Posts Tagged ‘teaching’

Randy Pausch passes on

Saturday, July 26th, 2008

Back in January I wrote a bit about Randy Pausch’s “Last Lecture”:

Everything about this recording is interesting to me:

  • From a technology standpoint, what he has achieved and set in motion
  • From a teaching standpoint, how he delivered the lecture - the design, “tech elements”, and presentation style
  • From an emotional standpoint, how he pulls it together in the end. Absolutely perfect.
  • From a personal standpoint, how he comes across as completely genuine and open. Someone you’d really like to get to know.

I never met the guy or heard of him before, but he is now one of the most impressive people I’m aware of.

Randy died yesterday, succumbing to the illness that informed his lecture and made it so poignant. It seems fitting to bring the lecture back again for those who may have missed it.

Another piece of his legacy is the groundbreaking “Alice” programming instructional tool. I wrote more detail about that in a previous post. The genius of it is that it entices kids (even more specifically, girls, an under-served demographic in that area) to learn how to program by introducing story-telling and fun into the learning process.

Take a few minutes to watch the lecture. It’s worth the investment. If you’re pressed for time, I have links to shorter versions on the original post - but I do encourage watching the longer version if you can.

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Grilled cheese and the science of successive approximation

Thursday, April 17th, 2008

Were you paying attention in those psychology classes?

Do you remember the experiments where a rat was trained to press a lever to get food?

It’s amazing how relevant experiments on rats can be to parenting.

In pursuing my psychology degree, I took a lab where I had to perform that experiment myself. I had a rat of my own, which I named - very appropriately, I thought - Rat (hey, if it’s good enough for George of the Jungle, it’s good enough for me).

The first goal of the experiment was to get the rat to understand that pressing a lever meant getting food. There were other goals once that was accomplished, but let’s focus on that goal for now.

Rat was just not getting it. Either that, or he was just really, really stubborn. I spent many nights in that lab until well after midnight faithfully recording him doing nothing of interest (which eventually translated into a graph that crossed enough pages of graph paper to run the length of our dormitory hallway). Eventually, however, he started to get the picture. When he made a move toward the lever, I dropped him a food pellet. If he moved a little closer, he got another pellet. Brushed against the lever? Another pellet. Touched it intentionally? Another pellet. Pressed it completely? More pellets. This process took a long time - but when it worked, it worked. Eventually, getting him to stop pressing the lever (phase 2 of the experiment) was even harder.

That process of rewarding Rat for each progressive step closer to the goal is called “successive approximation.” At first, he didn’t have to press the lever to get food, he just had to look at the lever. Once he got that, he had to make progress toward the larger goal before he’d get his food. Looking at it was no longer enough. He had to move close to it. Eventually, he’s feeding himself by pressing the lever. This teaching method, it has been proven time and time again, works.

Flash-forward almost 20 years. I don’t think about Rat often. But I did today.

My three-year-old daughter has become a very picky eater. It’s gotten to the point that it’s commonplace for my wife to make two different dinners every night - one for “Little Mommy” and one for the rest of us. Last week we decided that would stop. Little Mommy was going to learn to eat what we gave her.

It didn’t go so well for the first 4 days. We had a complete meltdown just getting the compromised 1/8″ square piece of grilled cheese near her mouth. Much drama ensued at that meal. Food flew; screams were loosed. The next day we were visiting friends and despite some earnest attempts at cajoling on all of our parts, no progress was made by us parents (she succeeded in manipulating us, however, which was a setback). The following day we were back at it, though there was much less drama. Finally, today, at lunch, Rat came to mind.

Oddly, it was grilled cheese again. This time, instead of reducing the size of the task, my wife tried something different. She put some soy-butter, Little Mommy’s favorite - on a small part of the top of the sandwich. While that was promptly licked off, I decided to start eating crackers I knew Little Mommy liked. When she asked for one, I said “Sure. Just lick the sandwich - but not on the soy-butter part.” After some whining, she did it, and I gave her a cracker. The next step was to get her to eat just a bite of the sandwich to get another cracker. She couldn’t have gotten a smaller bite if she used a laser scalpel, but she did take a bite, so she got another cracker.

Now we’re at the breaking point. Lots of accolades went along with that last cracker. She’s all proud of herself. Now we push. “Okay, if you take four bites, you can have another cracker.” She likes counting, too, so we all counted the bites, which - without any prompting - got bigger, and bigger, until bite number 4 was actually too much to have in her mouth at once. But as I gave her the cracker, I knew we had finally prevailed. She herself suggested the next goal would be five bites, which she attacked with gusto. With almost nothing left to the sandwich, and praises all around, she had finally eaten the same lunch as everyone else.

I guarantee that without using that successive approximation of licking, to infinitesimally small bites, to larger bites, we’d still have no progress.

Have we won the war? Nope. We’ll probably be able to get her to eat grilled cheese again with minimal effort, but I’m sure that any other “new” food she tries will take at least some degree of that same process.  But we now have a strategy that works. After 4 days of failure with alternate strategies (yelling, bribing, punishing, & others), I’m thrilled to be making progress.

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Bryce Zabel: Those who can, teach

Friday, July 21st, 2006

FOR WHAT IT’S WORTH | Bryce Zabel: Produce or Perish! | USC School of Cinema & Television CNTV589

Bryce Zabel is going to be a professor at USC. If his class is anywhere near as informative and entertaining as his blog, I think his students will be well served. He said a few things that disturbed me, though.

Like everybody who’s actually making a living at screenwriting in this town, my first response when asked was to be very leery about teaching a class because we all know that phrase: “Those that can’t do, teach.”

I really, seriously, have a problem with that phrase. It bothers me that he gives it any credence, and much of his post is spent convincing us (and himself) that it’s not a cop-out for him to teach. It’s even more depressing since, as he says, he “comes from a family of teachers” and should know better. If you can’t “do,” you sure as heck shouldn’t be teaching others how to “do.” That just leads to a whole new generation of people who can’t “do.” The whole success of the teaching profession is based on the premise that someone who knows what they’re talking about imparts that knowledge to others. And by that criteria, it would seem Bryce would be a great choice for a teacher. It’s disappointing that he doesn’t seem to see the honor in it.

Teaching is not a second-rate profession. It’s a privilege - and a challenging one, at that.

On the other hand, I come from a family of teachers and it’s in my blood. Besides, I’m secure about my credits, and if people with credits don’t give back, that’s a shame. Also, if you’re going to teach anywhere, doing it at the University of Southern California’s School of Cinema and Television is the place to do it. Famous alumni, famous students, famous supporters — it’s got it all. So, those are my rationalizations, and I’m sticking with them.

It also bothers me that the connection with “the famous” is a motivating factor. Teach there because it’s a high quality school; “fame” as a criteria seems a bit superficial (though it could be argued that the fame comes as a result of the school’s quality, but even if that is the case, the emphasis is in the wrong place).

Bryce, if you’re reading, I give you serious congratulations on your choice to teach this class, and I’ll say I’m jealous of the students who will participate. It sounds like an excellent course. I just hope you understand the privilege you have in shaping these minds and I wish you wouldn’t perpetuate the misconception of teaching so sadly popularized in our nation.

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