salvēte, amīcī et sodālēs! Today’s post is the first in a series about the scary (but necessary) idea of Change … as it applies to the Tres Columnae Project, to teaching and learning more generally, and to the characters we come to know and love as part of the Tres Columnae Metastory. This is an interesting time to be involved with teaching and learning! Just in the past few days, as I worked on drafts of this post, I came across two seemingly random New York Times Online articles about huge (potential) changes in our conceptions of learning … and in our ideas about the structure and functions of schools:
- This article, after mentioning some research that challenges the ideas of learning styles and teaching styles, has some utterly counter-intuitive suggestions about study techniques that increase retention. I was especially fascinated by the idea of studying the same concept in different physical environments!
- This one describes the growing numbers of teacher-led schools, which are organized along the lines of a legal or medical practice rather than a hierarchical factory. I’ve done a bit of reading about these in the past, but their numbers are apparently growing … and in some areas where you wouldn’t necessarily expect them. The comments on the article are, if anything, more interesting than the article itself … especially the ones from veteran teachers who are excited and energized by the idea.
Of course there are all kinds of other new things afoot, too.
Tres Columnae Version Beta will be here soon, and it represents a significant improvement over the Version Alpha Wiki. It also required me to Let Go of some of the control I’d maintained over the site; I’m no longer the Primary Person for technical matters, which is a welcome development but also, of course, a bit scary.
In my face-to-face teaching world, I’m experimenting with a number of New Things besides, of course, Tres Columnae materials themselves. I’ve (gasp!) slightly reorganized the classroom – a bit step for a strongly kinesthetic learner like myself. I’ve (louder gasp!) re-thought when my students should be introduced to certain concepts – a big change for the former Mr. Predictable, who used to gaze with utter satisfaction at his beautifully organized file cabinet. And I’ve completely rethought – and significantly improved – lesson closure, especially in my Latin I classes. It’s a simple little system: near the beginning of the class, we look at the specific learning goals for the lesson, which I’ve taken to phrasing as questions in the form of “Can I … ?” So, at the end of class, I now ask, “Can we, in fact, … ?”
Scores on the first Latin I test are usually pretty good, but they were dramatically better than usual this time – and even my one completely-lost student seems to have found herself, or at least found her way closer to the path. (Plus, there’s only one completely lost Latin I student out of 62, and in a “typical” year there would probably be two or even three in each class at this point.) Change can be very, very good, but it’s still hard, even in a culture that claims, as most 21st-century Western cultures do, to embrace change as a good – or at least a necessary – thing.
Just imagine how scary the thought of change must have been for Romans, for whom (as I mentioned at the end of yesterday’s post) the very term rēs novae implied a violent political or military upheaval. And yet, of course, Romans did sometimes try new things; in many ways Roman culture was very progressive and open to change, especially when you compare it with some of its violently xenophobic neighbors. The Roman attitude toward change and newness obviously wasn’t monolithic, any more than the “21st-century Western culture” attitude toward change or even my own attitude toward change … or toward anything else, for that matter.
One important goal for the Tres Columnae Project will be to help our learners (and teachers) deal with the complexity of Roman attitudes and perspectives – to undermine the kind of stereotypic thinking that, all too often, we language teachers unwittingly encourage in our beginning students when talk about “the Romans” or “the Roman attitude” or “Roman” whatever, as if “Romans” were a monolithic group with a single attitude. If you’ve looked at the Framework for 21st-century Learning, you probably noticed that the idea of handling complexity appears over and over again, in strand after strand. So I hope the Tres Columnae materials will help our 21st-century learners come to terms with their own complex world as well as with the complex Roman world they’ll be studying with us.
quid respondētis, amīcī?
- How do you feel about Change … or should I say, about different Changes that are happening in your face-to-face world?
- What evidence of the changes in teaching and learning I’ve mentioned here have you seen? How are those affecting you – and how do you feel about the effects?
- How do you feel about the changing learners (and teachers!) you’ve encountered recently?
- What role for the Tres Columnae Project materials do you see in a complex, changing world?
Tune in next time, when (if all goes well) we’ll finally see that long-promised story in which several of our characters have to confront an uncomfortable change. I hope that “next time” will be tomorrow, but Wednesdays are often crazy days in my world, and I’m not sure I’ll be able to get the post completely drafted. We’ll have to go with the flow … and the complexity and the change!
intereā, grātiās maximās omnibus iam legentibus et respondentibus. Thanks again for sticking with us through all the complexity, change, and uncertainty of the past few weeks!