Tag Archives: learning

1,000 more arrows

I’ve been struggling to shoot well with my new compound bow, but yesterday I shot the best round since getting it. I’m still off of my personal best, and I am still a little inconsistent, but I was able to more than double the amount of times I was able to score a full 10 points with a shot. And although I didn’t score as well the second round, I was finding the bullseye more in that round.

Now I’ve started to find a flaw in my execution. I seem to have a lot of movement, beyond the desired movement, just after I trigger the release. This is challenging to figure out, but easier to fix than when you just don’t know what you don’t know. At least I’m at a point where I know it’s my error and not just mysteriously wondering what my bow is doing (because I can’t recognize what it is that I’m doing wrong).

Part of my problem is target panic. That’s when you see that your sight is perfectly lined up with the bullseye and you try to rush the shot. For me, it’s a whole body experience, and I sometimes buckle a bit, with my bow hand not holding strong and my hands come slightly closer together. This is an awful movement in archery, and one I have to work on getting rid of. While it doesn’t happen a lot, I don’t know when it’s coming until I’ve already experienced it.

The cams on a compound bow create a ‘wall’ where you hold the shot where there is a let-off of the weight that’s pulling the string. So my 50lb bow, at full extension, has a 75% let-off and I’m only holding 12.5lbs, while a person with a recurve bow would be holding the full 50lbs. My job is to keep my extension and hold the bow ‘hard’ against the wall, but still be relaxed and not be stiff… Yet, also not be so relaxed that I let myself buckle when I see the bullseye lined up.

I know progress will be slow from here, but at least I’m in a good headspace where I can see a path forward. I’m going to make many more bad shots, but the good shots will be more frequent. I’m finally not just floundering and feeling like I’m not improving. Now I just need to keep shooting. 1,000 more arrows, then 1,000 more after that…

Post-it notes everywhere

My sister recently reminded me of how I used to write essays in school. While doing research, I’d write all my ideas down on Post-it notes. Then I’d take these notes and group them into big ideas. Then I’d take the big ideas and put them together into paragraphs.

I never wrote my introductory paragraph until I’d stitched all my Post-its into a cohesive essay body, then I’d decide what my thesis was and write my introduction. Then I’d go back and tweak the essay to fit.

The process looked chaotic, with these sticky paper squares completely surrounding me, sitting on my bedroom floor. Some of them stuck together in groups, others orphaned until I could figure out if I needed them. My dad would laugh at the sight, and make comments about my brain being filled with sticky notes.

Today, when I write on my office whiteboard, I see this come out in a different way. I don’t have Post-its stuck everywhere, but I see ideas stitched together and orphaned thoughts that I want to fit, but don’t. I have neat and tidy final drawings and ideas, and messily scratched words and thoughts that will be erased once I figure out how to expand on them and connect these ideas to the ones I’ve already decided to keep.

In a way, I’ve kept the same system, I just don’t use the post-its. I enjoy big thinking and stitching ideas together. I like making connections between unrelated things. I might have given up the process of writing with Post-it notes, but I haven’t given up on thinking the same way as when I used them. Over the next week, I’m going to pull out my post-its and see if they can’t help me advance my whiteboard thinking that has been stagnating recently.

Let’s see if this helps me… I’ll keep you posted. 😃

Don’t know what you don’t know

I broke my bow a couple weeks ago, and bought a used but better bow than the one I had. This new-to-me bow was used by a top Canadian archer at the World Championships a few years ago… it’s a better bow than I’ll ever need. But I’m having such a hard time with it.

To be clear, it’s not the bow, it’s me. I’m a go cart driver trying to drive a Ferrari. With my old bow, I could tell when I was shooting well and when I struggled. With this bow, I’m shooting and it feels good, but with inconsistent results. Good shots and bad shots feel the same. Worse shots feel like the bow has a mind of its own, torquing in my hand after my shot, the string hitting my arm. I never had this issue with my old bow.

Here’s the challenge, I don’t know what I’m doing wrong? I don’t know what I don’t know. I’ve made all kinds of adjustments and still get inconsistent results. Yesterday while practicing, my buddy who is helping coach me heard me complain (again) that the bow feels too narrow on my hand, and I don’t know why.

He said, ‘Well, you can keep complaining and do the same thing, and get the same results. Or you can stop and try to fix it.’ And he sent me to get cardboard and tape, and try to make the grip wider to see if that helped. Covid makes these conversations a bit tougher, because he’s making suggestions from a distance, where we would normally be shoulder-to-shoulder working this out. So, he shot a couple more rounds while I hacked away at cardboard and wrapped my handle in tape.

