This week I've been reading, reading, reading... and reading, trying to absorb and process through the information in the Moon and Bolton books. I've found Moon's book to be quite fascinating as she discusses the nature of learning and knowledge, as well as reflective learning and experiential learning in particular.
One thing that stuck out to me was her discussion of variation and its role in learning. Essentially, variation works in one of four ways. 1) The external material changes (perhaps via a teacher giving a new combination), 2) the learner sees the same external material and finds something new, 3) the learner processing through things in her mind and understanding new things, even though the external material hasn't changed, or 4) the learner demonstrating her knowledge in some fashion and learning through that (Moon, 2004).
Something that I've noticed in my own learning journey is that understanding is often not immediate. I used to get so frustrated at teachers who would expect change immediately, when I needed time to understand what they were saying and implement it physically--often a long process, especially on complex things like using my turnout or learning to turn more efficiently.
Now that I'm a teacher, I try to implement that knowledge in my classrooms. Yes, I push my students as hard as they have the physical and emotional ability for that day, but I also let them know that things are a process. It's sometimes a long process, and I expect to see them working on it, but I don't expect to see the results right away. They always seem a little surprised when I say that, but I'm trying to help them understand that improvement is a journey, and it's okay to be midway in that process, even though you're usually striving for more, more whatever it is that you're working towards in class. Sure enough, after a few weeks or months or even years, they eventually get it.
Now, reading Moon's discussion of variation, I'm realizing that what I'm giving them space for is that internal experience to shift. As they grow older/stronger/wiser, their internal experience of, say, how to support their arms from their back grows too, and they improve. It doesn't even have to do with how hard they're working; sometimes things just click. It's always a fun thing to watch as a teacher!
What has been your experience with giving students time for their internal experiences to change? Is that something you've noticed being a factor in their learning?
Hi Hannah, great reading your post. And especially the part about giving your students space for their internal experience to shift. I've been thinking about that a lot lately as well. I think especially now, living in a society like ours, where everything has to move fast (instant pleasure and instant achievement). It is not easy for learners (and some times teachers) to be patient with them selves and their learning process. But especially when it comes to the physical level, things take time. Our body learns at its own pace. I actually really like that about dancing, that it also teaches you to be patient (with yourself and your students). I think its a great thing, if you can create an atmosphere in class, where students are allowed to take the time to learn and work on things, rather then expecting them to implement a correction immediately. (I've read something interesting not so long ago, about finding the balance between theoretical know how and practical knowledge (Polanyi), and I think this is a constant challenge in dance). I remember from my own learning journey, but also often observe it with my students, that it can really be frustrating at times when you understand a correction theoretically, but it will take so much more time and constant attention for your body to implement it fully. I think to give the students room for that to happen, is important and will make their learning journey less frustrating and I agree with you, its really great to observe how "suddenly" things just click.
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