In January I bought a new-to-me car. I got a great deal - but it wasn't an automatic, like I was used to. I purchased it before I even knew how to drive it, feeling confident that I could learn how to do it. Spoiler: I did learn how to drive standard. In retrospect, though, I made an error in my learning process thinking that it would be best to start by doing some "book learning" of manual transmissions. I Googled and YouTubed and asked questions about how they work. Then I got in the car with my dad as my teacher, thinking I was ready because I could recite some facts about manual transmissions. As it turned out, having all that information swirling around in my brain, trying to scientifically explain to myself what was happening as I was letting off the clutch and engaging the gas, was thoroughly getting in the way of my |
mechanical operation of the vehicle. I was thinking too much! Eventually I figured out it was best to shut off the thinky parts of my brain and focus on the kinesthetic parts. In other words, I focused only on what my feet and hands were doing, and ended up making faster progress. In addition, I found that focusing on the "what" first, rather than on the "how" and "why", made it easier to later understand the "how" and "why" because I could match up the mechanical operations (which became second nature) to the science behind them. Moral of the story: book learning shouldn't necessarily precede learning by doing, and in fact, may hinder it. Learning is not a one-size-fits-all deal and the way you learn to do things depends largely on what the thing is.
#LessonLearned
As an afterthought, it could be the case that my new driving skills are moot on account of the autonomous cars that are soon to take over.
Another afterthought: in terms of assessment, this experience reinforces my belief that some curricular outcomes aren't best assessed through a paper and pencil test. Sometimes you need to actually see the students drive the car.
#LessonLearned
As an afterthought, it could be the case that my new driving skills are moot on account of the autonomous cars that are soon to take over.
Another afterthought: in terms of assessment, this experience reinforces my belief that some curricular outcomes aren't best assessed through a paper and pencil test. Sometimes you need to actually see the students drive the car.