A New Look at Learning

           Ruth and Stacey host the Tuesday Slice of Life on their blog, Two Writing Teachers.  Come visit!

             School is starting, and all of us are planning, planning, asking questions, making handouts, cutting out materials, and waiting!  Waiting for the most important thing, the students!  And how will they learn?  In a million ways.  I had a good evening Saturday with my granddaughter Ingrid who visited for a sleepover.  Our favorite thing, to eat at Noodles and go to Target.  I know that sounds rather funny to think that a trip to Target can be fun, but we go up and down the aisles looking at items, with Ingrid asking many, many questions.  What's that? How does it work?  Why are there so many _________ lamps, glasses, balls, vacuums, etc.?  This time I did purchase something for her, a scooter!  We planned to go to the little park near my home and rushed home to see how this new riding toy worked!  Well, we found out more than I had planned, and I learned something as a teacher, too.  When we got home, I realized that I would have to put the scooter together!  And, with Ingrid's help, we did!  

         It occurred to me that putting the scooter together was as much a learning experience for her as learning to ride it. She learned that first we must be sure all the parts that were on the diagram were there. And that we needed to take the steps one at a time, from number one to number two, and so on.  She knows how to read numbers, and she could see that the directions were labeled with numbers.  Luckily, the directions were mostly in pictures, so Ingrid could "read" those too.  She learned new vocabulary: bolts, wrenches, axles, tassels, wheel covers.  And she worked to tighten the bolts.  Although she wasn't strong enough to do all the tightening, she was able to turn the wrench and understand the feel of it.
         Both Ingrid and I were proud we had accomplished this task.  The reward--in the pictures!  My learning: how can I apply my own observations to all ages of students in the classroom?  Will the same kind of learning apply to "construction" of a piece of writing--a story, a poem, a memoir?  What are the tools' names?  How can a simple diagram make things easier, or does that apply?  Questions are flying through my brain.  I do "know" these things, yet the experience will help me re-look at my habits, and that is the delight of teaching, isn't it?   
        Additionally, I've been re-reading Opening Minds by Peter H. Johnston. One part I read today connected to this kind of learning: The more process options people have at the disposal of their imaginations, the better. And later, The focus on problem-solving and causal processes should be taken up at every turn.  He goes on to give an example connecting to a passage from a book that a teacher brings attention to because of the character's problem-solving ability.  (page 33)  Ingrid and I had a terrific time at the park, by the way, and she learned more about scooter riding too!

Beginning to glide-evening!

Morning practice!