Connections to Theory and Research

 

 

 

Recently, while reading, Deci’s, Self-Determination Theory: A Macro theory of Human Motivation, Development, and Health (2009), I was reminded that students are most motivated when the questions come from them.  It is my job to listen, to facilitate the learning and even get out of the way of the learning sometimes. My students need me to hear the burning questions in their hearts and not judge them, just honor their questions, help them find the answers, even when they don’t seem connected to the content or skills I feel compelled to cover during the course of the year. As Fisher put it when talking about doing puppet shows with high school students, it can be risky because, “The learning isn’t always immediately visible (2009, p.2)." However, in light of Deci’s research that shows how critical autonomous motivation is across all cultures to overall psychological health and well-being (2008, p.183), one gets inspired to find a way to make student voice the priority, despite the risks.  This Great Bug Hunt project is all about student voice. I see it as my role to guide the learning journey as they seek answers and share their discoveries with each other, even when the topic is not one of my personal favorites! The majority of this group of kindergarten and first grade students has expressed a deep interest in bugs (insects, arachnids and other invertebrates). The rest of the group doesn't necessarily share the same passion for the creepy, crawly critters. However, they do share a common interest in helping the earth and in planting a garden. They are all equally motivated to get their hands dirty! So, that means my job is to facilitate that process.

 

In fact, it seems the very young personify the important connection between hand and mind. Their hands often reach out and impulsively touch before their minds remember to ask; an important concept to keep at the forefront of one's mind when taking such a group outside, because nowhere is this more evident than when they come in contact with nature.  In Wilson’s The Hand; How Its Use Shapes the Brain, Language and Human Culture (1998), I found renewed motivation for getting my hands dirty alongside my students.  Wilson argues “that any theory of human intelligence which ignores the interdependence of hand and brain function, the historic origins of that relationship, or the impact of that history on developmental dynamics in modern humans, is grossly misleading and sterile.” (p. 7) The implications to educational philosophy and pedagogy for this assertion, grounded in science, are far reaching, especially in the wake of “No Child Left Behind” where the hand and head are routinely separated from each other in classrooms. I have never desired this separation for the students I have the privilege of guiding each year. However, I must admit that bugs are not my favorite topic. Personally, if I never touch a bug I would remain content. That is one of the many motivations for including cameras as a tool to use for students  to document their observations and learning. Although we will touch the earth, the prototypes and bug statues we will make, I don't necessarily want to encourage the continued touching of bugs on a regular basis for safety reasons; both of my students and the bugs! So, by putting a camera in their hands, I hope to satisfy the hand's need to connect with the bugs that will inevitably find temporary housing in my classroom, as well as my need for safety.

 

In addition to safety, I am introducing cameras in this project as a learning and research tool for two other reasons. As an educator, I want to grow in my capacity to guide critique sessions and in my ability to make field trips a more enriching experience.  First, my goal is to provide an equitable access to the critique process for all learners. This year, I am piloting a program at Innovations Academy that serves an independent study population of students and strives to bring them together as a community of learners where they have the opportunity to collaborate with peers, designing projects based upon areas of intense interest. Because of the constraints of the program, the priority for these youngest learners is on the social-emotional aspect of learning. Several of the learners this year are new to the program, and they haven't yet developed the skills to present kind, helpful and specific feedback. I seek to establish a safe culture of collaborative critique, but it naturally takes longer in a program like this one. That is why I am introducing photography and cameras into the process. Even for those learners who are emergent in their abilities to create with intention, photography will give them a way to enter into the collaborative critique process safely. Because, in addition to emergent learners, I have several students who are very early in their awareness of the impact their words have on others. It will take longer in a program like this one to aid these students in developing their awareness. In Models, Critique, and Descriptive Feedback (2012), Ron Berger explains why. "Safety is hard to monitor-you have to be vigilant and firm, especially when building a classroom culture with a new group.  Very young students often don't realize they are being mean. They can be candid even when its hurtful to others and need to learn how to word things differently (p.8)." Also, sometimes I wonder just how far too push my students. I've always considered my goal to put the bar just a little beyond what they think their reach is, but lately I have been wondering exactly what this. When assessing reading level, that's easy to do. But when one thinks of Alex's butterfly on page 32, it's not so clear. Soep described this level as creating an environment where students are, "just on the edge of being in over their heads (p.2)." The reason for this is that doing so creates an authentic reason for students to seek and receive feedback.  My hope is that photography will provide both the edge and the equitable starting line for the project within the time constraints of the program.

