This week the Critical Literacies course bears the title ‘Change’ and Stephen has made a great post about ‘Patterns of Change’. Whilst a lot of this was not new to me (down to having a science background), I was really impressed by the lucidity with which the information was presented.
I have had a good look at the Report capacity, change and performance article as it relates to some research that I am currently involved with and I sent the link about 50 ways to foster a culture of innovation to my eldest son who is an entrepreneur, although if you are an entrepreneur you probably don’t need to read articles like this. And I have lightly skimmed this – Technology, complexity, economy, catastrophe – Article Globe and Mail . But I haven’t yet had time to check out the other readings.
- Creatively blueprint education Malaysia (this might be interesting as my husband works in Malaysia quite frequently, which only goes to prove that directions for learning – i.e. what grabs your attention – can be very diverse)
- Generativity: The New Frontier for Information and Communication Technology Literacy
I’m going to be very interested to hear what Dave Snowden has to say this week (assuming that I can hear the presentation – I wasn’t able to hear Grainne’s last week) – because it seems to me that the critical literacy that is being addressed this week is an ability to cope with uncertainty. I don’t know enough about this to comment about it any further at this stage.
Related to this is Heli’s post today in which I was struck by her comment:
The Basic Message is that learning and development is not linear, it has individual phases, it goes up and down or straight foreward.
I would add to this that it can also go sideways – and diverge into areas that teachers do not expect. In thinking about this I was reminded of a course I went on a very long time ago about teaching mathematics to young children. We were asked to carry out an action research project about how children progressed through the National Curriculum (UK) for mathematics – and what were our findings? Well that the National Curriculum expected children to follow a linear course through prescribed stages – but did they? No – they certainly did not. They jumped all over the place – forwards in jumps instead of a nice linear sequence, sideways and even backwards.
This would suggest that a good teacher needs to be able to cope with this unpredictability in students’ learning – this uncertainty as to how learners are going to learn.