After reading the article If Ideas were fashion, David Wong & Danah Henriksen, attempt to use elements of fashion as a pedagogical approach to making learning of content (substance) meaningful and engaging in the learner’s lives. I noticed in the article that looking through the lens of fashion was appealing not only because of the imagination but the constant modification of ideas or fashion. For example, In order to get consumers to “consume” the product and find content appealing. Designers use their imagination and consumer interest as a base to start and then supplement with effective images, provocative text, and consumer evaluation to transform the experience from imagination into reality. Using the framework mentioned by pragmatic theorists such as Dewey further solidifies the experiential framework for learning. He mentions “, transformative experiences emerges from exploring the imaginative bridge between the actual and the possible (Dewey, 1934; Jackson, 1998).” In essence Dewey’s explanation highlights a strong connection between the present and the future experiences of learners. I remember having my students conduct a selling perfume project. Students were acting entrepreneurs designing logos and creating images with catchy phrases for their products .Students were engaged because they were given the opportunity to use this project to make learning more personalized and have a firsthand experience to market their products. They can use these skills in the real world outside of the class when buying or selling their ideas. I also remember students giving each other feedback about the slogans they were using and how they (the audience) interpreted the logos, images and texts. Some of the challenges for me in the class would be the time required to use this approach as well as the students who always require structure in classroom activities. As simple as it may sound sometimes, having other board members not being open to such a approach and who kill student creativity by feeding students the traditional way of drills and rigid rubric can be a uphill battle.If I can weave the elements of fashion properly when scaffolding lessons, the experience of learners will transform from traditional to authentic tasks.
Readings:
David Wong and Danah Hendricksen, “If Ideas WERE Fashion.” Mirror Images. Diana Silberman-keller et al,Eds.Pp.179-198
Dewey, J. (1938) Experience and Education. New York: Collier Books.
Dewey, J. (1958). Experience and Nature. NY: Dover Publications
Readings:
David Wong and Danah Hendricksen, “If Ideas WERE Fashion.” Mirror Images. Diana Silberman-keller et al,Eds.Pp.179-198
Dewey, J. (1938) Experience and Education. New York: Collier Books.
Dewey, J. (1958). Experience and Nature. NY: Dover Publications