Comments on: The Steep “Unlearning Curve” http://weblogg-ed.com/2007/the-steep-unlearning-curve/ The Read/Write Web in the Classroom Fri, 05 Sep 2008 23:25:24 +0000 http://wordpress.org/?v=2.5 By: Steve Gater http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-14268 Steve Gater Wed, 07 Mar 2007 22:00:28 +0000 http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-14268 I've just spent two days with headteachers of secondary schools in England who are trying to get their thinking around how to transform learning in their new schools and these comments reinforce the belief that this has to start with reframing the mindset within the extended school community. That's risky - and of course learning is a risky business. I'd like to offer that as an additional point; teachers / educators / parents need to unlearn the notion that we can make learning a risk-free enterprise - how does an infant learn to walk without taking risks? Remember Rousseau's Emile, it's the degree of risk that is important. What teachers like me need to understand, then work with, is the fact that the locus of control has shifted to the learner, so the pedagogue can not longer control the level of risk, but rather influence the decision of the learner as they assess that risk. I’ve just spent two days with headteachers of secondary schools in England who are trying to get their thinking around how to transform learning in their new schools and these comments reinforce the belief that this has to start with reframing the mindset within the extended school community. That’s risky - and of course learning is a risky business. I’d like to offer that as an additional point;
teachers / educators / parents need to unlearn the notion that we can make learning a risk-free enterprise - how does an infant learn to walk without taking risks? Remember Rousseau’s Emile, it’s the degree of risk that is important. What teachers like me need to understand, then work with, is the fact that the locus of control has shifted to the learner, so the pedagogue can not longer control the level of risk, but rather influence the decision of the learner as they assess that risk.

]]> By: Rachel Reed http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13734 Rachel Reed Mon, 26 Feb 2007 08:36:28 +0000 http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13734 What you say is exactly why I will be home educating my son. I want him to grow and learn at his own pace, using the community around him, not within the confines of the four walls of a school and a bland curriculum decided by the government of the day. What you say is exactly why I will be home educating my son.

I want him to grow and learn at his own pace, using the community around him, not within the confines of the four walls of a school and a bland curriculum decided by the government of the day.

]]> By: Carlotta http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13667 Carlotta Sun, 25 Feb 2007 14:20:43 +0000 http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13667 As a home educator, determined upon this course of action as a result of a preference for the theories of knowledge which seem most able to withstand serious criticism ie: that the mind is not an empty bucket into which knowledge may be poured, but must be actively engaged for rational criticism and creativity to occur, I would heartily agree with WR's attack upon certain learning memes, particularly those which underpin the classroom ethic. (I might though, have described the process of "unlearning" rather as "subjecting entrenched memes to criticism", in order to avoid some possible confusion over the term "unlearning".) One of the key features of active engagement in learning is a personalised environment. Home educators have been providing this sort of environment for their children for years, and most of them will tell you that it is unquestionably even easier with access to the web. Schools, to us, look like outdated instituations which cannot really manage the personalised learning that they so frequently at least nominally espouse.Joe Nott, for example, is ever hopeful that great teachers in schools can do this and that to manage personalised learning. Most HEors, many of whom have children with unusual educational needs, will wearily shake their heads at such wishful thinking, and then just get on with it, without any regretful backward glances. As a home educator, determined upon this course of action as a result of a preference for the theories of knowledge which seem most able to withstand serious criticism ie: that the mind is not an empty bucket into which knowledge may be poured, but must be actively engaged for rational criticism and creativity to occur, I would heartily agree with WR’s attack upon certain learning memes, particularly those which underpin the classroom ethic.

(I might though, have described the process of “unlearning” rather as “subjecting entrenched memes to criticism”, in order to avoid some possible confusion over the term “unlearning”.)

One of the key features of active engagement in learning is a personalised environment. Home educators have been providing this sort of environment for their children for years, and most of them will tell you that it is unquestionably even easier with access to the web.

Schools, to us, look like outdated instituations which cannot really manage the personalised learning that they so frequently at least nominally espouse.Joe Nott, for example, is ever hopeful that great teachers in schools can do this and that to manage personalised learning. Most HEors, many of whom have children with unusual educational needs, will wearily shake their heads at such wishful thinking, and then just get on with it, without any regretful backward glances.

