Tag Archives: control

Connected Courses

Going back to analyse the water #ccourses

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Photo by Aleksey Myakishev

We’re in the 4th unit of Connected Courses: Diversity, equity and access. I thought I’d look back at some of the previous questions and objectives from which  we’ve been making meaning together. Only now have I realised that each unit has a ‘design touchstone’, and while I was investigating what this could mean and how these linked to each other, I decided to re-familiarise myself with the first one: Water.

I watched again the video of the speech given by David Foster Wallace to Kenyon College’s 2005 graduating class.  The video starts with the story of two young fish swimming along when they meet an older fish swimming the other way.  The older fish asks ‘How’s the water?’, and after they’ve passed him, one of the younger fish asks ‘What the hell is water?’

A rough summary of the message would be that the most obvious and important realities are often the ones that are  hardest to see and talk about.   Foster postulates that a Liberal Arts education is not as much about filling you with knowledge as it is about teaching you how to think – not in terms of the capacity to think (which we all have ) – but in terms of the choice of what to think about. He mentions that we often live unconsciously, that is, not questioning where our belief systems come from, and he encourages us to have a critical awareness of ourselves and our certainties.  He talks about our default setting which positions us as the centre of the universe and suggests we do the hard work to rid ourselves of this hard wiring which leads us to interpret everything personally by learning how to exercise some control over what and how we think, and being conscious and aware enough so that we choose what we pay attention to and understand how we construct meaning from our experiences.

I feel that I need to go back and revisit readings many times to have the ideas and issues float to the top of my consciousness where they are in view and so that they don’t sink to the bottom and get forgotten.  Connected Courses has enabled me to construct meaning in conversations with people and in the solitude of my own thoughts. I’m beginning to feel as if I’m conscious of the water.

It’s interesting to note that although Connected Courses  is designed for faculty within higher education who are looking at developing online, open courses,  so far the technology part of constructing the courses has been in the background. This is a valuable lesson for schools introducing new technologies to support teaching and learning. In Connected Courses we started with the why and we moved at our own pace supported by the network of participants. Expertise has been distributed and sense making has not only been in the form of text; participants have shared creative responses which have included drawings, comics, songs and other audio, slides and video and more.  Some people have tried new things!

We’ve been given the opportunity to construct meaning together, and  given choices about how much and what we focus on.  My opinion is that this approach has enabled me to look more deeply into selected things.  I haven’t felt rushed or forced in any way; I’ve had choice and control.  At first I may have felt intimidated by learning in an academic cohort, but now I feel energized. It’s been fun!

Feel free to look at what I’ve collected so far in my Connected Courses Pinterest board.

21st century learning, learning, technology

Discussion about teacher control of iPads in classrooms

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Image from Sophie Horwood’s blog

Catering for differentiation in the classroom can open up new possibilities if you combine alternative approach with technology. Some schools are skipping the one-on-one notebooks and thinking about the lighter iPads. Of course, this opens up a whole range of new issues which need to be addressed before the investment is made.

iPads in Education ning features a discussion about teacher control of iPads – one of the first issues to arise when considering the use of iPads in the classroom. Sam Gliksman, creator of this ning, has posted a question on the forum:

Is the relative lack of teacher control over student iPad use a relief or a recipe for disaster?

Unlike laptops, which can be monitored with purchased software, the lack of such control of iPads presents a problem for teachers. Or does it?

Commenters of this post express different opinions. Some see this as a significant obstacle to iPad use, and others are willing to overlook the issue considering advanced features of the iPad. I’ve pulled out some of the positive comments:

What I do know is that iPads can bring up web pages faster than any computer that I have ever used, their use is completely intuitive, apps are endless, their fun, and on and on.

I think that if students are really inspired by their lesson, what they are being asked to research or present – whatever, they will be engrossed and will not bother to stray from the requirements of the lesson.

I generally believe that if teachers are walking around the room and being engaged in the learning process, nothing horrible is going to happen. I prefer to give students more control and responsibility rather than less.

