downward spirals, upward spirals

a second consecutive post on Benjamin Zander. below’s a video on Zander’s sharing his teaching philosophy “the art of possibility”. saw it many times in the past, and can’t help but to feel rekindled by Zander each time i watch this video 🙂

extending some thoughts from the video, our education system is built on the downward spirals, and how learning can be transformed if learning is built upon upward spirals. let’s take how (un)well students are learning CL as an example.

the downward spirals talks include:
“学生学不好华文因为他们没有兴趣。”
“学生学不好华文因为他们讨厌华文。”
“学生学不好华文因为他们在家里只讲英语,和朋友只讲英语。”
“学生学不好华文因为他们连字都不认得几个,还整天写错别字。”
“学生学不好华文因为他们…………”

how would the worldview change if we were to frame all these thoughts into one main sentence:

“学生都能学好华文,他们还未发现(这个可能性)罢了。”

similarly, all the above downward talks can be reframed:

“学生都能学好华文,他们还未发现如何对它产生兴趣罢了。”
“学生都能学好华文,他们还未发现如何爱上它罢了。”
“学生都能学好华语,他们还未发现如何能有机会多说罢了。”
“学生都能学好华文,他们还未发现如何能学习好华文的字词罢了。”

这里的共同语是“还未发现如何”,那下一步是什么?不正是教师的工作、教师的职责所在吗?去引导学生发现,去引导学生怎么学,让学生在我们不在的时候(也就是大多数时候)都能学;方法,学习的方法是至关重要的。21世纪的华文教师如果只是单纯的知识输出者,那机器应该可以作更好的输出,而且可以无时无刻地输出、反复地输出,24/7。

我们的学生都是华文成绩A的学生,他们还未发现(这个可能性)罢了。这里需要关注”A”的作用。它不是我们一般让学生去追求的目标。用Zander的话:

“We give students an A not as an expectation to live up to. We give students an A as a possibility to live into.”

这个思维的转变是非常关键的。不然又要落入downward spirals中,不得超生。

the video:

some other quotes that caught my attention are captured here:

“When you give an A, the relationship is transformed.”

“We don’t give children a name as an expectation to live up to. We give children a name as a possibility to live into… We give students an A not as an expectation to live up to. We give students an A as a possibility to live into.”

“it’s “cosmic laughter” … The A is invented, the 68 is invented. We might as well invent something that lights up our lives, and the people around us.”

“In Asia it is important to be right. The teacher is always right… and a young girl said ‘If you don’t say anything, you won’t ever be wrong.”

“You cannot learn anything unless you make a mistake. When you make a mistake, this is how you celebrate…”

“The downward spirals …”

“A Vision, is not something only a few can reach. A Vision, is something that everyone can reach.”

“Everybody loves classical music. They just haven’t found out about it yet.” (vs. Only 3% of pple love classical music. If only 4% of pple love classical music, all our problems would be over.)

“It’s all invented. Standing in possibilities. Rule #6. That’s it. Simple.”

🙂

breaking assumptions

“revolution is about breaking assumptions

— benjamin zander

more quotes from the video:

“what assumptions are we making that we don’t know we are making?”

– ‘awareness’ is a word that comes through very often in work lately. how can one be aware of something that s/he doesn’t know s/he should be aware but isn’t aware of. somewhat resonates with what zander is saying though not exactly the same line of thoughts.

“we assume that success is measured in wealth, fame, and influence… over here, we only measure success in how many shiny eyes there are.”

– as teachers, how do we keep our learners’ eyes shiny, daily, monthly, annually, for as long as they are in our classes/school, and learners in society later?

the video of the orchestra performing conducted by zander follows:

TLCSL 2015 paper

in a few days’ time, the 4th International Conference on the Teaching and Learning of Chinese as a Second Language (TLCSL 2015) with SCCL as main organiser will be held.

Screenshot 2015-09-04 TLCSL 2015

以下是我们将在本次大会上宣读的论文,欢迎下载:

《新加坡华文教师基于资讯科技的混成式专业进修方式初探》
(An Information and Communications Technology (ICT)-based blended learning approach to Singapore Chinese Language teachers’ professional development: A preliminary look at a pilot project; by TAN, Yuh Huann; TAN, Yan Ni; CHOW, Fong Yee)

Screenshot 2015-09-05 18.36.57

feel free to leave your questions and/or comments after reading the paper. we thank you for your time and interest, 谢谢 😉

//update Sep 9, 2015

click here to find the set of presentation slides (:
在此下载报告中所用的简报 (:

// end update

to cite:
Tan, Y.H., Tan, Y.N., & Chow, F.Y. (2015). An information and communications technology (ICT)-based blended learning approach to Singapore Chinese Language teachers’ professional development: A preliminary look at a pilot project. Paper presented at the 4th International Conference on the Teaching and Learning of Chinese as a Second Language, Singapore. Retrieved from http://edublog.net/files/papers/150904-tlcsl2015.pdf

陈育焕、陈雁妮、周凤儿. (2015). 新加坡华文教师基于资讯科技的混成式专业进修方式初探. 第四届华文作为第二语言之教与学国际研讨会,新加坡。下载自 http://edublog.net/files/papers/150904-tlcsl2015.pdf

design thinking in schools example

chanced upon this article titled “Can Design Thinking Help Schools Find New Solutions to Old Problems?” in fb feed

a few quotes that grabbed my attention:

“In education we do not typically engage our users — our students — to find what is causing them to be disengaged,”

– i believe we do engage our students but to what extent, and how often, especially when our students are many.

“The biggest challenge is mindset, the mindset of your teachers and staff,” … “If they have a traditional mindset, then they’re not going to be willing to learn from the process.” And the process of getting to know stakeholders, thinking outside the box and trying out creative solutions, even if they don’t work, is crucial to success. Learning along the way is just as important as finding a workable solution… but educators haven’t been trained to think like that. They are looking for answers that will make the daily task of teaching students easier.”

– the last sentence “They are looking for answers that will make the daily task of teaching students easier” resonates. as teacher educator, what can we do to shift such a mindset? (:

designing ICT-integrated lessons with TPACK

thanks to colleagues at CPDD, our article written for CL teachers, by CL teachers is now published (:

2015-08-27-huawenlaoshi

the Chinese title reads 《基于TPACK的华文资讯科技教学设计思路》. in essence, the short article promotes the idea of considering TPACK when designing ICT-integrated CL lessons. teachers may adopt any starting point in their design, whether it’s content, pedagogy, or technology. suggestions are given in the article so that TPACK, which is essential for the design to facilitate learning in students, is considered. teachers would also be constructing their own TPACK during this design process. the pdf can be downloaded from the local mirror:

陈育焕、张永慧 (2015). 基于TPACK的华文资讯科技教学设计思路。华文老师,59, 32-36.

it is also appropriate for us to express our thanks to Si Hui for her invaluable comments to our draft here. the acknowledgement wordings (本文承蒙林思慧老师(目前为西澳大学博士生)为初稿提出宝贵的批评与建议,谨此特致谢忱。) were removed when the article was published.

and last but not least, here’s the high-res translated TPACK in Chinese 中文/华文 diagram for download, in case any fellow CL teachers would like to use it in their work, there’s no need to recreate the wheel (:

150322-TPACK translated to Chinese

thanks to tpack.org for making the original diagram for free distribution (: