Practice: We’re in it together

Most of what we know, remember, and use, we didn’t learn by teachers and textbooks filling our empty heads, Marion Brady reminds us in an excellent recent blog post confronting current education “reforms.” Instead, we came to learning with our own ideas, opinions, explanations, beliefs and values. And then “we discovered real-world patterns and relationships — new knowledge that caused us to constantly rethink, reorganize, reconstruct, and replace earlier knowledge.”

That’s a very serious intellectual practice, worthy of 10,000 hours. (Translate: eight years of school!) And it takes a coach — someone to watch closely, suggesting just the next stretch a learner needs, at just the right moment. It’s a delicate business, not simple transfer of information– and it has everything to do with the learner’s motivation. As Brady puts it,

As is true of adults, kids’ ideas and beliefs become part of who they are, so attempts to change them may come across as attacks on their identity and be resisted.

That’s why teaching is such a complex, multi-step process, he says in this wonderful summary of what the good teacher practices every day. (Reminder: 10,000 hours is at least five or six years of teaching!)

The teacher has to (a) “get inside” that head to figure out what’s thought to be true, right, or important, (b) understand the kid’s value system well enough to offer ideas sufficiently appealing to warrant taking them seriously and paying attention, (c) choose language or tasks that question old ideas and clarify new ones, (d) get feedback as necessary to decide how to proceed, (e) load the whole process up with enough emotion to carry it past short-term memory, and (f) do this for a roomful of kids, no two of whom are identical.

The faces of students in our Practice Project lit up when they told me of the learning experiences that really stuck with them. Above all, it was hands-on projects, internships, and apprenticeships that led them to ask better questions, explore their subjects more deeply, and rise to the challenge of producing new knowledge.

Along the way, their level of engagement with adults also shifted in crucial ways. Learner and teacher were in it together. And it showed.

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