I would like to focus on the positive side of things. Yes, there are issues but if we focus on those then we won’t get to play with the iPads, and we won’t discover their use in the classroom. Before I bought my iPad people asked me what I would do with it. I honestly didn’t know because I needed to have one in order to find out. I’m hoping to do the same if I can convince teachers to purchase at least one per faculty. The lack of control here is no different to a lack of control over notebooks. If we’re worried that students will be able to purchase apps we don’t want, how is it different to students downloading things onto their notebook?

First things first. I’m researching apps for each faculty area, and I plan to show staff or at least faculty heads. My focus in on apps which provide the kind of learning you don’t find anywhere else. I think converting teachers is a necessary step in the the whole process.

Please share your favourite iPad apps for secondary school, and any experiences from which we could learn.

 

 

21st century learning, learning, music, teachers, teaching

Should teachers be more like conductors? TED tells

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Orchestra conductor Itay Talgam has discovered that the secrets of good conducting shed light on leadership in general. I found the messages in this TED talk to be very relevant to teaching.

[ted id=663]

Itay Talgam’s TED biography observes that Talgam

finds metaphors for organizational behavior  — and models for inspired leadership — within the workings of the symphony orchestra. Imagining music as a model for all spheres of human creativity, from the classroom to the boardroom, Talgam created the Maestro Program of seminars and workshops.

Talgam’s workshops aim to help everyday people develop a musician’s sense of collaboration, and a conductor’s sense of leadership: that inner sense of being intuitively, even subconsciously connected to your fellow players, giving what they need and getting what you need. It’s this art of listening and reacting in the moment that makes for a swinging jazz combo, a sublime string quartet, a brilliant orchestra — and great teams at work.

Talgam talks about the conductor’s ability to use a small gesture to suddenly create order out of the chaos. When he asks who we should thank for the success of the performance, he is asking what the role of the conductor really is. In the same way as the teacher, the conductor is the single leader responsible for the success of his people. The question is – how does he create music out of the chaos?

According to Talgam, it’s not all about complete control of the orchestra. It’s about the joy of enabling other people’s stories to be heard at the same time – the story of the orchestra, that of the audience, unseen stories of people who made the concert hall and even those who made the instruments.

Talgam shows examples of different styles of conducting. There is the example of the conductor who is so clear about what he wants that he becomes overclear. Talgam describes this type of conductor as having a strong sense of responsibility. This type of conductor insists that there’s only one story to be told, only one interpretation of the music, and that’s his interpretation. In this case, the musicians feel they are not allowed to develop, but are only used as instruments. 

Talgam insists that leadership of the orchestra can be achieved with less control, or with a different kind of control.

One of the conductors is shown conducting with his eyes shut, confusing the onlooker with his apparent withdrawal from control. Talgam explains that, in this case, the musicians get their cues by looking  at the conductor’s face and gestures, and then looking at each other, with the first players of each section leading. This conductor claims that the worst damage he could do to  his orchestra would be to give them an overly clear instruction which would prevent them from listening to each other.

In another example, the conductor explains that by not telling the musicians exactly what to do, he’s opening a space for them to put in another layer of interpretation, another story. Talgam explains that this method without clear instructions works because it’s as if the musicians are on a rollercoaster, whereby the forces of that process put the action into place. You know what to do and you become a partner. This experience is exciting for the players. 

And what happens when there’s a mistake? The conductor’s body language is enough. When it’s needed, the authority is there  but authority is not enough to make people partners. This kind of conductor is there 100 percent but not commanding, not telling them what to do, instead enjoying the whole experience with them. In this case the conductor creates process but he also creates the conditions in the world in which this process takes place. The soloist is allowed to be autonomous and is consequently proud of his work. Developing a partnership brings about the best music.

I think we can take a fair bit out of this talk and apply it to teaching. Teaching is like conducting or leading. What resounds with me is the fact that overly explicit instructions and tight control can be at best limiting, and quite possibly suffocating. Setting up the process and allowing room to move seems like a good way to teach. Realising that your interpretation is not necessarily that of everyone else opens up rich possibilities for learners. Understanding that members of the orchestra or class learn from each other. Getting to the point where you know the students so well that they can read your every nuance, and standing back and smiling, just enjoying the process unfolding before you, is possibly every teacher’s dream.

When, as a teacher or leader, you create the environment, give support, and then step back – you get to the wonderful point of ‘doing without doing’. As Itay Talgam says,

if you love something give it away.