"Why am I doing this?" Skype discussion: Weds 26th Feb.

Yesterday morning, the group Skype call seemed to be populated with a good mix of different modules, everyone at their own stage of the process. It's always reassuring to feel the familiar glossary of terms associated with my current module, plus to look back on where I was, as well as feeling intirgued about what is yet to come in the third term.

We were encouraged to be specific in our vocal introductions which I was grateful for, as it added more context and colour to the conversation. I am beginning to get an idea of who is interested in what area and why. And yes, Ironically, this became the topic of the conversation. WHY? In fact, the word was mentioned so frequently it was even suggested we alter the term to 'questioning' instead!

Adesola began the topic by recalling an account of an instance where the question was raised by a group of colleagues. They asked themselves:

“WHY AM I DOING WHAT I'M DOING?”

In practice, it sounds so simple yet it's one of those imperitive notes of consideration which is so easy to veer from. The example communicated to us concerned a group of businessmen, who were encouraged to attend a dance class. Knowing the stereotypical presentation of an office worker, the chances are they wouldn't just blindly comply with such peculiar instruction. Natural human instinct would prompt them to ask why they might need to do so? Therefore- An informative explanation as to how it would be a beneficial team building event to promote fitness may increase willingness of the group and would at least provide them with some sense of purpose. 

The need would lead to awareness, which would lead to wonder, which would lead to purpose, which would lead to action and eventually a state of 'knowing'. I made a little flow chart of this as I was only just reflecting in action about my process of blogging. For example:

 

“PURPOSE: why you do something or why something exists”

Definition of purpose from the Cambridge Advanced Learner's Dictionary & Thesaurus © Cambridge University Press.

Of course if the learning process was that simple then I'm sure I'd be feeling far more secure about the process of the BAPP course! But in the advancement of technology, where an overwhelming amount of information is now accessable at our fingertips; It can make the learning process seem exponential. 

I have been reading quite a lot about student centred learning and how education has adapted over the years to suit the culture endured. Where once an authoritarian teacher may have just delivered a tick box syllabus, now learners are encouraged to direct their own processes with autonomy. Carl Rogers, an American psychologist contributed to the student centred learning. The notion that the process in which knowledge is discovered by oneself, he believed was the exact type of learning which was influential enough to adapt behaviour. (Kraft, 1994)

Once again, I can take from this a reminder that knowledge is grown out of the anxious experience of firstly NOT knowing. The recognition of realising I am in the dark could be prompted by a number of factors:

Applying this to my current stage of study, I will aim to keep exploring a broad range of literature which covers all perspectives. This can be achieved by not narrowing down my inquiry question so early on as this would limit my range of discovery. We discussed as a group how a narrow mind in research can lead to a loss of substance, of nuance around the original question, and subsequently the original intention of the endeavour.

I would like to share an image I came across on a Website which had a very interesting read. The author; Sarah Briggs lists the benefits of not knowing something- which compliments our topic of discussion. I have incliuded a link to the website below:

Figure 1: From 'The Power of I don't know' (Website below)

https://www.opencolleges.edu.au/informed/features/the-power-of-i-dont-know/

On a final note- As a student rep I also took part in a Student Voice discussion. We aimed to feed back on any concerns/suggestions from current students on the BAPP course as well as highlighting the positives we have experienced. The official meeting will be held this coming Tuesday 3^rd of March, so I'd love to hear any more thoughts! Please get in contact if you would like us to communicate anything to Adesola and Helen, and we can then raise any topics with the University committee.

More information will follow, but there was a general consensus that we wanted to create more of a community amongst those who are studying. As long distance learners, it can often feel quite isolating- especially when one is struggling with the course content. I know I often feel this way personally and wish I could speak to someone else for reassurance! Lorien has therefore kindly created a Facebook group for BAPP members so we'd love for people to join. It's quite a task to source who is part of the program at present,  so please do add me on Facebook! If you just search Sophie Coster you'll find me.

Equally, my email address is: sophie.coster@gmail.com.

Hopefully we can be the voice of anyone who wants to express a viewpoint, and fingers crossed from now on we can strengthen the community of support!

