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Good teaching is full of complexities. In one lesson a teacher makes a lot of moves, and a lot of decisions mostly done within split-seconds. These things are often not visible to many, especially those who use "the audience view" in looking at teaching. Learning to teach requires us to be aware of our "audience views of teaching", and to learn to critical and reflective of our own teaching experience. One way to do that is to apply the "slow thinking" approach in analyzing our practice because that is what is needed when we want to analyze complexities. Thus, learning to teach well is a lifelong process. Good teaching never sums up.
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Chess Moves & Teaching
Who can play chess? Show us your moves!
Moves in teaching?
• We are never sure how ready students to learn cognitively and emotionally when they come to class that day.
• Group dynamics in one class is never the same in every lesson.
• A student behavior can influence other students.
• A teacher not only has to think about the content, the pedagogy, the long term goals (curriculum, standards, assessment), the expectations, but also about how to respond to students’ reactions/response.
• A response has a tradeoff. It can invite further tensions with students, and within teacher-self.
• This process is ongoing throughout the lesson.
• This process takes place within seconds, or even split seconds.
• A teacher has to regulate his own energy, focus, and emotion.
Consider this!
Comparing
Grey’s Anatomy &
Dangerous Minds
The audience view
What do you think about her
performance?
Link: https://www.youtube.com/watch?v=joplyLUwN64
• What was your consideration in assessing this performance?
• Do you have a reliable knowledge/expertise in music? In In public performance?
• Do you think what it takes to perform at this level?
• What kind of preparation needs to be done?
• How can we relate this to teaching?
• How can we rely our views on teaching based on our experience as students? Weren’t we just the audience?
• What is the problem with the audience view?
• Is audience view reliable?
Fast Thinking vs
Slow Thinking
What is 2 + 2?
What is 17 x 24?
A bat and ball costs $1.10 in total. The bat costs one dollar more than the ball.
How much does the ball cost?
Thinking Fast and Slow
Thinking Fast and Slow
Key ideas
System 1: Thinking Fast (primed for action) ~ What comes up automatically in your memory. ~ Cognitive ease: impulsive acts, emotional, optimistic, intuitive. ~ Familiarity, repetition, reward, and punishment - behaviorism !System 2: Thinking Slow !~ It is effortful and deliberate. ~ System 2 is lazy. Firing System 2 takes effort, and if System 1 jumps to a convincing conclusion quickly enough, as it always does, then System 2 is not deployed even by the brightest and the most expert. ~ Understanding complexities cannot be taught by drilling. !The world is not a chess board. It is much more complicated between moves and outcomes. !People are often in System 1. Something that is wrong, even you have been warned and your better self tell it is, continuously to feel right (e.g., cognitive illusions). The feeling is stronger than the warning.
The cognitive illusions
A.
B.
C.
A.
B.
C.
A.
B.
C.
The audience view (past experiences as students) will always interfere how we see, and how we perceive teaching. However, the audience view is very problematic and is unreliable
The audience view is the system 1 in learning about teaching. It always creates a cognitive illusion about teaching.
Thinking Slow on Teaching (reflective practitioners,
lifelong learners about teaching)
Thinking about your thinkingabout teaching
Conceptual change is hard; it takes a long time.
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