Glen Gilchrist

From pseudocontext to pseudoteaching

Posted on: May 15th, 2012 by Glen
continue

Watch this video clip — and ask yourself….  ”Is that good teaching?”, “Are my lessons like that?”, “Do I want my lessons to be like that?”

 

 

Dan Meyer has blogged about pseudo context, and I’ve mentioned it recently here - Essentially pseudocontext is framing  learning in an unbelievable, totally contrived manner that can build barriers.  The olde “Imagine an Alien has landed – describe a dog to them” scenario — Really, an Alien?  Why not something that your learners might actually encounter — “Imagine describing a dog to a visually impaired person” – is at least plausible, and a frame of reference that learners can buy into — an Alien??

Back to the video — IMHO as interesting to watch as that video clip is,  I agree with Frank Noschese that we should coin the term “pseudoteaching”.  You would imagine that Professor Lewin (in the video, from MIT) would achieve great results from his students — you’d be wrong.  Attendance at his physics lectures fell 40% by the end of the term and an average of 10% of students failed….  (OK, 10%’s not bad — but a 40% drop out rate???)

Look again at the videos  – Professor Lewin is doing all the work, using his energy and his brain.  He might be entertaining but the students aren’t engaged and active in their learning — they are passive recipients, observing some form of “edutainment”.

But on face value, the lecture LOOKS good – high energy, interesting and stimulating visuals and a delivery style that must surely engage the learners?

 

 Teaching has moved on

I know as teachers we recognise that effective learning involves the participation of the learners — heck, more than just the participation, the buy in, the belief and the desire to learn — we all acknowledge that learning is an active process.

But….I know when I’m feeling lazy and somewhat frazzled round the edges it seems easier to pseudoteach – after all, the learners will probably sit and consume me bouncing round the class for 45 minutes, with some Q&A at the end.

 

Have you pseudotaught today?

 

What did the architect, steelworker and dentist say to the teacher?

Posted on: May 14th, 2012 by Glen
continue

Glen Gilchrist - Ask a teacherI had one of those moments at the weekend – you know, one that changes how you look at the world.  I had my assumptions rocked to the core and left me re-evaluating how I rationalise what I actually achieve on a daily basis.

I had taken my daughter to a chess competition and was sat out side quietly marking some assessments.  Whilst I had worked hard at creating the “I’m not nasty, but please leave me alone look”, three parents who I vaguely knew sat down at the same bench.

I was soon involved in a conversation that was to cause my current state of angst.  All three were highly successful in their chosen professions, degree educated and in some way responsible for recruitment / retention.  The subject of “how well do we (teachers / school) prepare young people for the world of work” came round – and I was quizzed over exactly what / how we test and assess our learners.

At this point, I was expecting the following come backs:

  1. Young people don’t have the “knowledge” to be effective in the work place
  2. Maths / English skills are poor and we struggle
  3. Science (my subject) – young people don’t remember anything and they can’t “do” practical tasks
  4. Learners think they can use computers but their Excel / Word skills are not up to the task.

 

100% No

Not at any point during the 5 hours (yes, 5 hours of chess) did these things come up.  The ONLY and I capitalise that, the  ONLY concern was this: (paraphrased as “quotes” from the parents I was talking to)

“Young people are entering the work place without a serious commitment to hard work / dedication.”

“Young people are not resilient - and just give up” 

“Our biggest problem is getting people to apply in the first place – we have 150 trainee places at present and we struggle every year to fill them.”

“Sometimes we get these wonderfully qualified graduates who think that the company owes them a living and will not put in the effort they need to succeed”

 

Why I was surprised is that (as teachers) we spend an inordinate amount of time apparently getting our learners ready for the work place, team work, working with others and peer-self assessment.  English and Maths constantly get the bashing and we insist on counting CSi including these measures.

From my non scientific sample, employers want young people who are keen to work, even hard work – possibly more than raw qualifications.

 

So, are they any studies linking employers “wants” to school outcomes – ie exams?  Plus, how to you measure / reward a learners desire to undertake “hardwork”?  Heck, do I reward hardwork or have I become too entrenched in outcomes?

 

Book review: The Wealth of Networks

Posted on: May 12th, 2012 by Glen
continue


The Wealth of Network: How Social Production Transforms Markets and Freedom – Yochai Benkler, Yale University Press, 2006

In many ways, my experiences and review of this book exemplifies one of  the messages that Benkler is expounding within the pages of Wealth of Networks.  Namely, that information wants to (and should) be free, whereas tangible added value services can (and should) be charged for.   Whilst the text of this book is available freely from Benkler’s web site, for ease of convenience, practicality of reading and balancing on the bathroom windowsill, I chose to pay the £20.00 for a print version.

