Divergent Thinkers

 

The scenario may be familiar to you.  Your child is working on his math homework but he has been stuck on the same problem forever.  What’s worse, the math problem is one that you know he knows how to do but he just can’t seem to come up with the answer.  And so he sits at his desk seemingly thinking about everything but math.    As frustrating as this is to you, I can guarantee your student is equally frustrated. 

The problem isn’t laziness and the problem isn’t lack of discipline.  The problem could very well be the way your learner’s brain is wired. 

 

While some students think convergently, which in our scenario is the ability to take all the small pieces of a math problem and funnel them down into one precise answer, our student mentioned above is probably a divergent thinker.  Instead of putting the small pieces together, he gets caught up in examining all the options of the pieces, and seeing how many small pieces the small pieces contain.  

If we were inside the head of a convergent thinker it might sound something like this:

 

4 X 3 = 12

 

While the same problem in the mind of a divergent thinker might sound something like this:

 

4 X 3 …   is the same as 3 X 4…  and probably the same as 3 X 2 X 2, which reminds me of two by two which reminds me of Noah’s ark which makes me wonder when it rained last or when it will rain next.  I wonder what the weather is doing right now.  

 

This process will continue until the student discovers  a cure for cancer or until he is called out for daydreaming.    Unfortunately, the latter is more likely, making the former more and more difficult.

But the truth is, these divergent thinkers could change the world.  That is if they are not constantly told that their strength is a weakness, and their talent will trip them up.

 

Ironically, after a learner graduates from a traditional school setting, it is likely that the powers that be will have extinguished any divergent thinking flame, simply because it’s more convenient… for the powers that be, that is.  But upon graduation, as the learner is pouring through want ads, looking for the perfect job, they will find that divergent thinkers are increasingly sought after in the real world.    Frustrating to say the least!

So, the question becomes how can we capitalize on divergent thinking skills and still teach math without ending up learning about the weather every time..  Simply change the types of questions you ask.  For instance, instead of asking what 3 X 4 equals, ask how many different ways can we arrive at the number 12.  Really, this works in any subject.  Just  ask open questions where there can be more than one answer. Then watch genius ensue.

 

But don’t be surprised if you take a few rabbit trails on your learning journey.  And don’t discount them.  The rabbit trails may not be what you are teaching at the moment, but they are where the most monumental discoveries can be made.

~~Melanie Walenciak

Why Flipped Classes are Getting So Much Attention

"Flipped" classes are all the rage in educational circles these days. It is a method I have used when teaching coop classes for years. Granted it did take the parents a little time and a lot of coaching to understand why my classes did not involve my lecturing. Instead when class time arrived, we were busy doing group projects, creating art, acting in plays, learning to dance, eating exotic foods, and playing in simulations. Much more fun.

Not that acquiring the knowledge isn't important. It is! But kids tend to do that so differently. Some love to read all about it. Others prefer videos or audio tapes. Some need to move around while they learn, others need complete quiet. Some zip through while others take just a little information at a time. It is quite the challenge to create the perfect learning environment for all kinds of students. A large class and a voiced lecture is just not going to cut it for so many kids. That is why I have always been sold on the idea of giving the student the chance to customize the information intake phase of learning. That, combined with what goes on in class later, is the essence of the flipped class. I am so excited that this model is an integral part of the eLemenT program.

From our web site:

 In the old style school model, class time is spent on content delivery: lecture or reading. We believe that class time is more valuable for experimentation, interaction and evaluation among students. The flipped class offers initial instruction via video, reading or online curriculum, which is completed by the student at his or her own pace, in the learning environment which best suits him or her. Class time is then freed to explore the knowledge learned, thus enabling students to discuss problems or questions with the teacher and creating a much higher retention rate. The eLemenT model is perfect for this innovation, and it allows us to take full advantage of the myriad of educational opportunities available online. While online instruction is available to all, the added structure and accountability make the eLemenT flipped model the best choice for using technology in education.

So what goes on when a flipped class meets? First, we have the chance to explore questions or problems that arise. In the traditional class, those questions end up directed to the parent--often NOT an expert in the field. With those answered, students are free to do the "homework" part in class. Even better than what you might think of as homework--our classes are a time to hold group discussions, do group research, perform experiments,and more. Simply stated, flipped class time is the best reinforcement of the ideas learned, with comprehension proven through interpersonal activities.

Let's give an example for you concrete learners. We are learning about the U.S. Bill of Rights. At home, the students are assigned the choice of a book to read , a video to watch or a research project. They attain the knowledge through any source, at their own pace. The class meets and discusses each point in summary, answering any questions along the way and seeking the opinions of the class. When we are all pretty clear on the ideas, we break into groups to create a fun project. Each group is to create a staged photograph depicting one of the basic rights. The project is totally student led, with no right or wrong projects. Creativity abounds, and learning is fun. Students are allowed to direct their own learning experience rather than take a quiz. Win.

Flipping can work for science, math (think group problem solving), literature, history and more. It is a proven idea that works. Funny how it seems new to some. Definitely not what the teacher colleges have been training for, but something that has made sense to me for years.

~Mrs. M