Interpretations, Ideas, and Inspiration

Today's post is guest hosted by Talia Hurwich - a middle school teacher who has wonderfully insightful and creative ideas.  We hope you enjoy it.

Interpretations, Ideas, and Inspiration

When we observe the world around us, we don't simply observe, we interpret it in our own way. 

• Historians interpret events with the hope of gaining greater insight into a culture's past, present and future.  
• Writers are constantly interpreting and reinterpreting stories and histories. Shakespeare did this with many of his plays (whose plots were largely taken from other sources). 
• We constantly interpret social situations (particularly awkward ones!) to decide what our best response or course of action should be (or should have been).  
• We interpret speeches, movies, books, songs, and poetry.  
• We interpret a person's facial expressions, their posture, their hair and clothing.  
• We interpret what others say and don't say - all to gain insights into relationships, events, and the world around us.
• We can call it "spin" or "bias" when we talk about news stories or opinions that do not necessarily represent all 'parties' or 'sides' - but these too are reflections or interpretations.

Children similarly are always interpreting the world around them.  In fact, the act of interpretation is the first step to learning. 

This is especially true for language acquisition.  Babies will interpret and imitate the sounds they hear until they begin producing those sounds in closer and closer approximations of recognizable speech. They use these approximations to express needs.  As these approximations become more intelligible, they are reinforced.

When faced with a question about the world, children often try to come up with their own answers - which are often quite creative, and quite entertaining.  Art Linkletter and later Bill Cosby had television shows "Kids Say the Darndest Things" based on kids' interpretations of the world around them.  James Thurber wrote a wonderful children's book  Many Moons which illustrates this (and I highly recommend it).

Here is a clip form The Lion King  which also clearly imitates and interprets kids' views of the world as Pumba, Simba, and Timon contemplate what the stars are made of:

Interpretations are made by incorporating various existing ideas in 'original' ways and combinations, or by taking new information or questions and attempting to explain or answer them by 'brainstorming' and combining various existing ideas that may not have originally been associated one with the other.

Interpretations:

•  Feed creativity.  Many works of art including Shakespeare's Julius Caesar, Romeo and Juliet (to name two), Michelangelo's Moses and the Sistine Chapel, Rick Riordan's Percy Jackson series, and A Muppet Christmas Carol are all interpretations of others works.  And while inspirational on their own, they lead us to think of and create other stories and versions. 
• Inspire. Exposing kids (or oneself) to interpretive works inspire us to read more about them, or inspire us to create our own versions or similar versions, to think of multiple perspectives, and allow us to look at the world somewhat differently.  
• Entertain.
• Teach us to think.  First, they show us how 'tweaking' or rearranging stories, facts, or ideas can inspire, entertain, and help us generate rules and greater knowledge about the world around us.  Often, when these interpretations or 'rules' proof false this creates what Jean Piaget termed 'cognitive dissonance' which forces us to rethink and reinterpret that question or issue to form a more lasting schema, rule, or response (which is hopefully closer to the 'truth').

How to help inspire our kids to interpret:

• Shows like Sesame Street are FULL of interpretations of classic works.  Super Grover is pretending to be a super hero; many of the songs are interpretations or 'takes' on existing classic songs. After watching these 'interpretations' show your kids the 'originals'. Ask young kids what was 'different' and what was "the same.'
• Do the same with books. Compare The Wizard of Oz and Wicked;  nursery rhymes and modern interpretations for younger kids (Jon Scieszka has some wonderful versions of "The True Story of the Three Little Pigs" and "The Frog Prince Continued"). Make up your own versions. Talk about what you like and don't like; what is same and different. With older kids talk about what worked and what didn't.
• Ask kids to take stories further; ask them how they might tell that same story today, in 100 years, or how they might have told it a few centuries ago. 
• After reading a book or story ask your child, "if you could retell this story any way you choose, would you make it a video, a book, a comic, a song, or something else? Why?"
• Greek myths and fairy tales are great sources of 'interpretation' told across a variety of mediums.  If your child liked the Disney movie Hercules, show your child the episode Hercules and Cerberus from the television show The Storyteller:  Greek Myths; have them read the graphic novel Zeus, Hera, or Athena (all beautifully done graphic novels by First Second Books). Here too ask questions of comparison and inference.
• Create challenges for them!  Ask your child to summarize a story in under two minutes. There's a series of videos called "The 90-second Newbery" where kids and adults make videos summarizing plots of Newbery Award winning books in 90 seconds.  You may want to try this too.

The point is to have fun with interpretations.  They are entertaining, they make us think, and manipulate ideas and perspectives. 

In closing, here are two more (related) clips illustrating how interpretations can be entertaining, humorous, educational, and inspirational.  They are from The Complete Works of Shakespeare, Abridged.  (It is a must see show for fans of all ages). 

In this clip, Shakespeare's histories are reinterpreted in a football game.

