Walter & Group...
From Will Turek. I highlighted some passages in his text in italics :
Hi Gordy,
Just a quick note on the post from Deb regarding Joan's 'assimilation
time'. A little background and info for thought...
This is classic cognitive developmental theory. A Swiss theorist named
Piaget introduced the theory that the purpose of all behavior is to
understand the environment around us. We learn by interacting with our
environment and developing (constructing) schemes, i.e concepts and
constructs that are used repeatedly in response to the environment. We
interact with our environment through two unchanging processes known
as assimilation and accommodation. Assimilation occurs when we attempt
to "fit" new information into an existing scheme (knowledge that we
already have).
When new knowledge does not fit an existing scheme,
Accommodation occurs. Accommodation is the process of reworking or
changing existing schemes (to accommodate the new info) or creating
entirely new schemes to deal with the new information.
Joan is certainly right on track. Technically, however, a better
definition would be "Assimilation and Accommodation" time as they are
complimentary processes. New information is first checked against or
related to existing schemes (assimilation) and then learning occurs as
new schemes are developed to integrate the new information into
existing knowledge (accommodation).
What is most important about Joan's example is the frequency of visits
to the student, time factor is more important to the instructor's
management of the class (both for self-regulation and practical time
constraints). The frequency of the visits provides the student with
crucial feedback as they are testing their developing schemes
(hypothesis) on how a fly rod works. It also allows the instructor to
assess the students and make sure they are not constructing new
knowledge that includes misconceptions on how a fly rod works.
Regarding the 2 minutes... good advice because it forces the
instructor NOT to data dump on a student (self-regulation) and allows
the student to focus on learning one skill at a time. Allowing
students to master one skill at time builds self-efficacy and
increases intrinsic motivation for attempting more challenging tasks.
In a progressive and logically structured learning environment,
scaffolding (introducing tasks that can be successfully accomplished
with assistance of more competent individuals) allows students to
quickly develop the schemes necessary to understand more advanced
concepts that will follow during the course of instruction. Spending 2
minutes at a time also allows students more time for guided self-
discovery which results in more meaningful learning as they make
connections between existing and new info through adaption
(assimilation and accommodation).
Very sound instructional practices from Joan and something every
teacher should be cognizant of when developing their lesson plans.
Thanks for sharing Deb... and allowing me to elaborate on cognitive
developmental concepts in preparation for my upcoming psych exam next
week!
W
PS. Thanks for this post thread Gordy. Even after 11 years of
developing my own teaching methodologies and pedogogy I'm learning
tons from the other instructors' posts. Now, if only there was a way
to capture and make available the tremendous amount of instructional
knowledge and practices of the study group and organize it into a
'best practices' format with objectives, researched-based
instructional practices, examples of implementation (such as Deb's
example from Joan) and lessons plans in a format that could be easily
be accessed, archived, searched, and collaboratively added to by its
members.... then we'd have an extremely powerful learning and teaching
tool. That is not to downplay the importance of rehashing this info
again through recurring cycles of this thread, review of information
is important to gaining mastery knowledge of a subject.
Perhaps creating a 'formal' knowledge base is a project for the Board
of Governors of the FFF to tackle and make available through the
channels of the casting cert program. The dearth of information
regarding teaching, ostensibly the main goal of the cert program, from
the FFF has always amazed me. Especially when one considers the
plethora of resources available for formal educators that are easily
accessible via a variety of digital mediums. In light of the fact we
have plenty of excellent educators within the ranks of the FFF - as
evidenced by many in this study group and the members of the board
themselves - it's a shame we don't have a very efficient means of
collecting, storing and disseminating this knowledge. I know it's
beyond the scope of this group, but it's worth thinking about...
Will
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Will ...
Lots of advanced information on education in your message.
Jean Piaget, PhD. from Neuchatel, Switzerland wrote a well known educational treatise, GENETIC EPISTEMOLOGY (ISBN 978-00393005967)..... one of his many books and papers on this and related subjects. He is best known for his work describing the stages of educational development of children in terms of how they gather (assimilate) information and process it as they mature.
During the early years prior to the '60's, his ideas clashed with the behaviorist dominated teachings of most American Universities as well as the then popular nativism of Noam Chomsky, Jerry Fodor and others. This may have been the reason many of his works were not translated into English at the time. After 1960, his theories were studied and considered almost an epiphany.
I have used his concepts in teaching young doctors and surgeons for years.
You are correct in applying his information to the processes of adaptation, assimilation and accomodation used by adults as well as they learn flycasting.
This is one of the reasons I have repeatedly cited, along with SEEING, HEARING, AND FEELING as primary modes of learning fly casting, that of COGNITION or understanding.
Re. Your PS : We have planted a seed with members of the Board of Directors of the FFF leading, hopefully, to the establishment of an FFF CICP Wiki in which can be archived and organized years of information on the teaching of fly casting including the thousands of entries from our Study Group. The information will be updated as a "work in progress" and easily accessed by candidates.
We understand that this will have to fit within their list of priorities. I feel that this will not only provide needed educational advancement, but may help increase our membership by attracting young fly fishermen who are increasingly attracted to idea of gaining information via the Internet.
I don't have the skills to do this..... However, within our Group, we have those who do. I see you as one who can help.
Thanks for your timely input !
Gordy
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