Four Recursive Practices for Teaching and Learning
Here was one of my favorites:
Simply narrating isn’t enough to instill students with the sense that what they think and how they think will affect them for the rest of their lives. They must curate their learning, organize their thoughts, and arrange it in ways that make sense to them. I imagine it is very much like John Cusack’s character “Rob” in the movie High Fidelity, in which after experiencing a particularly painful breakup, he completely re-arranges his massive vinyl collection according to biographical significance. The order in which he places his albums tells the story of his many loves and breakups over the years, and while we don’t necessarily need to get students to be constantly re-examining their love lives, we do need to instill in them a love for self examination and reflection.
Portfolios of student work, assembling “best of” folders of writing for conferences, and reading previous work in an effort to re-asses its value in the face of new understanding means that narration and previous experiences are revisited, and sorted in a way that makes the learning process easy to follow. Again, technology doesn’t have to be used in order to do this. Technology helps with typical blogging platforms automatically curating archives, categories, and tags in a way that makes it easier to sift through one’s previous experiences, but any way in which we can encourage students and teachers to curate their own lives will help bring a better sense of accomplishment and achievement after accomplishing new tasks.