Is teaching an art or a science? I think this centers around the idea - are there natural teachers? can you learn to teach? how does one become an effective teacher.
Is teaching an art or a science? Both. Now can it be summer vacation?
No, I'm kidding. Totally kidding, though I do think the answer is both, to varying degrees. To call teaching an art is compelling, because it elevates a profession that I think is incredibly important to a respectable, even honorable level. It's an art. It's a calling. Which can be true. Certainly there are people who, due to a combination of dedication, charisma, intelligence, patience, etc., are gifted practitioners of this important work.
But to call teaching an art, I'm afraid, relegates it to people who are naturally gifted at it, and removes some accountability for teacher training, professional development, etc. Can anyone be a teacher? Probably not. Can a lot of people learn, through education and practice to become better teachers? Absolutely. Frankly, I think we need all of the committed, devoted, intelligent, reflective teachers we can get, so best not to single this profession out for only those whose innate abilities prevail.
Put it this way: Is there such a thing as a gifted piano player? Yes. Am I a gifted piano player? No way. But if I practice, learn, observe, reflect, and try, can I get better? Sure. And are there some people who, try as they might, will never learn to play the piano? Probably. And it's that way with teaching too.
The question of "How does one become an effective teacher?" is an important one, and one that implies that this is a profession where we should always be growing. Being an effective teacher requires responding to the students before you, and efficacy may look different depending on who your students are and what they need to learn. In addition, effective teachers are reflective about their practice and are willing to learn and try new things, rather than getting set in one specific mode and sticking with it. Effective teachers ask questions and examine their own biases. Whether we come to teaching via the "art" or "science" route, it is important to continue to try and grow as teachers.
Sunday, May 15, 2011
Sunday, May 8, 2011
250: collaboration
What is the role of collaboration in understanding? This question reveals my social constructivist nature - how much do we build understanding through collaboration, interaction, etc. And if it helps increase understandings and knowledge then what is the responsibility, and how do we build in collaboration in learning particularly in virtual environments? And if it helps in learning, how can it help in teaching? As librarians we are often collaborators in teaching, so it helps to understand or at least considered its role in teaching and learning.
Collaboration is critically important to understanding, I believe. Even if a learner is able to grasp new information on her own, the understanding of the information becomes enriched as we encounter other understandings, see how they bump up against our own, and think more deeply about information. In a traditional face-to-face environment, building learning activities that involve collaboration seems like a no-brainer. (Perhaps that's because I work with elementary school students who can't help but "collaborate" with each other all the time.)
In an online environment, I think the same principles hold true but the logistics are a little different. As we've discussed in earlier blog posts, there is a notion that online learning is a solo activity, devoid not only of collaboration, but of community of any kind. I think we've all experienced something different, though, in this class and others. The key is, how do we use the online tools available to us to create learning situations that give rise to collaboration?
How does collaboration help with teaching? Such an important question. In my experience, some teachers like to close their classroom doors and do their own thing. They may not want to collaborate because there is a worry that doing so may take too much time or be less efficient than going it alone. Some teachers may not want their ideas or methodology challenged; others might worry about colleagues observing holes in their understanding of a topic. As librarians, though, I think we have a unique opportunity to open up avenues for collaboration with-- and among-- colleagues.
Collaboration is critically important to understanding, I believe. Even if a learner is able to grasp new information on her own, the understanding of the information becomes enriched as we encounter other understandings, see how they bump up against our own, and think more deeply about information. In a traditional face-to-face environment, building learning activities that involve collaboration seems like a no-brainer. (Perhaps that's because I work with elementary school students who can't help but "collaborate" with each other all the time.)
In an online environment, I think the same principles hold true but the logistics are a little different. As we've discussed in earlier blog posts, there is a notion that online learning is a solo activity, devoid not only of collaboration, but of community of any kind. I think we've all experienced something different, though, in this class and others. The key is, how do we use the online tools available to us to create learning situations that give rise to collaboration?
How does collaboration help with teaching? Such an important question. In my experience, some teachers like to close their classroom doors and do their own thing. They may not want to collaborate because there is a worry that doing so may take too much time or be less efficient than going it alone. Some teachers may not want their ideas or methodology challenged; others might worry about colleagues observing holes in their understanding of a topic. As librarians, though, I think we have a unique opportunity to open up avenues for collaboration with-- and among-- colleagues.
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