June 27 - Pizza and Psychology - A formal study

By Paul Z. and Ariela A.


An oft overlooked pre-requisite for student success is the necessity for the student to be sound in body, as well as hopefully in mind.  In a concrete example of the importance of nutrition to the maintenance of concentration, our class began with a pizza party.  Unfortunately, while typing this blog, we were unable to eat and type at the same time.  A monkey was brought in as a control, but he just threw the food at other students.  We will have to withhold final conclusions on the efficacy of our "food-for-thought" until a later date.

Our class, recovering from a surfeit of delectable dough and tomato sauce, then began the rigorous task of attempting to maintain concentration after being subjected to a full year of unique and sometimes bizarre behaviors (I am referring to other teachers, of course - the students are always perfect).

As for the online class posted Monday, we discussed the use of "popplet".  Prof. McDermott's grandson featured prominently in this portion of the class.  You can copy and paste to your hearts content.  Voicethreads are also achievable, if you can speak and think at the same time.

Note: the website is "Voicethread.Com"

Portland lesson audio provided a moment of comic relief, thank you Kevin.  Kevin then had another slice of pizza.  (And for some reason, he used a fork).

Actual course:  (@ 5:59 PM)

Creativity (Chapter 8) of textbook.

Question:  What is creativity?  And, can you (the generic you) teach it?

Referenced meta-cognition.

Kevin opines that individual "mis-behaviors" are attention seeking and should not be arbitrarily suppressed.  Rachel believes in the use of open-ended, non "yes or no" questions.
Amy believes that creativity may be expressed in different ways.  Allison noted that students are used to rigid structure, and may not know what to do with unstructured formats.  Allison guides students into new possibilities, utilizing non-standard materials.
Hillarie does not use formal structure in art - allowing various choices.
Ann teaches music, and exposes children to many new styles - and finds that students take the "example" as the absolute and only answer.  Ann asks students to draw what they hear.
And finds some intriguing and amazing results, i.e. rainbows, or scribbles (or is it modern art?).
Charles discussed a project with experimental painting, with options to use either collaborative pieces, and finds students come up with interesting ideas.

Paul blathered on.  Ariela had to suppress her annoyance with Paul.

Amy 2:  Alternate assessment for high school -- for sub-par students -- creative work, such as art, may be the only positive expression they can share.

Viewing a NPR podcast ALL THINGS CONSIDERED:  "How Creativity Works; It's all In your Imagination"  (March 21, 2012), an interview with Jonathan Weir.

Thoughts: When you 'hit the wall' walk away from your desk (or take a long warm shower - hygiene is important) -- essentially, relaxation is a trigger for creativity.

Steve Jobs concepts of forcing collaboration and meetings through planned design of the work facility.

Triggers of creativity - reassembling old ideas through "chance" occurrences.

JUST DO IT - the source of the ad campaign - required a shared slogan - Norman Mailer enters into the creator's head - Gary Gilmore - famous last words "Let's do it!".  And voila.  A volley of shots, and an ad slogan is borne.

Amy 2 pointed out that class time scheduling is not always optimal for the child's best "learning time".

Creativity (from Ormrod).

A consensus seems to emerge that break time is useful for encouraging creativity.

Focus student on internal rewards, etc., and other methods to nurture students.  Ie. give students freedom and security, and provide creativity time.

And now -  the Stanford Prison Experiment.

How does it apply to teaching?  (View a BBC video).

The Stanford experiment - a landmark, along with Milgram.

Allison discusses authority figures.  Amy references wars in the social studies context - and discusses causes of war.  Her students would not identify with someone going to war.

Ariela discusses Abu Ghreib, and the ramifications.

Prof. McDermott references the "blue-eye brown-eye" experiment.

A theory of classroom management - intervene early.

Amy elaborates on District 75 - her kids are standard assessment - if they receive a doable task, they just rebel - because "I am in special ed" - and Amy tries to reject their assertion - it is not an excuse.

Maureen mentions promotional criteria, and the students taking advantage of the percentage game.

Ann:  remembers a student with a very unique "prisoner-guard relationship" with the homeroom teacher ( a fabulous teacher); night and day with other teachers.

Amy 2 conducted a re-evaluation (and a tri-annual rejected by the mother).  A child at  a 30% level who would have a chance in a  gen ed school.

Paul references Orwell.  Group think.

Allison discusses the various behaviors exhibited on various floors in the school.

Kevin mentions witnessing teachers behaving  less than perfectly, and the tendency not to intervene.

Ariela discusses the Milgram study - 2/3 went all the way in applying the "shocks" to the subject.


COGNITIVE DISSONANCE PRESENTATION  - Hillary

inconsistency of attitudes, thoughts and behaviors.

behavior conflicts with beliefs.

Leon Festinger study (rewards and expectations, and justifications).

(Fun and interesting versus payment).

Justification of contradictions, by self-persuasion if not through monetary compensation.

Dilbert makes an entrance.  (Accept things you cannot change)

A youtube video on 'dissonance' and 'justified'.  (Humor and cartoons).

The link to education -->  students' abilities clash with expectations
--> acting out, "work is boring", "not their favorite subject"

Hillarie then conducted a cognitive dissonance experiment to determine if your actions and thoughts are in sync.  For example:  Are you concerned about world hunger; and do you in fact donate to that cause?

A class discussion follows regarding student perceptions and the realities - a example of cognitive dissonance.