The Root-Bernsteins describe dimensional thinking as “moving from 2-D to 3-D or vice versa; mapping or transforming information provided in one set of dimensions to another set; scaling, or altering the proportions of an object or process within one set of dimensions; and conceptualizing dimensions beyond space and time as we know them” (p. 204). Linear thinking can many times be insufficient and can cause us to miss other aspects and perspectives that are vital to our overall understanding. So, after reading chapters 11 and 12, I can see how dimensional thinking serves as a vehicle to enhance creativity by enabling teachers (or anyone for that matter) to better master the whole of a given topic and, therefore, be more effective in the skill of modeling. Looking back over past skills, I would have to conclude that dimensional thinking is not the only thinking skill that increases our ability to model effectively; it also requires keen observation skills and the ability to make abstractions by simplifying that which is complicated or by finding within any given subject or object that which has yet to be discovered.
Modeling is different from body thinking and empathizing in that with the latter two skills we are allowing the subject or object to actually possess us in such a way that we can get a feel for how it works from an inner, intimate perspective. Modeling, on the other hand, allows us to possess the subject or object in a way that allows us to make changes, manipulate, and/or oversee its possibilities. Similarly, all three – modeling, body thinking, and empathizing – produce a greater understanding of the subject/object, and together, they can stimulate a fuller perspective.
The “How Do I Love Thee” assignment for this module showed just how much students will benefit from teachers who exhibit strength in dimensional thinking and modeling. There is a vast difference between looking at a written definition and examples of hyperbole and looking at visual images that bring life and understanding to the meaning of hyperbole – as I discovered in making my “hyperbole” model. These two skills are also beneficial because they offer room to get students involved in thinking creatively about the topic and they provide a great way to evaluate students overall understanding.
Since I am not a big fan of the traditional type classroom where rote memorization and lecture are the norm (and neither are most of the students I have been privileged to teach), I can appreciate dimensional thinking as well as modeling for offering a creative alternative to this type of teaching style. Not only can these two skills add an element of fun (as seen in the “Zoom In” project for this module), but they can create a more meaningful learning experience for the students – learning centers are a great example of this. While I cannot speak for all subjects equally, I do know that modeling is a key element which should be used in all Language Arts classes. As students make abstractions concerning stories, novels, poetry, etc. that they read, they should also be required to make models of their abstractions which will not only encourage an extra effort of creativity, but it will also cause them to take a look at aspects of the literature that they may have otherwise overlooked. Finally, dimensional thinking and modeling will also allow students to play with their topic, strengthening their ability to make sense of anything that at first may appear foreign or unfamiliar, which in actuality can be true of any of the thinking skills discussed in the Sparks of Genius book.
No comments:
Post a Comment