It seemed to work, a lot of inconsistencies went away. I started shooting better, and the string stopped hitting my arm after my shot. I came home and wrapped a new handle with better material than cardboard, surrounded by some tennis racket over grip.

I’ll give this a try for a while. It might help considerably. It might be one of many adjustments I make. It might be something that promotes bad habits and I might need to undo it and start all over again. I need to remember that I’ve only had this bow for two weeks, and I’m still a rookie on a huge learning curve. Right now I’m in an experimental phase and need to shoot my next 1,000 arrows before I can consider my feedback valid enough to ‘know’ more. It’s hard to fix things when you don’t know what you don’t know…

Cruise ships and education

It’s going to be a long time before cruise ships are going to reintegrated into people’s holiday schedules. Covid-19 has probably hit their market as hard as any other market. I actually had my first cruise planned through the Mediterranean last summer, but with that cancelled and refunded, I have no plans to ‘do’ a cruse any time soon.

The pandemic has also massively disrupted schools… but I fear that things will be business as usual soon, and kids will be ‘doing’ school just like they used to.

What was learned from remote learning and altered schedules?

What skills became more important?

What skills and competencies should we focus on?

What can students do at school besides going to block after block of classes?

I hope that we don’t just jump back into the way things used to be. Just as many will be cautious about getting on a cruise ship any time soon, we should also be cautious about heading back to school like it was in 2019.

Face-to-face Conferences

While I’m looking forward to our Professional Development Day this coming Friday, I wouldn’t be being honest if I said that I wasn’t missing conferences. I’ll be attending from my laptop, alone in my office. I won’t be going to a large auditorium for a keynote, sitting next to friends, making lunch plans, geeking out in conversations with people I don’t usually get to see, making podcasts between sessions… there is a lot of appeal to engaging with connections beyond the sessions you go to at a conference.

For me, it usually includes meeting ‘digital friends’, people that I know from online/Twitter, whom I’ve never met before face-to-face or whom I have met, but less times than I can count on one hand. These connections invariably make the conference great for me. And not only do I get to meet these wonderful people, they tend to be people that like geeking out with me about what we’ve learned. If I go to a mediocre session, no problem, I can chat with someone who went to a better one. Go to a great session, and now I’ve got someone to share it with out loud, to help me solidify what I’ve learned.

But beyond the learning, there is the human connection. There is the opportunity to be with people I don’t get to see often but I enjoy their company. It’s about being with my tribe. I’ll enjoy the sessions on Friday, but I really look forward to a time in the future when I can once again go to a conference, pick up my swag, and connect with people that make the whole conference experience great!

Documenting progress through journaling

When I restarted archery last December, I was told by my coach that I should be journaling after each practice. I don’t know why, but I decided that I’d do this using pen and paper. So when I come home from practice, I open my paper notebook and I reflect and journal. Then I take a photo of this and add it to an archery album on my phone, where I also add photos of my score cards.

At Inquiry Hub we are always telling students to document their journey. For some this is a natural thing that they do, for others it’s a challenge. I remember doing a presentation at a local conference, and I took along a few soon-to-be grads from our first year with iHub grads. An educator asked one of the grads, ‘What would you tell your younger self if you were to start back at Inquiry Hub all over again. (A great question.) One of my grads said, without missing a beat. “Oh that’s easy, I’d say, ‘document, document, document’.”

This student and his twin brother had done some amazing inquiries, however they didn’t journal along the way nearly as much as they should have. For example they assembled a very finicky 3D printer, and watched many amateur user videos to trouble shoot, but they didn’t make their own videos when they came up with clever fixes and hacks. Graduating and looking back, they could see what they missed out on.

Students can learn so much from regularly reflecting on both successes and failures. So too can adults. My journal today didn’t look at the frustration I had tuning my new bow. Instead I capitalized on the idea that, while my site and rest are still off, and I’m adjusting as I go, I can still focus on my shot process and do that well.

I know that keeping a learning journal has helped me with my progress as an archer. For some reason, I also feel that literally putting ‘pen to paper’ has helped me anchor in the lessons that a digital journal wouldn’t. And yet, I tend to look at the journal more because it is also available digitally on my phone. All this to say, that as part of a learning process, reflection and journaling are very effective.

Remember that along your learning journey, it’s a good idea to journal, reflect, and document, document, document.

