Professional Documents
Culture Documents
I am never at ease with myself before I start a new unit. I worry about how much I am projecting my view of a topic onto my students. I worry about how their interpretations will be linked to my interpretations. I want them to create their own meaning, but at the same time, I want to tell them a story. Human beings have been creating narratives to learn and teach for tens of thousands of year. The oral storytelling tradition was in essence a device for teaching future generations. The caves painting at Lascaux were stories and lessons from voices in the past. Greek mythology taught the Greeks about morals and wisdom. Now, we have oral and written story-tellers in our pockets. I was reading Daniel Pinks A Whole New Mind, and loved the chapter on stories and narratives used in companies and education institutes. It is a refreshing thing to read that doctors are being trained to think of their patients in terms of the stories of their lives rather than as nonliving entities that can be broken down to their parts and re-assembled. Being able to see and craft stories and to explain your world is an increasingly important skill in the 21st century, one which requires creative thinking and big picture synthesis. A Meta-view (Fractals and Emergence) Kath Murdoch said to us at a training conference in Tokyo, try to feel comfortable with fogginess. As my interest and educational metaphors are taken from Complexity Science and Ecology, I tend to gravitate to the natural organic shapes of the physical world. Among that incredibly large and diverse group, is Fractals. Fractals Fractals are a geometric term that were discovered by Benoit Mandelbrot in the 1960s. He refers to them as the Geometry of Nature. The nature of fractals is simple and as Mandelbrot explains contains only a few key elements which have direct implications for education, teaching and classroom planning. They are an extremely powerful metaphor for inquiry and learning.
Idea Brainstorming
At this point in my planning, I sit down with my standards, benchmarks, central ideas, guiding questions (etc.), and start to come up with possible activities that we could engage with. I make a very long list of ideas and place them all in the planner. At this point, quantity is more important than quality. The list usually takes into account various learning styles, differentiation needs and so forth. Another method that works for this step is group idea collaboration. Sitting down with a team of colleagues and coming up with a large list of ideas and engagements is a powerful tool in collective knowledge building. For a further layer of complexity (if you are interested in hearing ideas that you never imagined) try it with your students! Have them develop the list of learning engagements, and then leave it up to the you, the teacher, to put the pieces of the puzzle together. It is important to note something at this point; this list of ideas is nothing more than that, ideas. They are possibilities, but nothing is yet determined. You may gravitate to certain ideas from the onset of a unit, but by the time you get to the point where that idea would be enacted, the kids have taken the learning in a different direction, and that original great idea suddenly seems mundane or inappropriate. Having a long list of potential possibilities acts as a resource of thought, constantly on hand in case the inquiry goes in a certain direction. I would say on average (I am generalizing here) that about 10% of the original ideas make it to the final narrative.