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It’s a known fact that not everybody learns the exact same
way. Everybody’s life experiences are also different. Why should education only
be taught one way? It shouldn’t.
There are so many ways to teach a lesson within a subject.
Teaching a lesson or subject utilizing a variety of modes will reach the
greatest number of minds. Though, I feel it is important to note that not
everybody will respond positively to every mode thus lies the very reason to
use a variety!
The cognitive tools of creative thinking we’ve studied
during the course of the semester build upon each other and each reflects having
foundational knowledge. Nearly every
example given within Sparks of Genius is an example of a person looking at a
situation through their lens of prior education and experiences. Rarely is one
simply drawing upon a singular, one-dimensional sliver of education they are
currently studying to solve a problem. Even thinking about learning something
as basic as the alphabet, children learn to associate the letter ‘A’ with apple
and ‘B’ with boy. I find it difficult to be able to discern whether learning
something this basic could even be done without having some type of associated
knowledge to relate it to.
As an individual hopeful of a career in academia, I have
realized there are many ways to view teaching a particular lesson or subject.
There’s something more to education than having students read a book, complete
a worksheet then take a test. It’s a matter of simply knowing versus
understanding. Do worksheets aid in knowing or understanding? I feel the
presentation of material and the interaction between the students and the
material is where understanding takes place. Breaking down material into using
these cognitive tools will aid the students to be better prepared to handle a
side variety of situations as professionals because they will, hopefully, be
better equipped to see an object, situation or otherwise from multiple
perspectives and therefore be able to add some sort of value to it.
Using perception is to take in information from all senses
to make sense of an object or situation. In my line of work this is imperative.
They must know what it is to observe with sight, sound, smell, touch and lastly
taste, though I’ll admit, this sense is the least likely to be used directly.
Though, if they are taught to be mindful utilizing the sense of taste, this mindfulness
may carry over to other aspects of their perception of situations. This is type
of ability is incredibly useful during the initial evaluative process. What is
the patient/athlete saying? How do they look? How does their injury look? How
does it feel? Is there a smell associated with the athlete? (Hygiene comes into
play here!) An idea to enhance this perception and mindfulness is to take a
piece of fruit and with their eyes closed try to discern what it is. Is it soft
or firm? Round? What does it smell like? To fully appreciate what they perceive
they must have the knowledge to know how to put these pieces of information
together, hence trans-disciplinary studies.
Patterning transcends subject matter! There’s always a
method to the madness. The key is to find it. Figuring it out will lend itself
to an anticipated outcome, something to be ready for. What about re-patterning?
I think the hallmark sign to be able to re-pattern is to fully understand and
appreciate the pattern that is discovered. If one does not understand the rhyme
or reason then re-patterning cannot take place. I believe this could be a true
test for understanding of a subject matter. Is the pattern of rehabilitation or
a smaller pattern within it, able to be re-patterned? I suppose my students
will have to let me know :)
Abstracting is a skill useful to pick out what is essential
in a situation. Building off this key point is what allows for subject matter
to develop. A good activity for students may be to give them the elemental idea
of my subject matter then have them build off it, using what they have learned
within my class and others. It may be easy for some and not so easy for others.
However, getting them to think this way will help them to break down ideas and
situations so they are able to build their own.
Embodied thinking requires putting one’s self wholly into
something. Often times, I’ve found myself feeling with my arms and hands wanting to tape an ankle or a thumb. My
limbs actually want to go through the motions of the tape application. The
sensations do not leave until they have been satisfied. I want my students to
know this material so well they can actually feel what needs to be done. They
should also be able to put themselves in the position of the patient/athlete or
the athlete’s coach or parent. Being able to see themselves from another’s
perspective will help them be a better clinician. An activity involving
kinesthetic thinking could be helping them prepare for testing. Can they
imagine and act out tape jobs or special tests? If they can do these they are
likely to be able to perform them well.
Modeling is something students in this particular subject will
utilize quite often. It’s extremely effective in teaching anatomy or concepts
of injury or rehabilitation. As I discussed in module 6’s assignment, modeling
is easily extended to the depths of human anatomy and is an excellent tool used
to teach the subject. Modeling also utilizes other cognitive tools such as
abstraction and because this is so, makes it all the more useful.
Playing allows for freedom to divulge in the material in a
non-threatening way. There is no right or wrong answer. This play allows for
exploration of knowledge through pure curiosity. Though for this to take place,
there must be knowledge present to play with.
There can only be curiosity if there is some knowledge. I feel this is an
important part of learning. Students should be able to take known information,
question and explore it and possibly answer some of their own questions
regarding it or even come up with more inquiries regarding concepts and ideas.
I feel play is where new ideas are birthed and questions answered.
Synthesizing-- combining skills and experiences across
multiple disciplines. It’s combining perception with embodied thinking or
playing and patterning. Bringing these
cognitive ideas together in dance, science, music, art, history. This is
synthesizing. Would a physician make a good poet? Potentially, if he is a good
physician. A good physician is one who is able to see the patient as a whole
and observe them using their whole self. They should be able to feel the
patient emotionally with the depths of themselves. If they are able to do this,
they are able to feel and may pull upon this skill to reflect thoughts and
emotions with their words, on paper.
I believe if an individual is able to synthesize information
across multiple subjects utilizing these cognitive tools, they are setting
themselves up to be innovators; problem-solvers who come up with creative
solutions to the world’s dilemmas.
After having gone through this class, my new and improved
definition of creativity is this: Taking information from multiple disciplines
and coming up with a solution to a problem or situation and adding something
valuable to it. The key to this statement is trans-disciplinary knowledge.
Individuals must have a firm knowledge base in multiple subjects and be able to
utilize several cognitive tools to develop answers to their own or another's
question.
Elevator Speech
Creative minds utilize information across all genres of
subject matter. In order to efficiently process a situation and come up with
valuable insights or solutions, an individual must be able to draw upon a solid
base of knowledge and use several cognitive tools to analyze the situation at
hand. Trans-disciplinary education is therefore necessary to build this foundational
knowledge for one must be able to make concrete connections spanning these
disciplines in order to satisfy the world’s curiosities.
Twitter Post
The worlds smartest think with their mind and body. Experiences
travel throughout all senses to cultivate an essential way of thinking.
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