See on blog.scoop.it
(If you read the post (it’s short so go ahead) you will have a context for some admittedly blue sky thinking I indulge in below.)
I don’t think you can separate tools from thinking. The tool brings the mind’s ‘hand’ into the world. Nor should we separate either of these words from sensing and feeling. I think that the larger goal of teaching is to help learners integrate thought, action, and feeling into a greater unity. I know…that’s a lot abstract nouns, but we do know it when we feel it.
For example, Kevin Hodgson tells the story of how a student created a video game about vegetarianism using the Gamestar platform (https://vialogues.com/vialogues/play/4012). When some members of that gaming community criticized her for using vegetarianism as a game theme, her sixth grade class came to her defense. That is the unity of thought, action, and feeling that I am referring to. I don’t think you can design or manage that kind of complexity. I think you can give students a digital repertoire and then put them into relatively safe places where they can play out their own digital thinking, acting and feeling.
Mostly this is a call to make sure we put sensing/feeling on equal footing with thinking and acting. In a world where cooperation might just trump collaboration and competition, we had better get at the ‘thrust’ engine for will and passion–our own feelings and ways of sensing the world.
You can follow an interesting discussion between Kevin Hodgson and me here at Vialogue.
Clear summary of how skateboarding applies to learning. I love it when ‘outsiders’ and ‘non-experts’ are the little kids who proclaim in certain terms that the emperor has not a stitch on.
I especially agree with the statement that “being in the moment and trusting your intuition leads to new cognitive connections”. Beyond a certain point of preparedness (and for me that is what can with comfort fit on a 3X5 card) nailing down the ‘lesson’ further is a prescription for failure or, at the very least, disappointment. It seems as if the more willful I am about what is to be learned, the less my students seem to learn, the less they are (jeez, I hate this word) engaged. If I am not seeing the body language of uncertainty, then I know something is wrong. I love/hate awkward questions, awkward silence, awkward answers but they almost always lead toward rather than away from the best learning.
So take a look at the the TEDx talk that inspired this post, apply some ideas to your own teaching and learning, and then see if you can “discuss, debate, and evaluate in terms of your own pedagogy.”
“This TEDx talk by skateboarder Rodney Mullen fascinates and inspires me, not as skateboarder (which I am most definitely not) but as a teacher and advocate of hybrid pedagogy: Here are some of the …”
Jurassic Park for plants.