 

My second goal as an educator is to create richer field trip opportunities for my learners. It helps me to think about the clarification between field trips and field work when planning. Though both are valuable, fieldwork requires a much more active stance (Steinberg, 1998 , p. 32). I want to encourage an active stance in my learners and hope that by utilizing cameras as a tool, I will accomplish my goal. Recently, I met with CMIL representative at a recent High Tech Conference and learned about a wonderful program these graduate students have started for young learners. It is called Sally-the Scientist. Sally is related to Flat Stanley, a popular children’s story where the main character learns the benefits of living 2 dimensionally after accidentally becoming flattened. One of the benefits is getting to travel through the postal service to places near and far and getting his photograph taken with many people in every corner of the world. Sally serves as an expert in many scientific fields including “Bug Catcher Sally.” Brian will meet with our group to explore critter life underground with the Shining Stars on site and then introduce them to Sally. They will each be given a copy of Sally and challenged to take her on scientific field work of their choice: to their own back yards, or a park or a museum. Students will use their SD cards to photograph the field trip and the related learning about the critters they encounter, comparing and contrasting them with the ones we find in our garden. In addition to sharing their learning with our group, all students will be invited to post themselves doing science with Sally on her website: http://mebsa.wordpress.com/sally-the-scientist. Many of the posts are included in the group’s newsletters. I am hoping that this will provide an authentic audience for their research and inspire them to go deeper with their research and field work. Also, the questions and feedback that the group gives them when they present their learning can serve as critique to go and learn more if they do not have the answers to the questions, which they must have before they can post their photographs on the CMIL website.

 

It's an awe-inspiring task to guide a group of young people through a year-long learning journey; to help them go deeper with their own questions, while providing them with tools they might not realize they need. I think about a quote from the prophet-founder of the Baha'i Faith, which states, "Regard man as a mine rich in gems of inestimable value. Education can alone cause it to reveal its treasures and enable mankind to benefit therefrom (Baha'u'llah, 1995, p.13)." It reminds me to see those gems inside each child, even if those gems are rough and unpolished. I think about the power of creating a culture of critique for establishing an environment that will allow those gems to sparkle. Polishing a rough stone can sometimes be really hard work. These students must have the motivation to do the work necessary; to mine the gems they already possess. When as educators we allow the space for the learning to come from their own questions; for the hand to inform the mind, then we honor our students inherent nobility and provide the motivation for the hard work they...and we...must do. "Sometimes it begins with the realization that the assumptions and demands of formal education must be ignored or actively resisted. Once launched, the process of self-education and development never really stops. People are born resourceful and they become skillful and thoughtful when they genuinely care about what they are doing (Wilson, 1998,p.14)."  Thank goodness that following the intense interest and passions of the students makes learning fun enough that we don't always realize it's work, even when it involves some creepy, crawly critters!

 

Berger, Fostering an ethic of excellence. Adapted from An Ethic of Excellence: Building a Culture of Craftsmanship with Students. New York: Heinemann, 2003.

 

Deci, E. and Ryan, R. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49, 3, 182-185.

 

National Baha'i Education Task Force. Foundation for a spiritual education; research of the baha'i writings. Wilmette, Illinois, 1995.

 

Soep, E. (2008). Learning as production, critique as assessment. UnBoxed, 2.

Steinberg (1998). Real Learning, Real Work: School-toWork as High School Reform. New York: Routledge.

 

Wilson, F. The Hand: How Its Use Shapes the Brain, Language, and Human Culture. New York: Pantheon Books, 1998. Prologue.