Monday, November 24, 2008

Marratech video conferencing on A Whole New Mind

In the book, A Whole New Mind, the author Daniel H. Pink expressed several ideas that are pertinent to educators in the 21st century. The knowledge of the brain has evolved through medical technological advances. Although both sides of the brain work together, each side specializes in its own function. The left-brain specializes in text, while the right brain specializes in context. According to Daniel Pink, there is a shift in which we are moving from a logical and linear society of the Information Age to an inventive and empathic society of the Conceptual Age. Right brain qualities of inventiveness, empathy, joyfulness, and meaning are the necessary skills for the 21st century. This change has come about because of the social and economic forces; Abundance, Asia, and Automation. Abundance is described as consumer able goods being so plentiful that designer goods have become the wave, thus fostering the right brain function of inventiveness. Asia is stated as change due to the outsourcing of jobs overseas because of cost effective business policies. Automation is described as the fact that machines are able to efficiently take over many jobs, thereby demonstrating a lessening of the linear, detail-oriented left brain jobs.

With right brain dominance, Pink describes the Six Senses that are necessary components to nurture the 21st century student. Design, Story, Symphony, Empathy, Play, and Meaning.

On Sunday morning at 9:00 am on November 16, six graduate students from different branches of CW Post, LI University held a Marretch videoconference. The focus of the discussion on the book, A Whole New Mind, by Daniel H. Pink was on the assessment and the implications of his ideas on 21st Century students and the developing learning organizations for the future. Several significant points were discussed enabling each of us to identify present day issues and possible solutions. Interestingly, five graduate students were middle school special education teachers, and one ELA teacher, all in different school districts on Long Island, NY. One major point that was discussed was that we are in the process of learning about a whole new mind yet our students are living in the experience of a whole new mind. Today, children as young as 2 years old are able to manipulate DVD players, CD players, computers and iPods. Much discussion was on the importance of design within the school environment. CHAD, the Charter High School for Architecture and Design was an example of a successful curriculum design-centered school. This resulted in a significant change for otherwise failing students. One teacher spoke about the difference within her classroom when the desks were changed to long black tables. Design and project-based assignments that are connected to meaning are motivating factors. The concept of story was discussed in relation to having students create mini sagas as a means to seek a deeper understanding of themselves and add interest and meaning. Play, laughter and symphony were also discussed and each of us spoke about our intentions to implement one of the six components in our classroom.

The introduction of Smart Boards revolutionized one school, as it engaged students and allowed for creativity and innovation with lesson plans. Teachers were interested; they changed the way they taught. It is difficult to balance the school environment with “No Child Left Behind” laws with the ongoing tests and incorporating new ways of learning.

An interesting issue addressed was the lack of cooperative, collaborative teaching with special education and regular education teachers. It has been a recurrent theme that the regular teachers perceive the special education teachers as subordinate in the classroom thus creating a quiet hierarchy. Although this is a common issue in many school districts it does not get addressed. We have social and emotional programs in place for our students, yet we, as professionals have not implemented these concepts within our own staff. Many of our special education students are right-brain dominant and flourish with computer work. Although there are many issues to address within a classroom, students with special needs, support staff and special education teachers are still part of the educational process. Teachers need to work together, effectively to help all students.