Blockchain and education

Blockchain defined: Blockchain is a shared, immutable ledger that facilitates the process of recording transactions and tracking assets in a business network. An asset can be tangible (a house, car, cash, land) or intangible (intellectual property, patents, copyrights, branding). Virtually anything of value can be tracked and traded on a blockchain network… ~ IBM

One place that I see blockchain technology being used in education is credentialing. Right now a general arts degree at a good university is a credential that says, ‘I know how to study, write essays, and express my ideas’. Unlike professional programs like engineering or law or med school, a general arts degree is about building more general skills. More and more jobs are not requiring a professional focused degree, but also demand more specific skills than a general degree.

Can a potential job candidate manipulate pivot tables in Excel? Or understand the basics of coding in python? Or use a design thinking process? These questions aren’t always answered by a degree, and might be answered by a certificate. What if Microsoft or other large companies delivered skill-based credentials through online courses? What if when you received certification of completion of the course, you didn’t just get an easily copied and doctored paper certificate, you also got digital certification that could not be doctored by you, but could be verified by anyone?

Imagine having a digital portfolio that linked to all your credentials in immutable ledgers. Your skills could be verified and job descriptions could include expectations of specific skills and credentials. What do you know? What can you do?

So, maybe in the future a college degree will be less impressive than a series of verifiable skills. Maybe high school students will start getting these credentials before they graduate. To me this had a few implications to think about:

1. If we move to a more skill-based economy, how will this affect our school curriculum?

2. If credentials and credentialing become a major driver to workforce hiring, will this force more specialization in high schools?

3. Where does that leave the soft skills like communication, critical thinking, and creativity?

Some people think that credentialing like this can replace teachers, I don’t. I think teachers become more valuable. Let credential testing and digital training measure the skills that are easily measured, and let teachers loose on helping students be more creative, more entrepreneurial, and better problem solvers. Let teachers focus on helping students trying things that are epic, things that are so big they are likely to fail, and help students understand perseverance. Have teachers focus on developing communication and cooperation skills, and helping students understand the importance of learning and process.

Credentialing won’t diminish the role of the teacher, it will magnify their importance in creating leaders and problem solvers. And to me, that’s the more exciting part of being a teacher.

That unlearning thing ain’t easy

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” ~ Alvin Toffler

I love this quote, it speaks to the need to embrace change, and to understand that best practice is still just practice. However as easy as it is to understand this idea, it’s much harder to acclimate to. Especially the unlearning part.

I’ve been back into archery since the winter break, got a personal best score of 280 recently, and have been able to duplicate that score a second time. (Scoring is 10 rounds of 3 arrows, with a max score of 10 points per arrow, totalling 300 for a perfect score.) However, I was using a very bad technique with my thumb squeezing the trigger rather than using backward tension on my hand and arm to trigger the release. Since trying to do this properly, I’ve been struggling more and scoring between 267 and 274.

Today I scored a 267, but I was also able to score an X-X-10 three times while practicing. I had been unable to score a perfect 30 in a round for weeks. (An ‘X’ is 10 points but also signifies that I was able to get the arrow in or on the line of the center ‘X’ ring that is the size of a penny, shooting from 18m or 20 yards away.)

While trying to work on my release these past couple weeks, my scores have been lower, and my ability to hit the ‘X’ has been infrequent. But I know that if I continue to punch the trigger with my thumb, I will not shoot nearly as high of a personal best score in the future. My trigger pulling could show some short term gains, but those gains will limit me later on. The problem is, as I unlearn doing this, my scores have gone down.

Unlearning something is hard. Right now there are many things I need to focus on, and when I’m trying to change my muscle memory, my other muscles do funny things. For instance, my bow hand has been gripping the bow tighter, rather than being relaxed, while I think about my back-tension release. And when I relax my hand after drawing, I find it hard to not relax my arm, causing me to have less tension holding my bow ‘hard against the wall’, meaning keeping pressure on the bow’s cams at the back of a full draw.

Without talking about archery technique specifically: while I focus on unlearning a bad habit, my body, accustomed to doing things wrong, doesn’t know how to put all the good moves together. Unlearning one technique means not just learning something new, but also relearning other things as they related to the old vs new learning.

This dip in my scores is part of the unlearning process, and it’s not easy to go through. When we practice new skills, we want to see a quick payoff. But sometimes we need to recognize that unlearning isn’t nearly as easy as learning, and the payoff comes from the practice itself, and not immediate progress. I can focus on my technique, and unlearning a bad habit, or I can worry about my score right now… what I can’t do is both at the same time.

