Big Idea

Two big ideas emerged as I read chapters 6 & 7. The first, the recognition of patterns is critical in the learning process. Without the skill one cannot fully engage in the learning process. Two, the ability to recognize patterns can be taught. That is to say, through deliberate and intentional means, individuals can be taught the skill.
Chapter 6, recognizing patterns was especially enlightening and extremely personal. Two holiday seasons ago our office held its annual Thanksgiving family dinner. As usual, we had a unit-wide challenge and I was asked to participate. The exercise was somewhat different from those in the past. The exercise were images compiled of optical illusions and the participants were required to look at patterns and figure out what images were hidden within the pattern. Despite staring at the pattern for hours, days and weeks, the image never materialized. As a matter of fact it took over a month of deliberate, intense practice and the help of a colleague that I was able to successfully see the image pop off the page.
I initially felt a sense of anxiety as I read chapter 6. As I read about recognizing patterns, somehow the feelings of frustration resurfaced that I experienced during that activity almost two years ago at the family dinner. My inability to look beyond the overt pattern and perceive the 3D images meant several things. According to the text(94), my inability to recognize general principles of perception meant I could not move on to the next activity, I could not fully participate. Although I was paralyzed, my colleagues had successfully moved on.
Professional Impact
As I reflect on my professional approach and the areas I can improve based on the readings, two pedagogical adjustments come to mind. First, I feel the need to make a list of all the transitional patterns that I have recognized. This list has two functions, the first is to inform and guide my practice. The second is to assist my freshmen students in recognizing the patterns. For instance, one of the more universal transitional patterns that have an impact on most students is effective time management. Most freshmen fall into academic despair because they have not experienced the type of independence that requires them to be self directed. In addition to time management, other patterns include infrequent exams. Unlike high school, students don’t take exams regularly. These inconspicuous patterns have been the demise of many freshmen.
Shift in Teaching
One of the more salient pieces I took from the reading was, “New patterns yield connections between things previously perceived as being related.” One of the first tools I need to incorporate in my pedagogical approach is the use of diverse musical genres as a means of helping my students learn new patterns. By using a myriad of musical genres, I am able to create new patterns while drawing correlations from patterns they are familiar. I recently read some literature that maintain classical music in particular, as means of improving learning, which stimulates left brain activity.
In addition, to creating a list for myself, my plans are to distribute this list to my freshmen students. The hope is that exposing the transitional patterns to them, it will have a positive influence on how they prepare and experience their initial year. Further, I plan to carve out a least a week or more to discuss the patterns. I believe this exercise would be empowering in that it could create a venue for input, feedback and reflection. With any luck, the exercise will create coping strategies to combat the challenges associated with the transition to college.