Tag Archives: learning

Rhyme (and) reason

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Sometimes something happens without rhyme or reason, with no logical reason for it to happen. Other times it is abundantly clear… to some people but not to others. So while an observer can see and make connections between events or experiences, the person in the situation believes there is no rhyme or reason, no connections at all. I witnessed this first hand in a conversation recently.

I was talking to someone who was very upset with the behaviors of another person. Why couldn’t this other person understand how to help themselves? Why did this other person not do what needed to be done? There was much frustration because this other person wouldn’t respond well to feedback. Then the person I was talking to shared a personal struggle, and it was abundantly clear to me that the rhyme and reason for their struggle was identical for them as it was for this other person. The situation was completely different, but the points of struggle were the same.

Isn’t that fascinating how we can see and be frustrated with the challenges we see others struggle with, and yet be blind to how we struggle in similar way? Simultaneously asking ‘Why can’t this other person see what needs to be done’, while being oblivious to the fact that we struggle in the same way in other areas of our own lives. Maybe I’m being unfair in saying they are oblivious? Maybe the frustration they see in themselves is precisely why there is frustration in the other person.

‘I hate seeing this other person struggle, because in this other person I see the thing I least like about myself.’

I saw the rhyme and reason. But that doesn’t mean I handled it well. On the contrary, and upon reflection, I could have navigated the conversation much better. I realize this only after the fact. The person I was talking to knew the other person wouldn’t respond well to feedback because they knew they wouldn’t. When I saw the connection, the parallel relationship, I should have realized the it was the wrong time for me to offer feedback. It wouldn’t be well received… it wasn’t well received. The pattern was there for me to see, but I missed it.

We don’t always see the rhyme and reason for why we do what we do. But maybe it’s easier to see this in other people… maybe we project our own insecurities and frustrations on others because we struggle ourselves. The very reason it bugs us in others is because it bugs us in us. But even knowing this, it hurts to hear it.

Boxes Made to Fit

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William (Bill) Ferriter shared a post on LinkedIn about the struggles his daughter is having at school. While I will share a key quote from his post, I encourage you to read the full post here. Bill said,

Should we be failing students who pass unit tests and quizzes but don’t turn in practice tasks? Were those practice tasks essential as a vehicle for preparing students or assessing learning if a student can demonstrate mastery on the unit test without them? How many assignments do we really need to determine if a student is working at or above grade level? Could we use something other than zeros — think codes like INC or placeholder grades like 50s — to report on missing work? Does every student have to do every assignment?

On a more philosophical level, are we cheapening our professional credibility when we report that a student who passes most/all of our quizzes and tests has failed our class? Are grading policies with rigid consequences for missing work effective for encouraging learning? For changing behavior? Is the purpose of grades to report on student mastery of essential outcomes or to report on the ability (or lack thereof) to keep up with schoolwork?

I left Bill the following comment:

In my first year teaching a colleague (also in his first year) was experimenting with grading and asked a simple question that has stuck with me:
“Are we counting marks or marking what counts.”
(See the first half of this old post – if you go past the first half, sorry that the image links seem to be broken.)

My daughter was training 24-26 hours a week in Synchronized Swimming and missed some gym classes going to Provincials and Nationals. Despite consistently being the second fastest girl doing their weekly runs (behind a Provincial level soccer player), she was told at the end of the year she would only get a ‘B’ unless she made up a run and did a volleyball rules quiz she missed.

I share this because it exemplifies the idea of just counting marks.

To me this undermines the professionalism of teaching. It says, ‘We only care about the numbers’, and that my friend is exactly what AI can do better than us. I hope to see educators around the world thinking more deeply about what really matters to students in school. We need to stop building schools and courses like boxes students need to fit into and more like boxes made to fit students!

Surrounded by Fixed Mindsets

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One of the most powerful things we can do is to steadfastly hold an opinion, receive new information… and change our minds. This is what school board member Courtney Gore did:

A GOP Texas school board member campaigned against schools indoctrinating kids. Then she read the curriculum.