Here we have "The Othello Rap"

Thanks for your visit -  please, leave your own interpretations and ideas in the comments - and have a great week.

Reasoning

Reasoning relates how we generate one idea from other(s).  We reason when we:

• brainstorm, 
• consider and explain cause and effect,
• compare and contrast, 
• problem solve, 
• figure out how to best relate our ideas and opinions to others, 
• or even when conducting a witch trail (like Monty Python in the video attached).

Philosophers such as Pythagoras, Plato, Descartes, Hobbes, Maimonides, Locke, Hume Rousseau, Kant, Hegel and Nietzsche have all contributed to the discussion of  reason. I, however, approach it from a developmental psychology perspective, specifically from that of Swills psychologist, Jean Piaget.

While Piaget is more well known for his stages of cognitive development, what most appeals to me is his theory of how kids begin to reason and construct levels of understanding:

According to Piaget, reasoning involves "assimilating" (or incorporating) new information into our existing 'schema' (or rules of understanding).  When we face something we can't define, predict, or understand, we enter an (uncomfortable) state of "disequilibrium".  When in this state we try to tweak and work out inconsistencies until they make sense.  Piaget termed this process reflexive abstraction as we reflect, compare, contrast, reason rehearse, and rearrange facts and observations to reach a more comfortable level of understanding. 

As we reason and build understanding we will either:

• ignore what we can't understand, OR 
• construct newer levels of understanding, incorporating more aspects of the problem we face to accommodate the conflicting information. 

Sometimes this new understanding will hold over time, sometimes it won't.  These states of disequilibrium are where effective learning, reasoning, and constructing understanding take place.
Piaget provides a famous "conservation" experiment to show how kids construct knowledge.  This is best done with kids ages 5-8 who are beginning to go beyond the obvious or "concrete" and begin to "abstract," factoring a variety of aspects including those which are so obvious. 

From: sciencebuddies.org

WE BEGINS WITH A QUESTION:  In front of your child, measure a given amount of liquid, say 1/2 cup of water (using measuring cup  "B") and pour the liquid into a tall narrow glass "A" and another 1/2 cup into short wide glass "C".  Ask your child which has more - glass "A" or glass "C"? 

[Sound familiar:? How many times have siblings argued because you poured "more" lemonade or milk shake for one and not the other because you had different sized glasses?]

A young child (typically below the age of 7) will tell you that glass "A" has more because it is "taller" or "higher" or "more."  This is because younger kids will focus on one aspect of the problem, typically what they see.  In this case it is the height.  They do not look at volume.

So, to help them reason and grasp the concept of volume, Piaget would then have the child pour 1/2 cup of liquid from "B" into "A" and that same amount again from "B" into "C" asking again which has more, "A" or "C"?  If child still said "A" - because it is higher,  have the child write down the exact amount going into "A" and then "C" pointing out that it is the same amount.  Then ask why "A" still looks like more. 

Piaget might also play around with different glasses.  He might, for example add glass"D" (the same size as "C") and have the child pour the same amount that is in "C" into "D" - asking which has 'more" (with the child answering 'they're the same'). Piaget would then have the child pour the liquid from "D" into "A" and ask again which has more.  The point is to create a state of disequilibrium where the child begins to recognize that maybe "A" (for some reason) doesn't have more.  Through questioning and experimenting adults can help their child reason that it is not just the height of the glass but its width as well.

HOW DOES THIS TRANSLATE FOR YOU AND YOUR CHILD?
HOW CAN YOU HELP YOUR CHILD LEARN TO REASON?  PRACTICE!  Talk and ask questions about the world around you:

• When walking outside ask why some robins have bright read breasts and others don't.  Why some mallard ducks have bright green or blue on their necks and others don't.
• Why do some birds have long beaks and others short ones?
• Ask why some streets have stop signs or lights and others don't.
• Ask them to predict things, ask why people they see in a movie or read about in a book do something unusual or silly.
• When driving in a car at night, ask them if they think the moon is following them?  Why?  How? What if one of you want in one direction, and your friend in another - would the moon follow both of you?  How?

You get the idea.  The trick, is to ask the questions and let your child think of the answers.  If their answers are not quite right, ask more questions to help them recognize other aspects of the problem.  Let them wrestle, reason, problem solve and brainstorm.

Requests:

• Please let me know if you'd like me to pursue this further, or if you have any other questions.
• In your comments, Please share the types of questions you ask your kids and please share their wonderfully funny responses.  Here are a few Art Linkletter collected over his career.