]]> By: Cameron Consulting - Jackie Cameron - Coaching and Personal Development, Scotland » Continually learning http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13454 Cameron Consulting - Jackie Cameron - Coaching and Personal Development, Scotland » Continually learning Tue, 20 Feb 2007 23:06:15 +0000 http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13454 [...] I met with the group of students I am working with at Napier University here in Edinburgh yesterday. I support them as they produce reflective learning records and plans for further learning. Then today I read ” The Steep Unlearning Curve” http://weblogg-ed.com/2007/the-steep-unlearning-curve/ by Will Richardson. [...] […] I met with the group of students I am working with at Napier University here in Edinburgh yesterday. I support them as they produce reflective learning records and plans for further learning. Then today I read ” The Steep Unlearning Curve” http://weblogg-ed.com/2007/the-steep-unlearning-curve/ by Will Richardson. […]

]]> By: Jackie http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13436 Jackie Tue, 20 Feb 2007 15:22:31 +0000 http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13436 I am not a teacher but I really liked the message of the Unlearning Curve. In particular I liked "We need to unlearn the idea that learning itself is an event. In this day and age, it is a continual process." I work with university students who, as part of their course, are required to maintain reflective learning records and to plan for future development. To start with most of the learning "claims" come from University based situations but with a bit of encouragement they start to reflect on learning in different contexts and situations.... and this can be very powerful. I am not a teacher but I really liked the message of the Unlearning Curve. In particular I liked

“We need to unlearn the idea that learning itself is an event. In this day and age, it is a continual process.”

I work with university students who, as part of their course, are required to maintain reflective learning records and to plan for future development. To start with most of the learning “claims” come from University based situations but with a bit of encouragement they start to reflect on learning in different contexts and situations…. and this can be very powerful.

]]> By: A Steep Learning Curve « Library Focus http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13337 A Steep Learning Curve « Library Focus Sun, 18 Feb 2007 23:45:22 +0000 http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13337 [...] A Steep Learning Curve Filed under: Uncategorized — Sharon @ 11:45 pm  One of the gurus of is Will Richardson. He is the author of Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, and posts often to his blog, weblogg-ed, at http://weblogg-ed.comPlease read what Will has to say. “One of the most challenging pieces of figuring out how to move education forward in a systemic way is “unlearning curve” that we teachers and educators have to go through to even see the possibilities that lay before us…. http://weblogg-ed.com/2007/the-steep-unlearning-curve/ [...] […] A Steep Learning Curve Filed under: Uncategorized — Sharon @ 11:45 pm  One of the gurus of is Will Richardson. He is the author of Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, and posts often to his blog, weblogg-ed, at http://weblogg-ed.comPlease read what Will has to say. “One of the most challenging pieces of figuring out how to move education forward in a systemic way is “unlearning curve” that we teachers and educators have to go through to even see the possibilities that lay before us…. http://weblogg-ed.com/2007/the-steep-unlearning-curve/ […]

]]> By: The 25th Hour » And the times they are a changing…. http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13320 The 25th Hour » And the times they are a changing…. Sun, 18 Feb 2007 19:58:20 +0000 http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13320 [...] Before one can just change, it is important to understand and to see that what has been done in the past classroom may not work. “Unlearning” may be key. [...] […] Before one can just change, it is important to understand and to see that what has been done in the past classroom may not work. “Unlearning” may be key. […]

