Are You Thirsty?

I left today’s session with one word buzzing in my mind - growth. As mentioned in previous posts, I value both constructive discussion and the modeling of application. The two pieces pave the path to connectivity; one should not supplant the other. I suppose I prefer the combo meal approach: A variety of ideas are available to consume, but the ability to choose what is desired lies with the individual.

In particular, I thought Barb K. demonstrated a great application to use in the classroom. Her “tweaked” version of a gallery walk shed an interesting light. After a brief PowerPoint the class was instructed to respond. I purposely wrote big ideas, an umbrella viewpoint, on constructivism. As Barb predicted, I was anxious to read responses from my peers. One of Jeff K.’s comments posed a valid question: How do we take the next step to foster these ideals?

I cogitate about the role in which balance plays in ideals and practicum. I know the word balance has been one of discussion as of late. Doesn't balance in one form or another exist in our daily practice? Are we not required to compromise, reconfigure, or edit our curricular goals? I do not mean modification to meet the needs of the learners, nor to facilitate learners in designing their goals. But, rather, forces dictate and evaluate what determines quality in learning. Forces drive curriculum; furthermore, teachers are one of these forces. So I question, do we as a group take the wind out of our sails? For example, have you ever witnessed the collective group known as education engaged in one of the following behaviors?

1. quick to react, but slow to ponder
2. on a mission to send their message
3. my way or the highway
4. mollify, mollify singing a lullaby
5. the swoop, stop and drop tactic – sending bombs to marginalize the perceived enemy
6. seeing a light and thinking a train is barreling in one’s direction

I, too, ask how we can take the next step. I concede that endless barriers exist; however, my mantra is to best serve the students. I would never assert that my perspective or techniques, or any one perspective and methodology for that matter, is a universal remedy. How do we as a group shift more to the practicum of the great philosophical ideas elucidated in discussion? Wherever you are on the spectrum of constructivism, the big idea of “learning is a journey, not a destination” is worth exploring to me.

I noted as one of my big ideas during the gallery walk: Learning should be a thirst for knowledge, why do students believe they have had enough to drink? I suppose the same question could be asked of teachers. Okay…perhaps working simultaneously on the District Social Studies Curriculum Revision Team and 21st Century Learners has sent my brain into temporary overdrive. However, is it that bad to be a little idealistic? Idealism really can be a good thing; it inspires, encourages growth, and is the catalyst to set change in motion. The realities of practice ground those ideals to find a happy medium, or maybe this is just a theoretical safety net?

My wish is that as spring unfolds we all continue to drink from the fountain with our thirst never quenched. And, yes, I do mean water not Kool-Aid!