Examining the science of art of how people learn, how does this change how you would design or deliver a course?
We will start with a quick review of what we have learned -
Single-loop learning is like a thermostat that learns when it is too hot of too cold and turns the heat on or off. The thermostat can perform this task because it can receive information (the temperature of the room) and take corrective action. Double-looplearning occurs when error is detected and corrected in ways that involve the modification of an organization’s underlying norms, policies and objectives.
Single-loop learning seems to be present when goals, values, frameworks and, to a significant extent, strategies are taken for granted. The emphasis is on ‘techniques and making techniques more efficient’ (Usher and Bryant: 1989: 87) Any reflection is directed toward making the strategy more effective. Double-loop learning, in contrast, ‘involves questioning the role of the framing and learning systems which underlie actual goals and strategies’
To flesh this out a little I would like to add to the thermostat analogy since it appears to have dropped a little when then explaining the double loop learning. I would add that the double loop response to a thermostat reading a cold temperature would be to adjust the pitch of the roof and the amount of solar gain that can be achieved, as well as adjusting the R value of the insulation. This changes the governing variables in the problem of heat loss in the room (Change the room!)
Now examining the concept of reflection both in action and on action we find that the name of the idea mostly sums up the concept we are trying to understand. Both ideas stress reflection. Which is the act of processing your surroundings and making connections between them and times gone past. The major difference between these ideas is merely when they happen, (In action, On action). Reflecting in action is a way of processing and adapting while you introduce a new concept. Reflecting on action is the more familiar description of something akin to 'journaling.' However, this reflecting on much can be gleamed from reflection after a matter has occurred.
When looking at a situation we are influenced by, and use, what has gone before, what might come, our repertoire, and our frame of reference. We are able to draw upon certain routines. As we work we can bring fragments of memories into play and begin to build theories and responses that fit the new situation
When I begin thinking of professors who have interested me and motivated me to think, I most often find that I have the strongest connections with Physics professors.
Like Dr. Walter H. G. Lewin
I believe this to be due to the joyful passion they have for their passion. They are constantly striving to understand their field and they simultaneously teach upper level as well as remedial classes. They continue to learn, because like me, they learn best by teaching. In a small interview describing his Electromagnetism lectures at MIT Dr. Lewin gave the introduction to the course saying "I wish to make them see through the equations, to make them see the beauty all around them and by doing that, making them love physics"
This introduction gives his structure for the course and the teaching method is worthy of notice. He introduces his concepts by prompting with physical reality. His demonstrations are funny, but relevant. He presents himself as the fall guy, not propping himself above the students, but supposing that perhaps he will be wrong this time. Building suspense and letting the students explore the possiblities
"What counts is not what you cover, but what you uncover" - Dr. Lewin
When you plan a lesson there are a host of considerations. Primarily you need to consider how your students learn.
- Have they already seen the material you are presenting?
- How can you present it in such a way that leads them to discover it instead of insisting on knowledge? (double loop)
- Take time to reflect on when did you first learned what you're about to teach. This may help plan escape routes and backup options for unfortunate classroom experiences.
- What cognitive stage of development are your students at? Try to gauge how deep you can go into the subject.
- Be ready to adapt to the level of depth (aim for significance and come up when necessary)
- Find your passion for the material and try to convey your passion both for the material presented and for the student's success in understanding material and acquiring a similar passion
- Have a structured balance of community, lecture, and reflection. Encourage idea generation and creativity to try to solve problems.
- Discover what the passion of the student is.
With that said, if the teacher holds too high an opinion of himself and does not consider himself a student, his students will not understand him. Nor will the lesson be relevant to how any student is developing in her or his education.
Lecture 27: Fluid Mechanics - Pascal's Principle - Hydrostatics - Atmospheric Pressure - Over Pressure in Lungs and Tires
This is a lecture (not short) of the kind of motivation I aspire to impart on others.
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