I love it - why in the world can I not write a 'brief book summary'? Because nothing I ever do is brief! I liked the book - I want everyone to know everything about the book so they will like it too (or not, I can accept that too.)
I love that Leann has left this assignment open and not put confines around the requirements (well except to just get it done.) Jane Vella would be proud - I'm demonstrating the 'praxis' principle - learning by doing and reflection. What I'm now doing is also a principle in the book - ideas (cognitive, thinking), emotions (what I'm feeling) and actions (my typing.) Vella also believes in affirmation - so I affirm I will select one of my five or six varying length summaries and post tonight.
Saturday, June 27, 2009
Monday, June 22, 2009
Zero-scaping
I know the 'blog' is for thoughts, reflections, summary, etc. on our BOOK choice - but hey, I'm different and this is still about 'class' discussion. I might actually become a 'blog native' before this class is over.
The below posts caught my attention because I love landscaping. I'm not a master landscaper, heck I can't even identify half the plantings in my yard; I just like them and that's good enough for me. I'm truly at peace when I'm out-of-doors, far from the city noise. As a city dweller, who at present is not venturing far, I make my own outdoor oasis.
Here's a cut/paste of the exchange - almost a comedy sketch:
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With only 168 hrs./week (shout out to Stacy), I've learned the art of when to be a master procrastinator and when to 'getter done.' Besides all work and no play makes Linda a very dull girl. But I literally had to look up 'zeroscaping' and by God, it is a term that is used - I've already bookmarked the two links below.
Thanks to Lorri, Susan, Patrick, and Tim for the diversion - it was much needed.
The below posts caught my attention because I love landscaping. I'm not a master landscaper, heck I can't even identify half the plantings in my yard; I just like them and that's good enough for me. I'm truly at peace when I'm out-of-doors, far from the city noise. As a city dweller, who at present is not venturing far, I make my own outdoor oasis.
Here's a cut/paste of the exchange - almost a comedy sketch:
Subject: Re:Greetings from Salida, Colorado
Topic: Week 1: Introductions
Date: June 21, 2009 2:47 PM
Wow! I need some xeriscape help - I need a flowering bush that doesn't need much water and that will grow up big enough to block the view to my neighbor's back yard - any suggestions? Lorrie
___________
Hi Lorrie, Depending on where you live, you might try a Butterfly Bush as they flower in different colors and attract butterflies and hummmers. Start out with larger, vibrantly healthy ones from a reputable nursery. I don't have great luck with Wal-Mart but have had success with a well attended Home Depot nursery. They grow "relatively" quickly and attain some good height. You could even make a privacy panel by planting 3-5 in a row and let their branches intermingle as they grow. Butterfly bushes have good spread and bushiness when mature and flowering. Only problem with any flowering bush used for privacy is that they're usually deciduous so
winter privacy is limited.Happy planting! : )Susan
___________
Lorrie: I do have one butterfly bush now but I didn't realize it could be okay with limited water. It sure has been happier with water!
___________
Susan: Many plants are happier with water but we do tend to overwater most yard elements, especially trees, and plants then have a hard time adjusting to reduced water schedules. Butterfly bushes are used often in water wise gardening. I've attached a pic from my Santa Fe strolling garden (translate: limited water) of a bb next to a croked birch. Soaker hoses and drip systems, organic soil amendments, right plant-right place, and mulching are all part of water wise gardening as well. As we always tell our learners right up front, xeriscape does not mean no watering! Best of luck. Search the CSU Extension website for more!
__________
Patrick: We did xeri in the back yard and you're right--it's not just a matter of plant and forget it (which was what I had been hoping for). We've been using the "survival of the fittest" method of selecting plants. We put in a bunch of plants each spring--if they survive they get to stay.
Susan: I know that method and subscribe too. No time for fussy botanicals anymore. : )
Patrick: Some plants are used to being coddled and have no coping skills.I have no use for them.
Tim: I take that one step further. I let the weeds grow. If they produce some semblance of color on the top, they have just become flowers.
Patrick: That still takes some of your attention that could be spent on other things,like twittering Larry King. My wife vetoed my "dream yard" idea. Imagine a big concrete slab over the entire back yard. I call it ZEROscaping. Maintanance free, and you can roller blade on it.
Tim: LOL!! Zeroscaping. That's clever. I'm all for it. Slowly getting there myself.
-------------
With only 168 hrs./week (shout out to Stacy), I've learned the art of when to be a master procrastinator and when to 'getter done.' Besides all work and no play makes Linda a very dull girl. But I literally had to look up 'zeroscaping' and by God, it is a term that is used - I've already bookmarked the two links below.
Thanks to Lorri, Susan, Patrick, and Tim for the diversion - it was much needed.
Sunday, June 21, 2009
Chapter 1 and Principle #1
I really need to check out Vella's 1995 book - she named 50 principles and practices that work to make dialogue education effective. Can you image attempting to remember 50??!! I'm just working on the 12 in this book!
