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    • Andrew Shauver

      I do intend to listen to this, but I haven't yet. I also appreciate the mention in the comments.

  • Lizzie Bellotto

    This is really important!!
    Changing towards a positive paradigm enables deeper learning and foster creative thinking.

    • Andrew Shauver

      Paradigm is a great word. It's about reculturing.

    • Andrew Shauver

      I'll check it out when I get a minute, thanks for the reference!

  • Beads Land-Trujillo

    I knew an award winning high school English teacher who was lucky enough to have a computerized language lab for a classroom. One of the strategies he'd use early in the year to help students work on grammar skills involved collect passed notes found discarded in his classroom. (This having been the days before texting.)

    Students would come into a later class and find the text of a note (all identifying information having been redacted) up on the big screen at the front of the classroom. Their teacher would then invite them to offer suggestions on how to edit what was on the screen to better conform to standard rules of grammar.

    Later on in the semester, he'd present a passage from an author like Shakespeare on the same screen, and ask the students to again edit the text, only this time so that it better conformed to how a note passed in class in contemporary times would have been written.

  • Kris Giere

    I really like how this concept reinforces the value of effort. Effort is foundational to learning.

    • Andrew Shauver

      I agree completely with that. By its very nature, learning requires effort, especially with tasks that require physical "doing" of some kind. Drawing, analyzing, explaining, questioning... these are all active verbs.

      • Kris Giere

        Absolutely. If we could shift our focus from teaching the answers to teaching the processes regardless of what answer is found, we could have a major impact on education and the engagement of students. The depth and the creativity of the answer that would be discovered would be equally if not more valuable than the ones we currently try to memorize.

          • Kris Giere

            That a great article. Thanks for bringing it to my attention. I am also concerned about the current value of grades. All too often the students I encounter believe that in order to be smart they must know the correct answer before the question is asked. It is a disturbing trend, but one that society promotes in the media.

    • Andrew Shauver

      Say more about that. I'm not familiar with "NVC discourse."

      • Beads Land-Trujillo

        Ah, yes. NVC = Nonviolent communication, or compassionate communication.

        The "good, better, best" formulation mirrors the practice by those in the NVC community of reframing judgments about actions (taken by ourselves or another) in terms of how well those actions fulfill needs, rather than in terms of some actions being "wrong". The latter (and default in our culture), as you eloquently put it, can be "stifling".

        In the example you provide, congruency, equidistance, and perpendicularity operate as the "needs" to be fulfilled. That one is seeking to fulfill these things is given voice through the considered act of choosing among them. Such "potential thought-trails" are exactly what NVC practitioners seek in working through conflict.

        • Liz Dwyer

          Love this model and can't help but think how it would transform teaching and learning if it guided what happens in schools more fully--if learning as a process instead of a singular product were what's emphasized.

  • Alessandra Rizzotti

    Love this. Thanks for sharing. Great way to think about how to communicate with students, as well as adults.

    • Andrew Shauver

      Yeah, that's true. The article doesn't touch on that, but the learning models for adults could use a lot of updating as well. It seems like we expect adults to be able to sit an listen (ever been to a big professional conference of any kind? typically it is all stand-and-deliver talks), when all of the research about learning says that this is a fairly inefficient model of learning. Excellent point!

      • Alessandra Rizzotti

        Ya I really believe that learning models for children really work the same way for adults. We just never think about it.