“Gore, the co-host of a far-right online talk show, had promised that she would be a strong Republican voice on the nonpartisan school board. Citing “small town, conservative Christian values,” she pledged to inspect educational materials for inappropriate messages about sexuality and race and remove them from every campus in the 7,700-student Granbury Independent School District, an hour southwest of Fort Worth. “Over the years our American Education System has been hijacked by Leftists looking to indoctrinate our kids into the ‘progressive’ way of thinking, and yes, they’ve tried to do this in Granbury ISD,” she wrote in a September 2021 Facebook post, two months before the election. “I cannot sit by and watch their twisted worldview infiltrate Granbury ISD.”

But after taking office and examining hundreds of pages of curriculum, Gore was shocked by what she found — and didn’t find.

The pervasive indoctrination she had railed against simply did not exist. Children were not being sexualized, and she could find no examples of critical race theory, an advanced academic concept that examines systemic racism. She’d examined curriculum related to social-emotional learning, which has come under attack by Christian conservatives who say it encourages children to question gender roles and prioritizes feelings over biblical teachings. Instead, Gore found the materials taught children “how to be a good friend, a good human.”

Gore rushed to share the news with the hard-liners who had encouraged her to run for the seat. She expected them to be as relieved and excited as she had been. But she said they were indifferent, even dismissive, because “it didn’t fit the narrative that they were trying to push.”

To learn new information that ‘doesn’t fit your narrative’, and then to change your mind and take a new stance… this is learning. This is a growth mindset. This is what we need in the world.

But if you read or listen to the full article, you’d learn that Courtney Gore’s new outlook led to threats against her and her family’s lives. It’s hard to change your mind, even harder to change the minds of people with fixed mindsets.

Fixed mindset thinking is why I spoke out before our last School Trustee election. It’s why our votes matter in every election. It’s why we need to pay attention to civic positions of power and not just provincial or federal elections. Fixed mindsets threaten learning and common sense… and can ultimately limit our rights and freedoms. At least here in Canada it’s less likely for guns and threats of violence to be the part of the consequence of fighting a fixed mindset. So we really don’t have an excuse.

Being tough vs having high expectations

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In your schooling you’ve probably had some really tough teachers that gave you no slack or leeway, and some of them you might have liked and others you didn’t. What made them tough and likeable versus tough and unlikable?

I think it comes down to high expectations, consistency, and connection.

• When a teacher has high, but realistic expectations the message is that they believe in you and your capabilities. But this is individualized, not every student can achieve the same thing, but every student knows the difference between a teacher wanting them to do better rather than just expecting results they know they can’t achieve.

• When a teacher is fair and shows consistency, students feel respected. Favouritism undermines morale, and invalidates the integrity of the classroom. High expectations can’t be mixed with greater strictness for some students without them feeling picked on.

• When a teacher connects with students and shows genuine interest in them high expectations becomes an honour not a challenge. Students recognize that the teacher wants them, expects them, to be successful… and believes in them.

Having high expectations, being fair and consistent, and genuinely caring and connecting with students can build a classroom environment where a teacher being strict comes across to students as wanting to get the best out of them, and believing in them. But take any one of these three things away and being strict can seem mean, unfair, or even vindictive.

It’s a pretty special classroom where students are all held to a high standard and they feel like their teacher sincerely wants the best out of all of them… and believes in them.

Changing Our Opinions…

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I recently wrote Certainty Versus Evidence, and concluded with, “Seek out wise people who are smart enough to be humble, and uncertain, and as curious as you are… And don’t let yourself get stuck in concrete thinking.”

It really comes down to the idea that we need to be willing to change our opinions and our point of view when more information comes our way.

This means:

  • We need to respectfully listen to alternative points of view.
  • We need to ask clarifying questions.
  • We need to challenge our own assumptions.
  • We need to be humble enough to recognize that we don’t know everything.
  • We need to keep learning.

