Comments on: The Curse of Knowledge http://blog.schlechtycenter.org/2010/08/16/the-curse-of-knowledge/ Phillip Schlechty on Education Reform Thu, 17 May 2012 12:02:48 +0000 http://wordpress.org/?v=2.7.1 hourly 1 By: Timothy breslin http://blog.schlechtycenter.org/2010/08/16/the-curse-of-knowledge/comment-page-1/#comment-76 Timothy breslin Sun, 19 Sep 2010 21:45:37 +0000 http://blog.schlechtycenter.org/?p=34#comment-76 The concept of the curse of knowledge seemed like a sticky idea to me, so I read "Made to Stick," only to realize before I got beyond the first page that I had already read it. Even the Heaths couldn't get much to stick in my porous brain. So, having forgotten much of it - yes, I'm aware, painfully, of the irony in that admission - I'm reading it again. It's a pretty good book about teaching and learning - creating the conditions for a student to want to learn, or do, or want to do something that is important. Isn't that design work? And I love how it fits with, "One goal is a goal..." The concept of the curse of knowledge seemed like a sticky idea to me, so I read “Made to Stick,” only to realize before I got beyond the first page that I had already read it. Even the Heaths couldn’t get much to stick in my porous brain. So, having forgotten much of it - yes, I’m aware, painfully, of the irony in that admission - I’m reading it again. It’s a pretty good book about teaching and learning - creating the conditions for a student to want to learn, or do, or want to do something that is important. Isn’t that design work? And I love how it fits with, “One goal is a goal…”

]]> By: Pam Beach http://blog.schlechtycenter.org/2010/08/16/the-curse-of-knowledge/comment-page-1/#comment-75 Pam Beach Sat, 28 Aug 2010 17:26:32 +0000 http://blog.schlechtycenter.org/?p=34#comment-75 I attended a Working on the Work conference for the first time this summer and very much enjoyed hearing Phil speak. I'm just beginning to explore this site and enjoyed reading The Curse of Knowledge. I think spending time reflecting on why (or why not) something worked is so important, so it pleased me to read Phil's thoughts on what he had learned about presenting ideas in a "sticky" way. I'm in total agreement that using stories is a powerful way to make ideas stick. I'm looking forward to utilizing this Discussion link and reading the comments of other users. Pam Beach I attended a Working on the Work conference for the first time this summer and very much enjoyed hearing Phil speak. I’m just beginning to explore this site and enjoyed reading The Curse of Knowledge. I think spending time reflecting on why (or why not) something worked is so important, so it pleased me to read Phil’s thoughts on what he had learned about presenting ideas in a “sticky” way. I’m in total agreement that using stories is a powerful way to make ideas stick. I’m looking forward to utilizing this Discussion link and reading the comments of other users.
Pam Beach

]]> By: Katie Brochu http://blog.schlechtycenter.org/2010/08/16/the-curse-of-knowledge/comment-page-1/#comment-74 Katie Brochu Wed, 18 Aug 2010 19:33:36 +0000 http://blog.schlechtycenter.org/?p=34#comment-74 Phil, Thanks for your comments. I am reminded just how powerful stories are in making ideas and messages stick. The 30-3-30 rule definately works! Your words give me much to ponder! Katie Phil,

Thanks for your comments. I am reminded just how powerful stories are in making ideas and messages stick. The 30-3-30 rule definately works!

Your words give me much to ponder!

Katie

]]> By: Elaine Smith http://blog.schlechtycenter.org/2010/08/16/the-curse-of-knowledge/comment-page-1/#comment-73 Elaine Smith Mon, 16 Aug 2010 20:59:43 +0000 http://blog.schlechtycenter.org/?p=34#comment-73 As teachers design new work for their students I can see how these thoughts really fit into the intentional use of your Design Qualities. Do we know who our audience of learners are so that we can take whatever complex notion is a hard to teach and/or difficult to learn concept for them, or for their teacher, and strip it down to core so that we can then design ways of these learners moving towards a complex understanding of it? How can we create situations/experiences so that students will take a 3-minute statement and want to find 30-minutes of learning/new information? I will definitely be pondering this and considering how I can in my role use the 30-3-30 rule not only to convey my ideas but in helping the teachers in our district consider it in the complex art of facilitating learning in their classrooms. Thanks Phil for once again leading me to deeper and 'sticky' thinking! Elaine As teachers design new work for their students I can see how these thoughts really fit into the intentional use of your Design Qualities.

Do we know who our audience of learners are so that we can take whatever complex notion is a hard to teach and/or difficult to learn concept for them, or for their teacher, and strip it down to core so that we can then design ways of these learners moving towards a complex understanding of it? How can we create situations/experiences so that students will take a 3-minute statement and want to find 30-minutes of learning/new information?

I will definitely be pondering this and considering how I can in my role use the 30-3-30 rule not only to convey my ideas but in helping the teachers in our district consider it in the complex art of facilitating learning in their classrooms.

Thanks Phil for once again leading me to deeper and ’sticky’ thinking!

Elaine

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