At it’s heart, this is a treatise about political economy and how decision makers need to take into account the transformative impact of new modes of communication technology on knowledge and wealth creation. The book spends some considerable time discussing the creation of “public good”, not as a by product of the work of self interested individuals (or narrowly focused interest groups), but from what Benkler dubs as “social production”, where mutually interested individuals come together in networks to effect social & political change or to contribute & collaborate on global projects (Linux).

Social production involves the collaborative discussion, creation and dissemination of “user generated content”, such as the open source Linux or online Wikipedia encyclopaedia.  This commons based peer production is characterized by weak (but well defined) property rights, an emphasis on non monetary gains and reliance on existing “socially generated” knowledge.

Benkler argues that the nature of these “social production” groups is essentially transitory and form / disband spontaneously depending on the goals, aspirations and interests of the individual contributors.

Benkler clearly subscribes to the all levelling, democratising and empowering view of the Internet.  Fortunately he manages to nicely juxtapose this view with an account of the inherent hierarchy that persists – some voices are heard more than others.   He explains how the infrastructure of the Internet (Cisco routers) can be programmed to favour traffic originating from a particular subscriber; how the Internet behemoth Google can tailor the search results – even removing certain sites all together (Google works with the Chinese government to remove search results relating to dissident organisations – when the search comes from within China).

The book suffers from a wealth of unsubstantiated and ill defined anecdotes.  I felt myself wanting to know “How much?”, “When exactly?”, “How big, how new?”, “Which company are you referring to?”

The book is in three parts.  Part one, considers the economic issues of “social production”, where Benkler takes the stand that this is inherently superior to the mass market, “private production” of traditional corporations.  He argues that decentralisation will reduce costs and lead to innovation.  In contrast to this decentralised, innovative marketplace, he details the proprietary, rights based model used and defended by the likes of Hollywood, record labels and pharmaceutical giants.

Part two looks at politics and the contribution that the Internet makes to political freedom and individual autonomy – mostly by lowering the cost of entry to getting your views to a mass audience.  Indeed as Benkler points out, the costs are essentially zero – blogging, twittering and free web hosting.

Part three is essentially a coda to the main bulk of the book.  Here Benkler illustrates some of the problems facing social production.  Under this model of “social production” considerable content is created, but the majority is ignored and is unlikely to have lasting influence.  Benkler spends some time discussing those that control access to this social network – control of the infrastructure is often at odds with the open and collaborative nature of this “social production”.  Whilst BT for example provide the infrastructure for telephone calls, legislation prevents them from controlling or policing the numbers that you can dial.  Access to the Internet is not subject to such regulations.  Your ISP can influence who and what you can access.

 

As a educationalist, the clear message that Benkler  brings to the table is,  that “social networks” are a growing cultural norm that are significantly shaping knowledge and wealth generation.  If we are to equip today’s young people with the tools that they need to contribute to this “social landscape” we need to actively consider the very nature of what and how we teach.

List Price: £25.00 GBP
New From: £35.78 In Stock
Used from: £12.44 In Stock

 

Using students as researchers – avoiding pseudocontext

Posted on: May 10th, 2012 by Glen
continue
Student researchers - Glen Gilchrist

Bond strength of "super glue" as a function of cure time

For those teachers involved in the teaching of L3 Btec Applied Science, one of the most difficult aspects of the course can be the contextualisation of the learning experience.

Btec demands that the learners understand “why” they are completing an activity far more than academic orientated courses.  Good in theory, often difficult for the class teacher to find a niche, other than “you are a junior technician and you have been asked to research XYZ – now produce a poster…”

Determined to find another option I decided to set our Year 12 students up as a “consumer research lab”, testing products and working on behalf of clients to optimise manufacturing processes.

Thus engaged I set about brainstorming who we could contact for our first “commission”.

I contacted the US makers of “super glue” and obtained a large sample box of glues – over x20 bottles to play with.

Our first experiment – investigate how the duration of bond changes the bond strength.

Without writing up the experiment too much, we prepared paired samples of polycarbonate rods and glued the pairs together.  The shear force (as measured as Torque in Nm) required to break the sample apart was measured for different glue “cure” time.  The results as posted in the graph at the top of this article.

Write up

The students where then taken through the process of writing up the findings in a properly referenced scientific report – which, and this is the key contextualisation, was then sent back to head office.  << There was a clear POINT to their activities, one that was not faked.

To use Dan Meyer’s terminology, I had avoided the trap of pseudocontext by not contriving a patently false situation and forcing my students to buy into it.  No “writing letters to Martians” for me.

My challenge now, is how to take this to the next level?

  • Do I establish a young enterprise style “club” and actually try and sell these services?
  • What about contacting local manufacturing businesses and offering to test their processes?
  • Do we test consumer claims and report back to them / the media — you know what I mean — the “makes your hair 50% stronger — really?  lets test it

For me, breaking away from pseudocontext in the L3 Btec has been a real eye opener and one that I will develop in the coming weeks / months.

Call to action

Do you use pseudocontext to deliver challenges to your students?  How could you make the challenges real, with real rewards?