It always surprises me the that changing of one’s opinion is seen as weak. To me it’s a sign of strength. Openly admitting that you’ve changed your mind based on new evidence is a superpower. It means you don’t have a fixed mindset.

The difference between this and being gullible is that you aren’t easily persuaded, but rather data driven. You aren’t blindly believing new information, you are discerning, measuring, calculating, and being inquisitive.

We aren’t having our minds changed, we are changing our minds.

It’s not hard to do this when your new opinion fits with the views of those around you, but if that’s not the case, a simple change of opinion could be very challenging. I think both Copernicus and Galileo would agree with me.

It’s a big step to openly change your mind on a challenging topic. It takes strength of mind and will to do so, and it is a sign that you are willing to learn and grow. Certainty is the enemy of understanding, compassion, and growth. Ultimately if we are willing to change our opinions, we are willing to change and grow.

Certainty Versus Evidence

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We are living through an epidemic of certainly at the expense of evidence.

Selectively chosen facts are sprinkled on emboldened ideas that sit like concrete, embedded deep in the minds of people who are certain they are right. Contrary evidence is tossed aside. If it doesn’t fit my truth or my world view then, it’s wrong, it’s misinterpreted, it’s fake news.

When scientists discover galaxies that are too large for the age that they are, considering when they were born, early in the development of the universe… it makes them ponder the theories they hold. Scientists are excited by this puzzle. What’s at play here? Is it a challenge of our evidence collection or are there other theories that may be better? This is the thrill of being at the forefront of science. It’s the idea that we continue to learn and reformulate our theories and make them better.

But to certainty focused, evidence lacking, non-scientific ‘experts’ (in their own minds), this new data is a chance to mock scientists; To emphasize that ‘they don’t know anything’ about the universe. This new evidence isn’t scientific evidence but rather proof that all science is wrong. These new galaxies are evidence of a higher power, or worse, a flat world.

We have people selling water bottles that make hydrogen water that’s somehow supposed to be better than just drinking water. Every commercial for supplements or diets or exercise plans tell you how the evidence is clear and this is the product that will transform your life.

I recently saw this fascinating video about a bug that shoots acid from its butt as a defensive mechanism. It was a totally interesting and engaging video for over 2 minutes, then it started into an unexpected conclusion of Intelligent Design and became an anti-evolution propaganda video that I had to stop watching. But I did wonder how many people bought into this, and I peeked at the comments which were filled with comments like, ‘God is amazing’.

‘Follow your own Truth’, with a capital ‘T’. Cherry pick your evidence and strengthen your certainty. That’s what it seems more and more people are doing these days. The certainty epidemic is growing and it’s getting harder and harder to sift through the BS, and actually know what evidence to follow.

The only anecdote is to stay curious and ask questions. Seek out wise people who are smart enough to be humble, and uncertain, and as curious as you are… And don’t let yourself get stuck in concrete thinking.

A Slippery Slope

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I’m at a conference downtown, but staying at a hotel a 10 minute walk from the conference center. On this rainy morning I checked out and made arrangements to leave my car in the parking lot until the conference was over. Then, listening to Peter Attia’s audio book ‘Outlive’, I headed to the conference center, umbrella in one hand and protein bar in the other.

Not 50 feet from the entrance of my hotel there is a field with a diagonal, muddy path.

Listening to the chapter on Stability, literally at the point where Peter is discussing how important stability is, and how falls can be the pivotal point in a senior’s health, I started down the grass rather than muddy trail… and I wiped out.

I muddied my pants and my hand that was holding my umbrella. Back to the hotel I went to change my pants and wash up. Thankfully they let me back into my room I had just checked out of.

I don’t think I hurt myself further but now I do feel a bit achy in my hips. It’s not serious but something that will need to be monitored, and I will need to think more about my stretching routine over the next few days.

Oh, the irony of listening to this chapter and specific content around falls exactly as I made the decision to take this muddy shortcut and fall myself!

