follow up the birthday announcement by doing what it does best, asking Edgies who work in fields including, but not limited to, psychology, cognitive science, behavioral economics, law, medicine, a question. [...]—"How has Kahneman's work influenced your own? What step did it make possible?"....' 
    • The Future of Self-Improvement, Part I: Grit Is More Important Than Talent - 99U 'In the late ’60s, Stanford psychologist Walter Mischel performed a now-iconic experiment called the Marshmallow Test, which analyzed the ability of four year olds to exhibit “delayed gratification.” Here’s what happened: Each child was brought into the room and sat down at a table with a delicious treat on it (maybe a marshmallow, maybe a donut). The scientists told the children that they could have a treat now, or, if they waited 15 minutes, they could have two treats.'  [And some notes from a session I did on Saturday on Emotional Aspects of Learning and Teaching which alludes to this and associated issues.]

    24 March 2014

    Items to Share: 23 March 2014

    Education Focus
    • On Obedience [Harry Webb] 'A new school is about to open in London. The Michaela Community School [...] is controversial [...] It will be following what could be described as a traditionalist set of principles. I sincerely hope that it will do so successfully and that this will provide the proof-of-concept for traditionalist education that the free schools programme promises to deliver.  [...] As part of their preparations, Michaela released their educational vision. I find it most fascinating. However, I think we have an indication of what is to come in the reaction on Twitter to one little sentence, “We will expect our pupils to be polite and obedient.”'
    • researchED UK: Teachers are doin' it for themselves [Tom Bennett] Bennett set up a conference on research in education last year, and it's expanding this year: 'I had no idea how successful the conference would be, but then I had no idea how much of an appetite there was for teachers to become involved in research, to be active participants in its inception, investigation, and execution. I thought it was just me – it wasn't. There was a whole army of edunerds and numbers-fetishists, empiricists, sceptics and weary practitioners, labouring out there under the yoke of 'research proves', when it bloody well didn't. [...] We sold our 500 tickets in a month, and curated a waiting list that eventually rose to three hundred. Some of the best names in UK education and beyond queued up to help. It was a real grassroots event, and six months later, I'm still reeling. [...] So we decided to see how far it would go. Which brings us to researchED Birmingham, on 5 April, the first in a series of national mini-conferences – a tour, if you will – that will take the concept everywhere that people want it.'
    • Should we do away with 'dyslexia'? [theconversation.com] 'No-one is denying the reality of children’s reading difficulties, or that these need to be identified and treated as early as possible. What is in question is whether we should give the label of “dyslexia” to children with reading difficulties. [] It is important to note that reading ability falls on a continuum in the population; it is normally distributed like height or weight. Thus, deciding whether a child does or does not have dyslexia will always involve applying an arbitrary cut-off.'
      • ZCommunications » On Academic Labor 'an edited transcript of remarks given by Noam Chomsky via Skype on 4 February 2014 to a gathering of members and allies of the Adjunct Faculty Association of the United Steelworkers in Pittsburgh, PA.
      • Time Estimates for E-Learning Development '[...] let’s say a client asks me to convert an existing full day training program to self-paced e-learning. This will be mostly linear with some interactivity and a branching scenario practice activity. A “full day” or training in this case means 6 hours of actual content. The content itself is in pretty good shape; there’s slides, a participant guide, and a facilitator guide, and it’s all fairly complete. There’s no video, only limited animation [...] and professional voice talent will be used. [] I’m going to assume this can be compressed to about 3 hours of e-learning. [...] [based on the research]  the ratio for development is 127:1 (that is, 1 hour of e-learning takes 127 hours to develop). For 3 hours, that’s 127 * 3 or 381 hours total work.' A sobering guide to time and costs.
      Other Business
      • FiveThirtyEight | What the Fox Knows [fivethirtyeight.com] Introducing Nate Silver's (The Signal and the Noise) new site on using and evaluating the data behind news. Thus, one story: FiveThirtyEight | Finally, a Formula For Decoding Health News 'To keep on top of the right health information [...], you don’t necessarily need to know about medicine. What you do need to know is how to use data to make health decisions. As a statistician, I use a simple computation based on Bayes’ rule to combine my gut feeling about a piece of health news with information about the study it comes from. The result gives me a better idea of how much to believe a given headline. [] This is not a definitive way to tell whether a headline is right [...] but I find it a pretty useful exercise.' The method works for educational headlines too. And it is essential to evaluate any headline in the Daily Express!
      • When March blows [thedabbler.co.uk] 'two poems about hanging out the washing…'  
      • The Evolution of Aww – Percolator The Chronicle of Higher Education 'We live in the golden age of cute. As one scholar recently put it, cuteness has become a “dominant aesthetic category in digital culture.” Hard to argue with that. Even if you steer clear of toddler pics on Facebook, even if you’ve never clicked on Reddit’s popular “aww” category, your elderly former neighbor will still email you a random photo of, say, three adorable piglets peeking out of a coffee mug.'