Great Teaching and Finding Problems

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Great Teaching and Finding Problems

First, thanks to all who have started to follow my blog.  I will try to mine important sources that are helpful and might be outside your radar screen.  If you find these posts useful, please pass along the blog link to members of your PLC, PLN, Critical Friends Group, or department.  Hopefully some of the topics are ones you can share in your collaborations.

If I had to pick a single idea that I would like students to leave school having learned, it is this: find problems you care about and you will always live your passion.  Today in my class with our Upper School ASB leadership team we will talk about problems and dissonance.  Rather than re-writing the argument, here is a section from Step 4 of The Falconer:

Problems are caused by dissonance.  Dissonance can be defined as a lack of harmony or agreement.  A musical chord is dissonant if one of the notes is not in harmony with the others.  It sounds wrong to our ears.  We want or expect to hear something sweet and harmonious; if we hear a note out of harmony, we hear dissonance.  We have a problem with the way the chord sounds, not because the sound is inherently bad or wrong, but because it does not sound the way we wanted or expected it to sound.

This then is the root of problems: the difference between the way something is and the way we want or expect it to be.  Real learning, whether in the classroom or the real world, occurs when an individual takes a personal stake in solving a problem that is meaningful to him or her.  The person finds a visceral, tangible difference between the world as they expect or want it to be and the world as it is. They will wrestle and prod and provoke the problem, using all of their tools and resources, until they either resolve the conflict to a point of satisfaction or just give up.  Dissonance immediately leads to questioning: we ask “why,” “why not,” and “what if” until answers of satisfactory magnitude are found that either eliminate the dissonance or decrease it to a level of acceptability.

Great teachers all do one thing well: they create dissonance in the minds of their students and guide them in the resolution of that dissonance. This is not always an easy path, particularly for young people.  There may be anxiety, timidity, or tears when the student finds out that the world is not as simple or sugarcoated as Mommy and Daddy, Grandma and the babysitter, big sister and the storyteller had led him to believe. But the process results in real learning, a growing ability to face and overcome complex obstacles for which there may be no canned answer or pretty roadmap.

In all cases dissonance, the recognition that “I” have a problem, leads first to questioning and then to growth of knowledge or experience.  The individual is directly, in some cases, passionately involved, self-interested in the outcome, in finding answers and more questions and more answers until the dissonance is reduced to an acceptable level.  This is the true process of learning.  It can be tumultuous, exciting, uplifting, rocky, enlightening, or all of them at once.

There are a number of follow-on steps in my problem-solving model, but if we don’t find the dissonance, the rest will lead us astray. The problem-solving path is one of strategy; The Art of War is filled with advice on how to tackle a problem.  But Sun Tzu never really addresses how you find your enemy in the first place; he assumes that you know your enemy.  If our enemy is a problem, that needs to be sorted out first.

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By | 2012-04-26T16:35:31+00:00 April 26th, 2012|21C Skills, Innovation in Education|3 Comments

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  1. Thomas kyte July 6, 2012 at 5:44 am - Reply

    Great idea, but how do we practicalize it professor?

    • glichtman July 6, 2012 at 2:02 pm - Reply

      Not sure if “practicalize” is a word, but creating a classroom where finding problems is core to the teaching is what many great teachers do every day.

  2. Drew Perkins (@dperkinsmsu90) November 9, 2012 at 8:05 pm - Reply

    Really interesting approach and while I’ve heard similar thoughts I came across this while researching the student engagement piece of instructional design. I’m definitely going to share, thanks.

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