]]> By: Joe Nutt http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13174 Joe Nutt Fri, 16 Feb 2007 11:26:00 +0000 http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13174 The philological confusion over how this little word "learn" is used, has probably contributed more to the unsuccessful educational experience of so many children today, than any other single issue. (I read the UNICEF report in full this week, so I have no qualms about accepting that uncomfortable reality.) In fact there’s a wonderful irony about this, because it’s precisely a lack of knowledge (learning) about the philology, that has allowed many educational voices to abuse the word. The word’s origins are in Old and Middle English and are closely linked the German "lehren," which means… to teach. In a utilitarian culture, all the word "learning" seems to indicate today are stages in a process of knowledge accumulation. In a civilised culture, it has always carried far greater significance, relating it to wisdom, experience and (what a surprise) …respect. Speaking for myself, I have no wish to unlearn anything. It cost me, and those great teachers who taught me, too much to gain it in the first place! (We need to unlearn the idea that we are the sole content experts in the classroom, because we can now connect our kids to people who know far more than we do about the material we’re teaching.) One of the attributes of a great teacher has always been that they introduce their pupils to the great minds of the past and present. I’m all for technology fuelling that one. (We need to unlearn the premise that we know more than our kids, because in many cases, they can now be our teachers as well.) All great teachers have always learned from their pupils and encouraged their pupils to learn from each other. However, this implies something a little bit more than a child teaching a teacher the crude functionality of a given piece of hardware, or software. (We need to unlearn the idea that learning itself is an event. In this day and age, it is a continual process.) Every great teacher not only understands this, they build it into the very structure of their teaching. (We need to unlearn the strategy that collaborative work inside the classroom is enough and understand that cooperating with students from around the globe can teach relevant and powerful negotiation and team-building skills.) Engaging with different cultures in whatever way was practical, possible and achievable is something all great teachers have always done. (We need to unlearn the idea that every student needs to learn the same content when really what they need to learn is how to self-direct their own learning.) Gaining a grasp of the differing needs, motivations and incentives that control your pupils is something any great teacher appreciates and does. (We need to unlearn the notion that our students don’t need to see and understand how we ourselves learn.) Any great teacher models learning for their pupils. (We need to unlearn our fear of putting ourselves and our students “out there” for we’ve proven we can do it in safe, relevant and effective ways.) That depends if you ever had that fear in the first place. I developed a rule of thumb working with secondary schools on anything innovative or involving change. Find out which department takes the children out of school on trips, and start with them, because they are already the fearless ones. (We need to unlearn the practice that teaches all students at the same pace. Is it any wonder why so many of our students love to play online games where they move forward at their own pace?) Any even half competent teacher gets this one! (We need to unlearn the idea that we can teach our students to be literate in this world by continually blocking and filtering access to the sites and experiences they need our help to navigate.) This, in some ways, goes right to the heart of all of this. Navigation isn’t much use if you don’t know where you are going, and they need our help to show them where they MIGHT go. That is a radically different thing from showing them were you want them to go, which is the sad reality for very many children caught up in a system redolent with politics masquerading as learning. (We need to unlearn the premise that real change can happen just by rethinking what happens inside the school walls and understand that education is now a community undertaking on many different levels.) A good school is a genuine community, not the vapid construct of current social engineers, and always has been. A truly great school, is a unique community, and its pupils and teachers know and value that for their entire lives. The philological confusion over how this little word “learn” is used, has probably contributed more to the unsuccessful educational experience of so many children today, than any other single issue. (I read the UNICEF report in full this week, so I have no qualms about accepting that uncomfortable reality.) In fact there’s a wonderful irony about this, because it’s precisely a lack of knowledge (learning) about the philology, that has allowed many educational voices to abuse the word. The word’s origins are in Old and Middle English and are closely linked the German “lehren,” which means… to teach. In a utilitarian culture, all the word “learning” seems to indicate today are stages in a process of knowledge accumulation. In a civilised culture, it has always carried far greater significance, relating it to wisdom, experience and (what a surprise) …respect. Speaking for myself, I have no wish to unlearn anything. It cost me, and those great teachers who taught me, too much to gain it in the first place!
(We need to unlearn the idea that we are the sole content experts in the classroom, because we can now connect our kids to people who know far more than we do about the material we’re teaching.)
One of the attributes of a great teacher has always been that they introduce their pupils to the great minds of the past and present. I’m all for technology fuelling that one.
(We need to unlearn the premise that we know more than our kids, because in many cases, they can now be our teachers as well.)
All great teachers have always learned from their pupils and encouraged their pupils to learn from each other. However, this implies something a little bit more than a child teaching a teacher the crude functionality of a given piece of hardware, or software.
(We need to unlearn the idea that learning itself is an event. In this day and age, it is a continual process.)
Every great teacher not only understands this, they build it into the very structure of their teaching.
(We need to unlearn the strategy that collaborative work inside the classroom is enough and understand that cooperating with students from around the globe can teach relevant and powerful negotiation and team-building skills.)
Engaging with different cultures in whatever way was practical, possible and achievable is something all great teachers have always done.
(We need to unlearn the idea that every student needs to learn the same content when really what they need to learn is how to self-direct their own learning.)
Gaining a grasp of the differing needs, motivations and incentives that control your pupils is something any great teacher appreciates and does.
(We need to unlearn the notion that our students don’t need to see and understand how we ourselves learn.)
Any great teacher models learning for their pupils.
(We need to unlearn our fear of putting ourselves and our students “out there” for we’ve proven we can do it in safe, relevant and effective ways.)
That depends if you ever had that fear in the first place. I developed a rule of thumb working with secondary schools on anything innovative or involving change. Find out which department takes the children out of school on trips, and start with them, because they are already the fearless ones.
(We need to unlearn the practice that teaches all students at the same pace. Is it any wonder why so many of our students love to play online games where they move forward at their own pace?)
Any even half competent teacher gets this one!
(We need to unlearn the idea that we can teach our students to be literate in this world by continually blocking and filtering access to the sites and experiences they need our help to navigate.)
This, in some ways, goes right to the heart of all of this. Navigation isn’t much use if you don’t know where you are going, and they need our help to show them where they MIGHT go. That is a radically different thing from showing them were you want them to go, which is the sad reality for very many children caught up in a system redolent with politics masquerading as learning.
(We need to unlearn the premise that real change can happen just by rethinking what happens inside the school walls and understand that education is now a community undertaking on many different levels.)
A good school is a genuine community, not the vapid construct of current social engineers, and always has been. A truly great school, is a unique community, and its pupils and teachers know and value that for their entire lives.

