|Paterson Falls (2011)|
Today I completed the first day of a five-day seminar based on Reuven Feuerstein's work presented by Dr. Joyce Swofford and Jan Burnett from Southeastern Center for the Enhancement of Learning (SCEL). I am keeping track of my learning as I work through the assessment tasks. Today we worked through several pages of Organization of Dots. It was surprising how much my thinking and learning dispositions were revealed as I worked.
|Like Rain Falling|
- Seeing one shape helps me to see the other.
- Isolating a shape (the square) allows me to see the possibility of other shapes.
- Clean surfaces allow me to see better. Too many lines clutter.
- A light touch with the pencil works better than a heavy hand (erasing).
- I wonder which pattern isn’t easily noticeable to me and how I might begin to be aware of the holes in how I see.
- Two close dots allow me to know that they cannot be part of the figure.
- Color and emphasis (bolded) helps me to see patterns.
- I recall images I have made as I study the dots. For example, when finding parallel lines I thought about the image to the right.
- I tend to resituate what I see in a given environment geometrically, without a lot of conscious thought (if any). For example, in the room we are in the auditorium curtains resemble a series of parallel lines.
- Checking with others matter. This leads to discussion in which clarification occurs.
- Attention to detail and precision matters. It seems helpful to practice this from the start so that when complexity increases, drawing careful lines is more habit than thought.
- Do you need to check the model?
- Errors lead to revision and to new learning.
- In a field of the same shapes, actually drawing lines become important. Is this connected to elimination?
- I am not afraid of making errors.
- I complete all aspects of the task even when I don't actually need to do so as I have already figured out the answer. Thinking about why I do this has me recalling much of the homework I did in elementary school and how simply knowing a term never satisfied the assignment. Rather I filled notebooks with terms, underlined (using a ruler) and defined in complete sentences.
- Checking responses with peers is helpful, especially as the tasks increase in difficulty.
- Color dots no longer signal anything related to the task and I quickly stop attending to color. Flexible strategies are important.
- Strategies emerge alongside context. (Finding parallel lines simplify the task when figures are overlayed.)
- If…then hypothetical structure underlies the find the error task. Reminds me of algebraic thinking (Solving for x).
- As complexity increases, checking the pattern happens more often.
- I find myself relying on inner speech (sub-vocalizing) as I work through worksheet E.
- As complexity increases and fatigue sets in, I can hear myself begin to doubt whether I will be able to finish the task. As I complete more tasks, my confidence is restored. I recall Karen saying something similar earlier on.
- Fatigue matters in ways I had not known: capacity to help others, attention to detail and precision.
- I can see how so much of what we are doing would be beneficial to learners insomuch as it would help them to name and strengthen cognitive strategies/dispositions.
- I have long believed that intelligence is learnable. Interesting to see, feel, and experience it in action.