Having hard conversations

Last night I joined a conversation on Clubhouse that was really challenging.

Because I am writing this before 6am, and don’t plan on writing for a couple hours, I’m going to leave the topic out of my thoughts below.

The conversation was hot and a participant (who was in my opinion immature) created a bit of a mess. I wasn’t planning on speaking but thought I could give some insight to the challenging topic this young man brought up. I said what I wanted to, then I made a tangent point to another argument. This tangent, to be blunt, was uninformed (read as ‘ignorant’ if you like), and it was further misunderstood in a way to undermine everything I said before this error. My fault. My communication was poor.

Then a second crap-storm broke out. I sat silently while other people argued for and against a point I never intended to make. About 15 minutes later the moderator created a space, invited me, back into the conversation.

I was careful to apologize, tried to explain what I was really trying to say. Then again acknowledged that what I said was wrong. I didn’t want my explanation of intent to be perceived as an excuse, so I was happy to end with a second apology.

But others still wanted to talk about the point that was contentious, even though there was a window of opportunity to move on, and the discussion became a convoluted argument. More people misspoke and the conversation was filled with people triggered by the previous speaker. Then some of them got upset with the moderators who where trying their best to keep the conversation polite and respectful.

Hard conversations are hard to have… or they wouldn’t be hard! But we need to learn to have them. We need to understand that learning conversations might involve not just disagreement, but hurt. We need to be willing to set aside egos, and not take things personally, when there isn’t intent to hurt. We need to make conversation spaces places where we can misspeak, where we can apologize, where we can disagree, even in places where topics make us feel uncomfortable.

We need conversations to be safe, and understand that topics won’t always feel safe. This is tricky. This is something some people won’t agree with. But if the conversation can’t go to uncomfortable places, to places that feel uncomfortable, then the learning is hindered. The ability to make mistakes and learn from them disappears. The conversation becomes a ‘safe space‘ but it is no longer a rich learning space. Hurt is no longer something that can be healed, instead it is interpreted as hate. Perspectives become polarized, rather than recognizing how ideas are on a spectrum:

“We want to live, thrive, and love in a pluralistic society. We just need to recognize that in such a society we must be tolerant and accepting of opposing views, unaccepting of hateful and hurtful acts, and smart enough to understand the difference.”

Hurtful words are not always hurtful or hateful acts. Opposing views are not always personal attacks. And opposing views are not ever changed by attacking the person who holds those views. If we let the words, said in error, said in misunderstanding, and even said in ignorance, hurt us, we can not do the work to reach, or help others learn. We do not leave the room for insight or apology. We do not create any space for an opposing view to change.

Instead, we create a space where we can only feel wronged, where there are feelings of injury, and words are said in anger. Conversation gets lost, words get weaponized, and opportunities for learning diminish. If we can’t have conversations about difficult topics, because they don’t feel safe, then what is the alternative? Ignorance? Violence?

Words can hurt. If we hold on to the hurt, if we only see hate, words don’t ever get to heal. While we prevent the potential for hurt by avoiding challenging and charged conversations, we also never get to a place where minds can change… where conversations are hard, but where authentic learning can happen… where dialogue can bring people together, rather than keep people with opposing and different views apart.

Thinking time and space

The last few weeks have been busy. That is a statement I could probably say at any given point in the school year, but specifically I’ve been task busy recently. What I mean is that my day disappears with me doing what I need to do and not at all what I want to do. I haven’t had much thinking time.

So at the end of last week I started a drawing on my office whiteboard. It a hero’s journey metaphor for our school. I’m not ready to share the drawing yet, ideas are still being put together. But I can share a couple parts I’ve already written about:

Teacher as Compass

And,

Learning and Failure

I’ve probably only spent about an hour and a half over 4 days on this, not too much time… But this time has allowed me to think… It has given my brain permission to go beyond the tasks at hand… It has excited me about the journey ahead.

It’s easy to get caught in the hamster wheel, racing to nowhere, but getting there quickly. It takes intentional effort to step off the wheel and to pause long enough to think, to be creative. My whiteboard has become that space.

Yesterday after lunch, I was working on a section of the board where my secretary could see me making notes and she said, “You are having so much fun on that board.” For about 15-20 minutes I was! I’ve created some thinking time and space in my day. It’s not only time well spent, it’s time that charges my batteries and help me see value in all the other things I must do. It reminds my of why everything else matters, because our personal journey matters… if we make time for it.