 

Bibliography

Briggs, S., Briggs, S. B. S., & Briggs, S. (2015, August 15). The Power of "I Don't Know". Retrieved from https://www.opencolleges.edu.au/informed/features/the-power-of-i-dont-know/

Kraft, R. G. (1994). Bike riding and the art of learning. In L. B. Barnes, C. Roland Christensen, & A. J. Hansen (Eds.), Teaching and the case method. Boston: Harvard Business School Press, Pg. 41

Purpose. (n.d.). Cambridge Dictionary. Retrieved from https://dictionary.cambridge.org/dictionary/english/purpose

Reflecting on the enormity of a Literature Review.

Upon re reading the module two handbook, I found myself taking a slightly different approach. Adesola's words “It's all about the process” have really resonated with me and much like the Module one study where much of it was reflecting on our practice/methods of learning, I decided to become the observer of my own actions. One could say I am 'reflecting on action' in order to improve my ability to reflect in action. A process theorised by Donald Schon (1983) which I believe is of prime importance in my continuous teaching development.

The first barrier between being able to conduct a literature review- was the fact that I didn't actually know what a Literature review was. (It would be a good place to start by finding out!)- This can be described as recognising what I DON'T know, meaning- I value the need to enlighten myself. I achieved the now known knowledge by typically using a search engine and asking some of my friends who are academics.
I then reflected on the type of literature I needed to research before I defined how I would go about this, demonstrating a step by step approach. I began by making the mind map I displayed in my previous post which helped to gather all my stray ideas into one document. I chose this method because I'd found it helpful in the previous module, and I know from previous study endeavours that getting things down on paper is beneficial to me.
With this general map, I read the Lit review section in the handbook which is a document I trust. I like how direct it is and how the targeted audience (students with practicing backgrounds) are spoken to with a suitable level of intellect. As the observer, I noticed my mind was picking up on some key points. For example, I know I have a tendency to ramble and get carried away. Hence my predisposed risk of mistakenly reading ALL of EVERYTHING searchable. 'Point noted'. Additionally I computed the difference between Key texts and general literature. 

At this point I will also mention that between the end of Module 1 and the commencement of Module 2, I was aware that we would have to do a literature review, and so in the background I had been gathering some texts I thought may be of interest. My awareness has increased and I do find myself paying more attention to articles and viewpoints on the topic of teaching, dancing and mental health.

It goes without saying that I normally have to read the general instruction guides for anything technical. Subsequently, the library search guides on Uni Hub helped me to generate a search which then allowed me to successfully save any relevant literature into a favourites list.
I'd say I was merging a few different points of David Kolb (1984) and his learning cycle. Here- Reflective observation and Active participation being the main two. I was developing a little more confidence as the process progressed. Once I had gathered about 8 different texts, I then proceeded to peruse.

The reading was challenging. I noticed myself getting carried away and wanting to read an entire article. I'd then write notes on it before finding another article which was actually more relevant but held the same view point. Because I'd already recognised my risk of getting carried away, I was able to recognise this in the moment- almost like an act of mindfulness. Thinking about areas of learning, I can relate this to some Cognitive remedial therapy I once received which aims to increase mind flexibility. I recall having to summarise a long document into 2-3 sentences. This skill would prevent one getting lost in the minor details and so I was trying to replicate this technique once again.
A couple of times I was able to reassure myself with the notion that I knew this process would feel uncomfortable- I knew my punitive mind would be doubting every move I made- presuming I was doing it wrong. Why wasn't I confident in my venture? I just wanted to do it all now and do it right! Which conversely is the complete opposite of what my study is trying to achieve.....

There were instances of delight as I'd discover a text which seemed highly interesting and relevant. However, it's tricky to recognise what is relevant when I'm not entirely sure of the actual inquiry question yet. The Skype discussion I had helped ease my anxieties about the unknown as it was emphasised how the question ONLY comes at the end of Module 3! This was all about the journey of researching, keeping an open mind. I made a mental note to explore even more avenues when I next returned to my journal searching. My peers were factors which helped this discovery:

Kathleen exampled all the different branches I could look into- branches I hadn't even considered! I realised I'd been making assumptions according to my own knowledge. For example, my acceptance about the term mental health. Yes, but what actually IS mental health? Is there literature on the definition? What is therapy? What does therapy mean? Within my literature search I actually challenged my perspective with a reseacrh journal on dance as therapy. Swaying the balance in my inquiry proposal opened a huge number of avenues. Rather than focusing on the typical local dance studio or training colleges, what about institutions where dance is is introduced as a creative therapy- to non dancers? For some reason, this sparked my interest which may be a sign I need to explore the area more.
Learning from others has always been a useful tool for me so I always encourage myself to attend as many Skype discussions as I can.

