I have read and re-read and started processing Chapters 3 and 4 (Language and Time, respectively) in Creating Cultures of Thinking by R. Ritchhart. Mind blowing. (Download it on iBooks to read and discuss with me!) I am beginning to see some recurring themes: beliefs, values, choices, and messages. Passive vs Active student roles (my personal soap box). Its about CHANGING THE PARADIGM so that students and teachers experience different learning stories. (If interested, my visual notes are below.)
Serendipitously, Dan Meyer recently blogged about teacher’s beliefs and how our own experiences as students shape our pedagogical choices. He asks,
“What experiences can disrupt the harmful messages teachers have internalized about math instruction?
I appreciate this question for two reasons.* a) the numerous responses were varied and offered sensible ideas I recognize as useful and timely as I find myself gradually drifting toward a mentoring role and b) the question moves us beyond information/opinions about beliefs and pedagogy toward at least a partial yet practical solution to a very real problem: lack of significant and sustainable change. If a person in education (any position, right? This is not just a math thing!) has not yet had a disruptive experience that “breaks the circle”, reading or being told about a different paradigm is not too likely to yield a shift in values. If the horse isn’t thirsty, it’s just not going to drink. Or it may believe a constant state of thirst is the norm and blindly accepts it. Or the horse feels threatened by a top-down decision that it must drink this water, now. Or it might be really OK with a drink if it just could make sense of what the hell that meant and looked like and had genuine and ongoing support in making it a reality.
Change is imperative, and paradigm-altering experiences are definitely one way to get there. Creating Cultures resonates with me because my beliefs already align with the author’s because, fortunately, I DID have a disruption in my learning experiences that impacted my beliefs. Cycle broken, singing now possible. Also, I tend to be rather reflective and highly interested educational cultures. But that’s just me, and obviously everyone is different. What if this (or another) book was assigned and the plethora information within it overwhelms me so I just keep doing what I always have done? The wonderful suggestions solicited by Dan (video recording with reflective analysis, joining a math teachers circle, imagine something different and plunging in, becoming a learner to gain perspective, shifting from talking to listening, etc.) all seem to share a common trait: these teachers are the horses that already recognized they were thirsty and went looking for water on their own. It seems first-hand experiences are the most powerful, but I wonder about colleagues who are not at the point of seeking water (yet). Not that they are intentionally staying away, they really do care (because they’re people, not horses); honestly examining individual or group experiences, actions, messages, and practices is an emotionally challenging endeavor and knowing so may be enough to want to avoid it.
What I wonder is, what are possible, effective ways to invite
horses educators over for a drink, so to speak, so that many more disruptive experiences can take place?
I invite you to share your suggestions in the comment section. This is a genuine question I have, so I am looking forward to your insights!
PS. I find it interesting that for some commenters to Dan’s post, drill-based math instruction became the question to discuss. Hot Topic #358. Interesting reading, to be sure. Like all other highly-debated beliefs in education, there seems to be too much polarized “This OR That” going on, and not enough This AND That, carefully and thoughtfully balanced to promote learning. We’re not just emoji yellow OR Tardis blue— it is much more likely that most (if not all) of us are some lovely shade of green. Which means instead of an all-or-nothing tug of war more productive discussions (and PD**) could focus on examining beliefs, with honesty and without threat of judgement. Our beliefs shape our actions, our actions send clear messages, both subtle and obvious. What messages are being sent? Are they supportive of or detrimental to learning experiences students have today?
*Also note how Dan’s question was open-ended and accessible to everyone, and how he refrained from sharing his thoughts until he had respectfully listened to other voices. I see what you did there, Dan. Smooth move.
**If you’re part of a group that examines culture in your classrooms, department, or school you could call yourselves….Culture Club! (If you don’t get that lame joke, you’re too young. Look it up.)