No surprise - my thoughts went to education. I wondered about the ways I try to turn my teaching volume up to eleven. There are certainly times in my classroom where I want to REALLY impress upon my learners the importance of what we are exploring. While this might result in literally turning up the volume, it is more likely to manifest itself in elaborate planning and over-the-top presentation. It might get the learners' attention, and maybe even their interest, but this line of thinking seems too self-centered to be sustainable.
Bob Bollen: "I think most people, when they think of 'cranking up', they think of pop music. They think of turning up the radio that they’re listening to when that song comes on."
Jacob Ganz: "Yeah, that’s the instinct. You’re listening to the radio and something comes on and you either reach to change the channel or you reach to crank it."
BB: "It was the original 'like' button. Only there was no feedback. If the station could have gotten that information that you turned the dial up …"In my way of thinking, the listener represents the learners in my classroom. While I certainly have wished that I could receive immediate feedback on how engaged learners were in the lesson, when it is put this way I am uneasy. It too closely resembles a consumer approach to education - find out what they want and then give them more of it. This seems representative of some of the student-centered approaches that I find unsustainable.
Interesting blog post - I especially liked the "consumers" analogy.
ReplyDeleteI think negotiating part of you lessons with your students is critical for them to remain "tuned in". Conversations, student input in the design of some learning activities and purposeful reflection time help in this regard.
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Cri,
ReplyDeleteYou are exactly right. And when I invite learners into the lesson development, it can serve as an assessment of what my learners find interesting and challenging. This also reinforces their role as creators (or co-creaters, as the case may be) rather than consumers.