First, Vella's basic assumption "is that adult learning is best achieved in dialogue. Dia means 'between,' logos means 'words.' Hence, dia + logue = 'the word between us.' (p. 3.). Vella further quotes from Knowles that "adults have enough life experiences to be in dialogue with any teacher about any subject and will learn new knowledge, attitudes, or skills best in relation to that life experience" (p. 3.)
Sticking with the 12 principles in this book - Vella states all are interconnected and intrinsically related to one another and you cannot exclude any of them. The first chapter briefly discusses each principle.
Principle 1: Needs Assessment. This is the WWW question: Who needs what as defined by whom? That short questions speaks volumes -- who (as needers), what (as needs), whom (as definers.) As Vella states "reveals the political issues involved in preparing a course for adult learners" (p. 5.) Vella also makes another statement that I like, "Remember that needs assessment does not form the course; it informs it" (p. 7.)
Applying quantum theory to a needs assessment may open a plethora of alternatives to capture this information. Vella is not short on offering ideas that have been used. One that caught my attention was contact with participants prior to the learning event. Now some of the naysayers might be saying, 'how the heck can you call every student?' - but I follow the path 'if there's a will; there's a way'. I just have to spend more time figuring out the way!
First, Vella's basic assumption "is that adult learning is best achieved in dialogue. Dia means 'between,' logos means 'words.' Hence, dia + logue = 'the word between us.' (p. 3.). Vella further quotes from Knowles that "adults have enough life experiences to be in dialogue with any teacher about any subject and will learn new knowledge, attitudes, or skills best in relation to that life experience" (p. 3.)
Sticking with the 12 principles in this book - Vella states all are interconnected and intrinsically related to one another and you cannot exclude any of them. The first chapter briefly discusses each principle.
Principle 1: Needs Assessment. This is the WWW question: Who needs what as defined by whom? That short questions speaks volumes -- who (as needers), what (as needs), whom (as definers.) As Vella states "reveals the political issues involved in preparing a course for adult learners" (p. 5.) Vella also makes another statement that I like, "Remember that needs assessment does not form the course; it informs it" (p. 7.)
Applying quantum theory to a needs assessment may open a plethora of alternatives to capture this information. Vella is not short on offering ideas that have been used. One that caught my attention was contact with participants prior to the learning event. Now some of the naysayers might be saying, 'how the heck can you call every student?' - but I follow the path 'if there's a will; there's a way'. I just have to spend more time figuring out the way!
Learning Curve Continues
I'm so impressed with myself, I had to share :-). The last post included a 'blockquote'; but the end of the post wasn't suppose to have the 'block' and I couldn't figure out how to change it. Luckily for me I'm from the era of DOS prompt, Word Perfect and 'reveal codes'. I was able to edit the code in 'edit html' and problem solved in under 5 minutes.
Newtonian and Quantum Paradigms
Earlier in my 'research' I posted on June 6 that I was more mature and could decipher metaphors - well I was wrong. I truly represent Dewey and Constructivist Theory - I've got to build the foundation before I can critically reflect on the BOOK.
Since I never took Physics or even had a passing interest (that I know of); I had to go a searching (thank goodness for the Internet!)
This will be somewhat brief, but it provides me (and maybe you) with the background I need to explain what Vella is talking about when she compares dialogue education with quantum thinking - I'm actually taking this information from an article I found on-line, An Additional Way of Thinking About Organizational Life and Leadership: The Quantum Perspective.
This is where I wanted to insert a table; but couldn't figure it out - so I'll include the link below if you would like more information:
http://www.umanitoba.ca/publications/cjeap/articles/fris.html
My business and HR background seems to always draw me back to organizational thinking, I'm not one to look to the science world for explanation. The article quotes Zohar (Vella does too),
Now the above is not an either/or - they are complementary - it's dependent on the situation.
Since I never took Physics or even had a passing interest (that I know of); I had to go a searching (thank goodness for the Internet!)
This will be somewhat brief, but it provides me (and maybe you) with the background I need to explain what Vella is talking about when she compares dialogue education with quantum thinking - I'm actually taking this information from an article I found on-line, An Additional Way of Thinking About Organizational Life and Leadership: The Quantum Perspective.
This is where I wanted to insert a table; but couldn't figure it out - so I'll include the link below if you would like more information:
http://www.umanitoba.ca/publications/cjeap/articles/fris.html
My business and HR background seems to always draw me back to organizational thinking, I'm not one to look to the science world for explanation. The article quotes Zohar (Vella does too),
So visualize the two groups above in a table - I needed to know where Vella was starting from to fully understand where she was going - it's the context. Similar to what I had to do when writing the Dewey paper - I had to understand from what context Dewey was viewing. Now I can read and view the book from Vella's context.According to Zohar (1997, p.9) the two sets of general beliefs that are now driving theories and research contrast in the following fundamental ways:
[Dang, this is when I wish I had two monitors - or at least a really big monitor so I could easily read a split screen!]
