Building a Teaching System - 2: Teaching in Fractal PatternsSome see teaching as "constructive chaos" in which varied activities contain an underlying purpose that not all students (or peer reviewers) easily see as associated with our learning objectives. Yet, once directed to look beyond limited personal experience (and perhaps our superficial "common sense"), it is possible to see "order in chaos" clearly and wonder why it wasn't seen earlier. About ten years ago, the concept of fractals and implications of "chaos theory" reached the layperson via several popular books. Through them we learned to see order in natural objects such as clouds, trees or coastlines, which we formerly had considered as "irregular," "random" or as having no order. An example might be a winter view of a tree with its outline of leafless branches. At first it looks complex and devoid of order, but we also can see it as built of a variant of the letter "Y" connected repeatedly at different scales. Whether we view the entire tree, a branch, or the veins in a single leaf, the pattern is of the same kind no matter what scale we view it at. We recognize order in such shapes, and we now call such arrangements "fractal."
Granted, a trunk is a trunk, a big branch is a big branch, a twig is just that?all these entities are different, but within all is also a common shape'so consistent that it can be described by a number?a number mathematicians call the "fractal dimension" of the assemblage. In a teaching system, we may consider it good practice to possess an analogous order, like the assemblage of "Y" patterns into a tree. The basic "shape" disclosed in our teaching philosophy is what we build upon. Instead of physical objects, our basic pattern is developed out of our core values, concepts about learning, and priorities. If we have a true teaching system, our "shape" can be found consistently whether viewed on the global level of the semester (as displayed in our course syllabus), on the level of an individual class session with students, or even in a single ten-minute exercise performed during class. Mathematicians took many centuries before
they perceived the simple, elegant concept of the fractal pattern. Likewise,
the order within our constructive chaos is not intuitively perceived by
our students. We need to disclose our pattern of core values, concepts
of learning, and priorities in our syllabus. That takes both knowledge
of the discipline and considerable personal reflection on how we think
the most students can best acquire the intended levels of knowledge. Thereafter
we have to practice our stated philosophy at every scale of teaching practice.
That is difficult because it is easy to forget what it is we really set
forth to do amidst innumerable pressures and distractions. Looking at our
core values in our philosophies before we construct each class exercise
and every lesson plan helps us maintain our core patterns through stress
and distraction. Again, a lecture is a lecture, problem-based learning
is problem-based learning, collaborative learning is collaborative learning,
etc."
pedagogical tools are different. We know to use a variety of tools as a
means to reach more students, but within each we choose, our students should
always be able to perceive a common order?the basic "pattern" found in
our teaching philosophy and enacted in practice.
Don't Forget !! INSPIRATIONAL THINKING I: EINSTEIN and EDUCATION On Friday, February 12, we will host educator and performance artist Len Barron. Len will perform one of his Einstein pieces and lead a discussion around a chapter of his book on Einstein and education. We will provide an advance copy of the chapter to all who register. INSPIRATIONAL THINKING II: RANDOM THOUGHTS for PROFS On Friday, February 19, we'll host Louis Schmier from Valdosta State University in Georgia. Louis is a transplanted New Yorker and history professor. In his own words "When anyone asks me what I teach, my answer is unhesitatingly `a student.' They think I am kidding, but I am serious." He is perhaps best-known for his inspirational "Random Thoughts" volumes: Random Thoughts I, the Humanity of Teaching and Random Thoughts II Teaching from the Heart. To register for either or both events please phone 303 556-4915 or e-mail enuhfer@carbon.cudenver.edu. Be sure to respond so you'll have both a name tag and food! Both events are held in the Beethoven Room of Executive Tower Inn just east of Auraria on 14th St. CINS Reminder of Laptop Computer Checkout Rules 1. Users must submit a signed Interdepartmental Invoice (IN) complete with account information and made out to CINS at the time that the laptop computer is picked up. This IN will be used to pay for any costs associated with the use of the laptop (missing components, damage to the laptop or to any of the components, late fees). The blank IN will be returned to the user if the laptop and all components are returned on time and in good condition. 2. Laptop computers may only be checked out for one week and only by UCD faculty & honoraria. 3. Laptop computers are checked out to faculty "as is" without any special cabling such as that required in the Plaza building to use the overhead projectors or other audio-visual aids. Users should obtain all such cables and accessories from the Media Center. 4. If the laptop computer is not returned by the prescribed returned date, users will be charged for each day that the computer is late ($10 per day) unless special arrangements have been made and approved. 5. Users are responsible for returning the laptop computers and components in good condition. Users are responsible for any damage to the computer or any of the components and for lost or stolen computers and components. 6. Users need to unload any third party software that they load onto the laptop. Special software left on the computers has to be unloaded by CINS personnel and sometimes requires a total rebuild of the laptop computer system. This is an expensive and time-consuming process. CU-FOUNDATION REMINDER A few faculty are not clear of the role of the CU Foundation Office. Hopefully this will help. The CU Foundation was established to raise and manage private gifts to CU. Priorities for fund-raising are made by the officers of CU, not by the Foundation office. Many gifts are directed by a donor to a specific department, scholarship fund, or program. The Foundation doesn't give grants; it is a grant-seeking rather than a grant-giving office, and assists the campus in securing donations and gifts from individuals, external foundations, and the private sector. Call them at 556-4301 if you have further questions. |
