It’s the last post of the year. I’m going to post once more about ‘Conversational Model’ and then in the New Year do a couple of posts summing up my experience of blogging about educational ideas for a whole year.
I’ve found this theory useful in prompting me to think about the nature of feedback between peers and between the student and teacher. However, I’m not sure that the theory has sparked any new ideas in relation to well worn themes such as the importance of sharing perspectives, applying knowledge and reflecting on the process of doing so. For me, it’s real value lies in the relationship between principles and processes.
In threshold concepts there is a ‘correct’ concept to be learned that – when internalised – inducts you into a school of thinking. In the Conversational model, there is no correct concept. Concepts are continually interrogated each time that a simulation takes place. This demands that both student and teacher are both explicit about what those principles are, and prepared to adapt (or abandon) those principles if the evidence does not support them.
Let’s demonstrate this in a less abstract fashion. If I am learning to play a piece on the piano I can take very different approaches. I can memorise the notes and their timing, and through repetition develop a muscle memory of where my fingers go. Or I can try to work out what the ‘rules’ of the piece are (i.e. which key is it in, what rhythms repeat etc.). Understanding the principles of the piece makes learning and playing it less overwhelming as I’m applying a few rules rather than trying to process hundreds of disassociated bits of information. The key (no pun intended) difference with Laurillard’s theory is that not all of these rules are fixed in advance. I need to keep reflecting on what I’m playing and how I’m playing it, ideally with help from someone who also has experience in doing so.That is the main lesson that I’m going to take from this theory: it isn’t enough to learn something once, you have to be prepared to unlearn it too.