Newtonian belief:
Absolute truth
Absolute perspective
Uniformity
Certainty
Simplicity
Quantum/complexity belief
Multiple possibilities
Contextualism
Pluralism, diversity
Uncertainty, ambiguity
Complexity
Now the above is not an either/or - they are complementary - it's dependent on the situation.
Good Day for Blogging
To all those that wear the hat and have the role. For me it's a good day for blogging - uncooperative weather for gardening, dust up of pollen, allergy-sinus - yep, a good day for blogging :-)
The Book - for real! Well sort of.
Now that you know I'm taking a circular approach to Learning to Listen, Learning to Teach, I'll update you on what I've been reading. It seems Vella has come up with a method for success in educating adult learners. This book contains 12 principles for effective adult learning. Remember in an earlier post I mentioned Vella had been introduced to quantum thinking and now she incorporates the two.
The book has three distinct parts - from the publisher's web site the book outline:
Part One: A Process That Works and Why.
1. Twelve Principles for Effective Adult Learning.
2. Quantum Thinking and Dialogue Education.
3. How the Principles Inform Course Design: Two Examples.
Part Two: The Principles in Practice: Across Cultures and Around the World.
4. Learning Needs and Resources Assessment: Taking the First Step in Dialogue.
5. Safety: Creating a Safe Environment for Learning.
6. Sound Relationships: Using the Power of Friendship.
7. Sequence and Reinforcement: Supporting Their Learning.
8. Praxis: Turning Practice into Action and Reflection.
9. Learners as Decision Makers: Harnessing the Power of Self Through Respect.
10. Learning with Ideas, Feelings, and Actions: Using the Whole Person.
11. Immediacy: Teaching What Is Really Useful to Learners.
12. Assuming New Roles for Dialogue: Embracing the Death of the Professor.
13. Teamwork: Celebrating Learning Together.
14. Engagement: Learning Actively.
15. Accountability: Knowing How They Know They Know.
Part Three: Becoming an Effective Teacher of Adults
16. Reviewing the Twelve Principles and Quantum Thinking.
17. How Do You Know You Know? Supposing and Proposing.
< http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0787959677,descCd-tableOfContents.html>
I'll admit I've read the Amazon reviews and other reviews of this book and though I can appreciate Vella's beliefs - I too got a bit tired of her 'rah rah', 'everything works out' writing style. I'll keep to the 12 principles (or may be not!)
The book has three distinct parts - from the publisher's web site the book outline:
Part One: A Process That Works and Why.
1. Twelve Principles for Effective Adult Learning.
2. Quantum Thinking and Dialogue Education.
3. How the Principles Inform Course Design: Two Examples.
Part Two: The Principles in Practice: Across Cultures and Around the World.
4. Learning Needs and Resources Assessment: Taking the First Step in Dialogue.
5. Safety: Creating a Safe Environment for Learning.
6. Sound Relationships: Using the Power of Friendship.
7. Sequence and Reinforcement: Supporting Their Learning.
8. Praxis: Turning Practice into Action and Reflection.
9. Learners as Decision Makers: Harnessing the Power of Self Through Respect.
10. Learning with Ideas, Feelings, and Actions: Using the Whole Person.
11. Immediacy: Teaching What Is Really Useful to Learners.
12. Assuming New Roles for Dialogue: Embracing the Death of the Professor.
13. Teamwork: Celebrating Learning Together.
14. Engagement: Learning Actively.
15. Accountability: Knowing How They Know They Know.
Part Three: Becoming an Effective Teacher of Adults
16. Reviewing the Twelve Principles and Quantum Thinking.
17. How Do You Know You Know? Supposing and Proposing.
< http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0787959677,descCd-tableOfContents.html>
I'll admit I've read the Amazon reviews and other reviews of this book and though I can appreciate Vella's beliefs - I too got a bit tired of her 'rah rah', 'everything works out' writing style. I'll keep to the 12 principles (or may be not!)
The assignment
Eventually I'll get to the book; but my brain works in mysterious ways. This assignment is approached differently by each of us. My first AET class during Fall '08 required reading Dewey's Experience and Education and writing a reflection paper. I wrote a research paper because my brain was on overdrive with all the newness of the program. I had to take that long journey to connect the dots and I've been connecting dots ever since.
I already know about the book I'm reading - the newness has worn off. I specifically chose this book because of a connection I made last semester and my belief that all good learning takes 'DIALOGUE'; which doesn't necessarily mean 'yak, yak, yak'.
I'm very inquisitive by nature - and though I know about THIS book, my mind wonders to the history of Jane Vella - why this approach of dialogue education. I'll revisit and go back to THIS book.
I already know about the book I'm reading - the newness has worn off. I specifically chose this book because of a connection I made last semester and my belief that all good learning takes 'DIALOGUE'; which doesn't necessarily mean 'yak, yak, yak'.
I'm very inquisitive by nature - and though I know about THIS book, my mind wonders to the history of Jane Vella - why this approach of dialogue education. I'll revisit and go back to THIS book.
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