For further reading, here are some related blogs I've posted:

• "Options, Shining Opportunities, Opening Worlds..." http://departingthetext.blogspot.com/2011/04/options-shining-opportunities-opening.html
• "Kicking Back a Bit...What's All This About Inference?" http://departingthetext.blogspot.com/2011/03/kicking-back-bitwhats-all-this-about.html
• "INSPIRING:  Looking at the World From Another Perspective - Richard Feynman Style"http://departingthetext.blogspot.com/2011/03/looking-at-world-from-another.html
• "On Creativity"http://departingthetext.blogspot.com/2010/08/words-to-whys.html
• "Departing the Text 101:  Beginners Manual http://departingthetext.blogspot.com/2010/07/departing-text-101-beginners-manual.html

              

Investing in luck Or..Providing a Greater Sense of Freedom and Power

My mother says that luck entails being at the right place, at the right time, and using the right words.  Taking her advice at face value (which I do), I believe we can help stack our luck, invest in it, so to speak.  Here are some suggestions on how we can help our kids stack their luck as they navigate school and friends.  I'd love to hear some of your ideas.  Please read through and let me know what you do! 

Investing in Luck is two-fold.  One: prepare your child for what to expect.  Two: demonstrate, model and brainstorm how to navigate.  Teach your child to understand where to be and when, and how to navigate social, academic, and classroom situations.

Prepare yourself, prepare your child.  Preview, brainstorm and role play.  The hardest and most important part:  Keep your anxiety LOW.  This should be tension free - more like an intellectual exercise.  Note:  You cannot anticipate everything but feeling comfortable with options helps.

Scenario #1: New school.  Visit before it begins.  Explore together.  Walk through the halls, look in classrooms, the gym, playground, nurse's office, and school office.  Explain when and why s/he might need to go to the office. Play a game.  One type of game may be to take turns thinking of reasons to go there (either real life situations - you forgot your field trip permission slip, can you call home...or silly ones if your child seems tense - you just got accosted in the bathroom by a purple alien who was begging for a grimple).

Scenario #2: Having a parent conference with a teacher/school administrator.  

•  General or mid year conference:  Look through your child’s materials (school work, tests, doctor/specialist report, etc.).  Look for trends.  Do you like them?  If not, this is something to talk about.  Read teacher comments.  Any questions about them?  What about group placement? Does your child seem happy and eager to talk about his or her day in school?  If not, yep…another thing to discuss.

• Specific topic/IEP/Disciplinary Conference: Gather information (test results, school work, past reports, etc.).  Find out who you are meeting with.  Google them or ask friends about their experiences with them.  Review all materials relevant to the meeting (Please see my blog about IEP’s if appropriate).  You my want to bring an advocate with you if you are asking for particular services.  Any relevant medical and/or psychological reports…bring them too.

Scenario #3:  Your child is meeting with a teacher/administrator 

• Make sure he or she understands the issues (without passing judgements or raising anxiety).  Simply analyze and review what the factors are that brought him or her to this place and brainstorm options.  
• Once options have been brainstormed, role play.  Act out different scenarios.  Which one is your child most comfortable with?  Go with that one.  Have your child visualize this (it will help). Note:  don't over process, this will make your child anxious. Discuss, review, and move on (hugs help).
• Know that you cannot anticipate everything, but feeling comfortable with options helps. 
• Keep anxiety low.  Easier said than done, but super important.  Don’t let your fears/anxieties show and don’t over think. 
• Take cues from your child.  Don’t over think…just prepare.

Scenario #4: Big Report or Assignment Due.    

 Prepare.  As soon as you know of a major project or assignment:

• Break down the assignment into 'manageable' parts based on time available and on intellectual demands.
• Make sure there is a space for your child to work (see previous blog for more on this).
• Coordinate when to make library/supply trips.

Brainstorm.

•  Brainstorm different ways to approach the project.  Discuss what it entails, selecting the 'best choice' option.
• Break down the 'best choice' into 'executable' parts. [Make a check list together of what this involves that your child can refer to as s/he works.]
• Get everything down first, then later...refine and edit.
• Edit some more.  I know kids hate editing but I can't stress enough how important it is. The first round of editing should focus on word choices and whether their point is getting across clearly.  Do the sentences make sense?  The second round of editing should check spelling, grammar, word omissions or repetitions. The final round should simply be a read through with to make sure it all still makes sense.

[Note: you should not be doing this for all projects and assignments.  Do this for the first ones of the year or for the newer larger ones your child may feel overwhelmed about or for a project/paper your child has not previous experience with.]

Scenario #5:  Social interactions.  I cannot stress enough how important it is to prepare your child for social situations.   Regardless of where your child is, playground, classroom, school bus, play date, cafeteria, mall, etc., there are your child must keep s/he must learn how to stand, sit, speak, interact appropriately with others.  Here are some suggestions on how to stack their "luck" when interacting with others:

• Validate feelings but point out realities (see previous blog for more).
• Brainstorm what may or may not have happened to contribute to the situation- to better understand it.
• Discuss word choices and tones of voice.
• Discuss concept of space and of respecting the space of others.
• Discuss boundaries (setting them and accepting them).
• Brainstorm options.
• Practice/role play best and worst case scenarios.

These are just some ideas and scenarios.. what do you think?  What do you do?