]]> By: Lauren http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13060 Lauren Wed, 14 Feb 2007 01:53:46 +0000 http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13060 I agree with you on so many levels Mr. Richardson. I think that the teacher as the "fountain of knowledge" is extremely outdated. It is so important to learn from our students, and those who we can connect with through technology in our classroom! This is an exciting time! I agree with you on so many levels Mr. Richardson. I think that the teacher as the “fountain of knowledge” is extremely outdated. It is so important to learn from our students, and those who we can connect with through technology in our classroom!

This is an exciting time!

]]> By: Jo Tutko http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13056 Jo Tutko Wed, 14 Feb 2007 00:47:38 +0000 http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13056 More than anything this piece is a reminder of a concept that you stress again and again, that we as teachers should never stop learning, no one should stop learning. Your fourth lesson is reinforcement for every item on the list and they do not only help educators and students, but it is possible that everyone can benefit from it. More than anything this piece is a reminder of a concept that you stress again and again, that we as teachers should never stop learning, no one should stop learning. Your fourth lesson is reinforcement for every item on the list and they do not only help educators and students, but it is possible that everyone can benefit from it.

]]> By: Bill Boehm http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13050 Bill Boehm Tue, 13 Feb 2007 21:52:29 +0000 http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13050 I think we have come full circle. The things we are discussing here we have discussed many years ago & I felt was really the direction of education 10-20 years ago. It seems that the direction of late is so preoccupied with test scores & measurable results. Those are important things but should not be the sole goal of education. I think we have been sidetracked from our real purpose as educators over the last decade especially. I'm glad to see that we are once again heading in the right direction. I think we have come full circle. The things we are discussing here we have discussed many years ago & I felt was really the direction of education 10-20 years ago. It seems that the direction of late is so preoccupied with test scores & measurable results. Those are important things but should not be the sole goal of education. I think we have been sidetracked from our real purpose as educators over the last decade especially. I’m glad to see that we are once again heading in the right direction.

