No, this is not some alarmist statement - just a reminder that our book group will be closing with a face-to-face session at 3:30 PM in the IV Library on Thursday, April 3rd.
If you've been reading the book, and the blog, but haven't been posting any comments please take some time to join the virtual conversation. The blog will remain online long after the "official session dates" (and you're encouraged to contribute any time) but I'd like to be able to post the Act 48 hours on MLP on the 3rd. If you want credit for Act 48 & Flex hours you will need to do some posting on the blog site.
Raise a question/concern, or simply respond to some of the good discussion that's been going on in the "comments" added to existing posts.
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3 comments:
After attempting to log in here about two times I just opened a google account so I could post a comment.
I know I didn't quite follow the instructions in reading the book and posting, but I finally did finish it last Monday. I have a lot of mixed comments but I will say I enjoyed Pink's writing style and found it to be entertaining!
There were many times during the book that I found myself thinking way back to my first year of college when I was a psychology major. Although that was in 1989 many of the basic personality tests have not changed. At that time I was not quite sure about being a therapist and many of the tests said teaching was a good profession for me. So while I continued to work in a mental health hospital I was starting to take classes part-time to become a teacher!
Anyway, while enjoying the book I also found myself saying I'm already there, being right brain that is. Many pages with suggestions on how to turn from left to right I just skimmed because I felt this was directed towards the professions who are in serious danger of being phased out of jobs and need a new angle to stay working. And for those people this book is a must read. But as a teacher I wondered how this book was helping me! I think it gave me affirmation that I am doing what I was meant to do and that I give my students different types of learning which will encourage right brain thinking.
For example, the chapter on design really hit home because I assign a building project to end the year where students pick a civilizations major building structure and make a model of it. It is a long project but the kids love it and they never forget it! (Enduring Understanding!)
Then there was the chapter on story. I tell stories all the time about my grandfather and his service to our country. I tell them how I wanted to be in the Army myself but never could enlist. Just recently I adopted a puppy and I told my students all about it as we were studying Buddhism and they of course never harm animals. My students know I care about them because I trust them in telling them about my own life. I show lots of empathy and of course have a sense of humor so being playful is important to me as well. I was playing my Madden football the day I read that chapter, (o.k., I play everyday, I admit it!), and I thought wow, I am not really wasting time with my Playstation.
Beethoven's 9th is the best piece of classical music and when I saw it in Pink's book I knew he was a good writer. In my notes I wrote down that the first time I even saw the word teacher was on page 247. So that leads me to my only real critique; what does this book do to help me educate better? DI is the new buzz word at Souderton and if I am correct the goal there is to let students find their strengths throught choices and find ways of grading that allow all to succeed. But now we are reading a book that says everyone "has" to be right-brained. I kept asking myself during this reading if I was being told I had to start being more scientific or left-brained, would I actually do it? I don't think I could and that is why I am bringing up the point that it will not work to simply tell people they have to change their whole way of thinking to meets to needs of the new global job market. Maybe I am wrong and I only say that because I am right-brained and I am in a safe profession since I don't think Indians or Chinese can start teaching my students from abroad!
The book had a 20-10 test on page 237 and I think I may have failed. If I only had ten years to live would I continue teaching? Sorry but no! When I first started I would have said yes but in the ten years since then children have changed, the country has changed, and I have changed. Now if I had $20 million would I still teach- yes! But I would resign my job and teach as a free tutor to only those children entering 6th grade who are not ready!
Thanks Dave for setting this up!
Lots of reflection in that posting! I do want to comment on one aspect though...
Pink argues that basic skills (L-brain thinking) IS needed, but it's no longer sufficient. That's an important distinction.
I agree with Pink's emphasis on R-Brained disucssion in his book becaise it's been a missing part of the K-20 system for so long...
Just finished the book last night and found many life examples that support Pink's assertions.
Loved the Rainbow Project as an alternative or addition to the traditional SATs.
I don't have to feel like I'm slacking when I give my students assignments called 'Right Brained Writing,' which they love.
Pattern recognition distinguished star performers from average performers?!
Intuition - learn to trust it.
I cannot wait to have the time to explore all the sites Pink lists in the back of the book. And I guess I will have to get my (video) game on if I truly want to understand the appeal.
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