But what a great wake up call this was. Two things come to mind. First, did I really need to take this muddy route and save myself 20-30 seconds? I should make better, safer choices. Secondly, I’ve just started doing some stability work, specifically implementing balancing on one foot with my eyes closed as part of my workout regimen… I need to do more stability work. It might not have helped with the choice I made to take this path, but it could help with my ability to fall a bit better.

In the end I got a life lesson with a small slice of humble pie, or actually mud pie. 😜

As I get older a careless slip or a poor choice to push my capabilities, or climbing a ladder, or paying attention to my phone instead of uneven pavement, can lead to an injury and a slippery slope towards a less mobile and less healthy future. My focus on fitness needs to include strengthening my muscles that support my balance and ‘training’ for everyday living, as described in Outlive by Peter Attia.

It Works The Other Way Too

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Yesterday I had a great conversation with the teachers from a nearby Grade K-8 home learner’s school in a neighbouring school district. Out high school usually gets 1-3 students from this school a year and these have been some exceptional students.

At one point we reminisced fondly about some of the really special kids they sent our way, and one of the teachers said, “You know, you always hear about how much a teacher matters to a student and how thankful students are for the influence of a teacher, but you don’t hear enough about how a teacher can learn from and be grateful to a student.”

We all agreed.

There are some kids that make teaching special. They are gems. They stand out and they leave a lasting, positive memory. They enrich our lives as educators and remind us why we love to teach. This isn’t just about a teacher’s pet. It’s not necessarily the kid with the best grades, it might even be a kid that’s a bit challenging to teach… but these one-of-a-kind kids inspire us, delight us, humour us, teach us, and/or influence the way we think about teaching, learning, and building community.

So this is a ‘Thank You’ to those kids. It’s a message to say that while we can inspire you and leave you with fond memories of a great teacher, it works the other way too, and you can be a positive influence, admired by your teachers. Thanks to those special students that don’t just go through our classes but also send positive ripples through our lives and the lives of students around them.

One-of-a-kind kids whom we will always remember and be grateful to have taught.

Empowering students

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There is an element of control that needs to be given up by teachers if they are truly empowering students. There has to be a willingness to accept a potential outcome that is less than ideal… An understanding that students won’t always hit the high standard you expect.

This isn’t about lowering standards or expectations, in fact, if you are empowering students you need to make your high expectations clear. Rather, this is the realization that students bite off more than they can chew (or rather can do), and then they end up scrambling to do less and still produce a good product or presentation. It’s an acceptance that a student’s vision doesn’t match yours but their outcome is still good, or (and this is the tough part for teachers) good enough. It’s about mistakes being honoured as learning opportunities rather than as something to penalize.

Empowering students doesn’t happen with outcomes that are exactlywhat the teacher envisioned and expected. Outcomes will vary. Results will be less predictable. But the learning will be rich, authentic, and far more meaningful and memorable for the students… As long as they feel empowered, and are given the space to have autonomy, lead, and learn in ways that they choose.

And while that won’t always end with results that the teacher envisioned or expected, it will always end with learners feeling like they owned their own learning. Shouldn’t that be the essence of a great learning experience?

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Related: Teacher as Compass

Edu-tainment and the future

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It’s interesting how the idea that ‘learning can be fun’ has been translated into the gamification of education, which in turn has devolved into making games that are essentially about practice pages that are ‘fun and interactive’.

I think AI has the ability to change this. Learning can be less about practice questions and more about deeper learning. Instead of playing a game with progressively harder, very predictable levels, the learning could authentically go where a student is interested. Two students could start the same, entertaining journey but end up learning and achieving vastly different outcomes. Not just higher math skills, but rather practical learning. A puzzle trying to determine the wiring of some gadget could lead to teaching basic electronics and it could lead to learning about electrical engineering.

The more used approach in machine assisted learning is to have specific goals and be responsive to the learner’s ability. The more advanced approach is to have general objectives and to be responsive to the learner’s interests.

It’s not just the outcomes of these that are drastically different, it’s also the entire approach to what it means to say, ‘Learning can be fun’.