So what's the point of all this? I suppose what I am trying to say is that I am consistently learning what I don't know, which then informs my next steps in a process. This means that it's impossible for stagnation to occur. The process WILL change as I discover new meaning. My reading search the next time around will be broader in branches as a result of the discussions and feedback I have had since. I also feel encouraged to keep progressing in the later stages of the cycle-remembering it's a wheel which will go round and round, gathering information with each rotation.

I am currently away on Holiday so I knew to prepare a few books for me to try and read on location. One of which I am hoping can be a key text as through recollection, I remember reading extracts of the book The Student Dancer (Buckroyd, 2000) During my RAD studies. After a bit more internet research into the Author I discovered that Julia Buckroyd is actually an expert in eating disorders and so would perhaps hold one vital perspective in my study. But as mentioned, I am reluctant to close doors. It may be relevant, it may not be. All I can do is keep on reflecting, keep on exploring, and somehow remain hopeful that the path will become clearer as time goes on! 

With that- 

One of my favourite quotes to end with by Martin Luther King Jr:

Figure 1: Brainyquote

 

References

Buckroyd, J. (2000). The student dancer: emotional aspects of the teaching and learning of dance. London: Dance Books.

King Jr, M. L. (n.d.). Retrieved from https://www.brainyquote.com/quotes/martin_luther_king_jr_105087

Kolb, D. A. (2015). Experiential learning: experience as the source of learning and development. Upper Saddle River (New Jersey): Pearson Education Ltd.

Schön Donald A. (1983). The reflective practitioner: how professionals think in action. New York: Basic Books.

5th Feb Skype: Perspectives on the Process of the Plan....

The Skype discussion this morning seemed to come at just the right time. I'd just been getting started at looking into various literature which may relate to my inquiry topic- but I felt uncommitted to the process as I was still unsure on my specific question. How could I go onto step two in the cycle without complete step one? Well it appears I would have been waiting a very long time!

It seems I have been missing the mark with the purpose of Module Two, and as Adesola signified-

“It's all about the process”. Something I have to drill into myself time and time again as I desperately pursue definitive answers. But what an inflexible way of thinking? Allowing myself to remain open minded can only open more doors. One of the main things I took away was the information stating that the inquiry question will be clearest and the END of MODULE 3. Module 3! yes- The FINAL MODULE! One of those distant concepts I couldn't possibly imagine ever being in the position of undertaking- yet I don't need to know my exact question until THEN? And there I am, trying to grasp it before the end of the week.

In some ways, this is a huge relief. It feels less like grasping and more akin to curiously exploring-which is necessary when undertaking such a huge task as an inquiry topic (See my last post for the factors which affect an inquiry topic decision). I'm quite a fan of imagery, so I'm trying to visualise the approach a bit like the rolling of a snowball.

 

Figure 1: The Snowball Effect 

The snowball represents my journey in the cycle of building a practice based inquiry. The cycle won't just consist of one rotation, instead I will work through the six steps multiple times. Each new step will inform the other and I should expect to be gaining more insight and knowledge which informs my inquiry every time I engage in the cycle (Like the cumulative effect of a snowball rolling down a hill). The key point to remember is that I will continually develop and adjust my idea according to what I am in the process of learning. In exploring outwards, I will discover things I didn't know I didn't know which is where the seeds of new knowledge are born.

So how would this relate to the inquiry theme I have been pondering about? Say I begin with the starting point of wanting to discover “Is there a link between teaching approaches and the mental health of students?”I have created the following diagram which helps me to understand the cycle a little more:

And then what? The cycle will begin again- then again- then again.

As reflect, see what I now know, see how I learn,

Then I'll plan, my plans will change, how does it feel when plans change?

And the process will never stop- not even at the end of this course. My practice is a process and as a Teacher I will always be a learner......

Oh, and on a side note- I am now one of the student representatives so I'd really appreciate hearing from you if you have any thoughts about the BAPP study course. The aim is to feedback to make improvements and highlight what is also working really well.

And of course, any thoughts on the Skype sessions today and what you took away from it would be great to hear!

References

Dewey, J. (1909). How we think. London: Heath.

Figure 1 (2017, July 20). Retrieved February 6, 2020, from https://www.youtube.com/watch?v=KWpEBUgRAcQ

Weiss, R. S. (1995). Learning from strangers: the art and method of qualitative interview studies. New York, NY: Free Press.