]]> By: Nichole http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13042 Nichole Tue, 13 Feb 2007 17:36:17 +0000 http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13042 I would just like to say that I agree with everything you have said. While I can sympathize with those who are used to the "old" ways of teaching, as an up and coming English teacher, I can surely appreciate the "newer" ways. Things are always changing, and while it may be scary to think that there is another way of teaching, it is most definitely needed. "Unlearning" the idea that teachers are sole experts in a classroom, is probably one of the best points you make. We live in a technology based world, whether we would like to admit it or not. Many teachers, especially those who have been teaching for some time now, are not as up to date on computers and the internet and the many different ways that information is readily available. In these instances, the students may actually know more than the teacher. In no way am I saying that teachers should lose their authority in a classroom, but I do think that some teachers need to give their students more credit. As you said in the beginning of this post, we live in "a world where literally any place can be a classroom"- I couldn't agree with you more. I would just like to say that I agree with everything you have said. While I can sympathize with those who are used to the “old” ways of teaching, as an up and coming English teacher, I can surely appreciate the “newer” ways. Things are always changing, and while it may be scary to think that there is another way of teaching, it is most definitely needed. “Unlearning” the idea that teachers are sole experts in a classroom, is probably one of the best points you make. We live in a technology based world, whether we would like to admit it or not. Many teachers, especially those who have been teaching for some time now, are not as up to date on computers and the internet and the many different ways that information is readily available. In these instances, the students may actually know more than the teacher. In no way am I saying that teachers should lose their authority in a classroom, but I do think that some teachers need to give their students more credit.

As you said in the beginning of this post, we live in “a world where literally any place can be a classroom”- I couldn’t agree with you more.

]]> By: Terry Elliott http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13040 Terry Elliott Tue, 13 Feb 2007 14:33:15 +0000 http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13040 Might I add to this Ivan Illich's ultimate dictum? Unschool. Might I add to this Ivan Illich’s ultimate dictum? Unschool.

]]> By: Charity http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13036 Charity Tue, 13 Feb 2007 13:24:58 +0000 http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13036 Thank you, Mr. Richardson, for that insightful post on the "Unlearning Curve". You put down in print what I have been thinking about and want to emphasize to my students when I have my own classroom. I firmly believe that the students can be OUR teachers as well and that education is a community undertaking on different levels. We need to use and get everyone involved--parents, people in the community in jobs, the elderly, etc...and I especially like what Rosie Sherry added that we need to unlearn that school/college/university is the only option for learning. School is a minute part of students' lives and they learn far more outside the classroom so the need to help them self-direct their learning is critical. Again, thanks for the inspiration! Thank you, Mr. Richardson, for that insightful post on the “Unlearning Curve”. You put down in print what I have been thinking about and want to emphasize to my students when I have my own classroom. I firmly believe that the students can be OUR teachers as well and that education is a community undertaking on different levels. We need to use and get everyone involved–parents, people in the community in jobs, the elderly, etc…and I especially like what Rosie Sherry added that we need to unlearn that school/college/university is the only option for learning. School is a minute part of students’ lives and they learn far more outside the classroom so the need to help them self-direct their learning is critical. Again, thanks for the inspiration!

]]> By: Chris http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13016 Chris Tue, 13 Feb 2007 02:26:03 +0000 http://weblogg-ed.com/2007/the-steep-unlearning-curve/#comment-13016 Mr. Richardson, your words are inspirational to me and my peers, being future educators. From what I've read in your book and other books for Karen Stearns' Technology in the Classroom course, my eyes have been opened to so many different facets of education. You mention that parents can't assume they are smarter than their children anymore, I look at my father and his problems with our own computer. By using Internet technology like blogging and wikis, my own education has no limits now, and if students are taught use these faculties from a younger age, then the cohesiveness of the classroom will eventually reach an awesome pinnacle. Keep up the good work and inspiration! Also, for my class, I am the head of a wiki project and you and other 'gurus' of educational technology are the focus of our topic. If you are interested in reading what we have written, or care to edit or change anything, I greatly encourage to check it out! (http://web.cortland.edu/wiki/index.php?title=ENG307) Mr. Richardson, your words are inspirational to me and my peers, being future educators. From what I’ve read in your book and other books for Karen Stearns’ Technology in the Classroom course, my eyes have been opened to so many different facets of education. You mention that parents can’t assume they are smarter than their children anymore, I look at my father and his problems with our own computer. By using Internet technology like blogging and wikis, my own education has no limits now, and if students are taught use these faculties from a younger age, then the cohesiveness of the classroom will eventually reach an awesome pinnacle. Keep up the good work and inspiration! Also, for my class, I am the head of a wiki project and you and other ‘gurus’ of educational technology are the focus of our topic. If you are interested in reading what we have written, or care to edit or change anything, I greatly encourage to check it out! (http://web.cortland.edu/wiki/index.php?title=ENG307)

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