Triangulated Learning

I remember learning about triangulated learning two years ago in my HSLI Mentor Preparation Class when Renee Sedlacek taught the class for a day. Initially, I just remembered the triangle and that each side represented a certain aspect of leadership. After refreshing myself about the triangle through the assigned reading in ID 315, I now remember that the three sides represent: traditional learning, peer learning, and service-learning.

In the reading, the article defined traditional learning through the context of instructor-led discussion of materials assigned to the students and listening to lectures. This reminds me a lot of what the standard education system in the United States is. Additionally, when I was in Argentina, this type of learning was emphasized even more. The assigned material is the most important part to this learning. For some people, this might be a great way to learn about an event or theory. However, this type of learning can be insufficient when learning about issues because the person may not really understand the conditions of the problem. For instance, people can talk about poverty and see homeless people on the streets, but they cannot really learn about what it is like to be poor by reading books and listening to teachers speak. It takes experiences to really understand the complexities of some issues. This could be in the form of actually hearing the first-hand experiences of someone else or doing service where the issue may be at large. These two alternatives to traditional learning are the other two sides of the triangle: experimental or service-learning and peer learning.

In my opinion, Wartburg does a really good job at bringing all three sides of the triangle together - that is one of the reasons that I love Wartburg. Of course, there are classes where we are assigned homework and many times we have to sit an listen to lecture (of course, there are a number of participatory classes as well). Service-learning is definitely promoted through the Orange Corps - Wartburg's Service Trip program. Students for groups in order to go serve communities across the nation and address their needs. It is through giving back and being in the various environments that the students get the opportunity to learn. Other organizations try to emulate the same learning style such as Habitat for Humanity, Best Buddies, and VAC. In terms of peer learning, one of my favorite programs at Wartburg is the High School Leadership Institute. Through this program, college students teach and mentor high school students about leadership and how they can take those lessons of leadership and apply them to their own service project at home. The high school students learn from college students - people who might be like them - about leadership. Then, they can apply those lessons in a service-learning manner.

For me, I think it is important to remember all of these various learning strategies when trying to teach people about a certain issue. Not everyone learns the same way, so sometimes taking another approach might be better than trying the same lesson over and over again. Additionally, in order to be an effective leader, it is essential to be able to adapt to various situations as well. Ultimately, education is important to leadership because then people know what the goal is or what they are fighting for. Therefore, to all leaders, it is important to remember each side of the triangle!

First Day of School!

Today was the day that we had all been waiting for. I was incredibly nervous as I approached Neumann. I knew that I was prepared and I knew my parts, but I still had a lot of jitters. Seeing Matt with our materials did calm me down for some reason. I knew that he was prepared and that together, we could do it. I believe that Matt and I have a nice chemistry and that helps me with my confidence.

As the bus pulled up, I realized that it was finally real - we were off to do what we have been talking about for the past two weeks. No turning back! It was a surprise to see that there weren't any students in the bus at first like we expected. When we first entered the school was the real surprise though. I had never been inside the middle school here in Waverly before. I felt like it could have either been the entry for a hotel or a Lifetime Fitness Health Center. Everything was shiny and orderly. As we entered the auditorium, I was amazed by the grandeur of everything, but I became excited to meet the kids for the first time. My adrenaline kicked in and I knew that I could do it (whatever "it" was).

I felt a little more comfortable after seeing the presentation of the projects from last semester. I didn't really have an idea of what the groups did. It was really neat to see the kids to get excited, but most importantly, I really enjoyed seeing how the kids were actively involved in service. Seeing the smiles in the photos encouraged me because it showed me that the students enjoyed the service that they were doing. The goal for me is to help the students to continue to enjoy the service that we do - even if they don't get to directly see the effects of their work. I think that might be the hardest part - making them see their contribution.

Overall, the lesson went pretty well. We made sure to set rules before we got started, and as Mandie told us, everything went pretty smoothly. There were some parts of the activity that the students really liked (the small group discussion about ways that we use water and what we would do if we didn't have water) and other parts that were a little harder to pay attention to (the descriptions of the various organizations that we are going to work with). I am a little bit disappointed because the students are not as excited to work with the organizations as I am. How could we change that so that the students want to partake in the change and get excited about it?

In the end, I realize that I made the right choice by doing community builders. I am ready for the challenge of sharing my passion with middle school students. Finally, I realize that I can relate to the 6th graders and that they really do (more or less) care about what we have to say.

In hindsight, there a couple aspects that we should change for next time: help clean up as a group after we finish, and plan more than we think we need. We didn't run out of activities, but we had a few extra minutes that I filled in by having Matt and I introduce ourselves a little more and let them know what we are involved in on campus. These students are involved in activities on campus and it is possible that I might see them around!

Community Builders

I am lucky to have been selected to be part of the community builders group. I am very happy to be part of the group. I was not sure if I wanted to be part of the ISP group because in the past, I have participated in several projects that have included working with non-profit organizations through creating my own service projects. Therefore, by being a part of community builders, I am doing something different which is exciting but also nerve-wracking. I have spent time working with children, but never in an educational context. The challenge for me will be to be able to make learning about leadership fun and educational. That's one of my goals, but I have only been able to work with youth and young adults so far. In order to better myself as a leader, I have to be able to work with various demographics. Additionally, by working with a variation of people, I can find with whom I like to work with. From there, I can start to focus on what is my passion.

I was a little intimidated listening to Mandie talking about how everything will be like with the 6th graders. For one, I have a hard time accepting criticism - even if it's constructive. The 6th graders are not afraid to let people know what they are thinking. It will be essential to take their feedback and accept it rather than be offended. Especially if it happens during class time. Additionally, there are two students with disabilities that are in our class and I haven't ever spent time working with children with disabilities. However, I know something important to remember is that they are children as well, they just might have a harder time getting some things done in comparison to one another. We just have to make sure that those kids are also involved in the activities as well.

In terms of the activities, I am not sure what to do. Of course, we have a basic lesson plan that we will use. However, at this point, I am unfair with what the level of 6th graders is! It's been a while since I have been a 6th grader or spent time with one. I am unsure if they'll like me or if I will be able to interact with them. Only time will tell though. I get to meet everyone for the first time on Thursday!

An MBTI Reflection as an INTJ

For starters, what is an INTJ? In short terms, an INTJ is defined as someone who has original minds and great drive for their own ideas and pruposes. Has long-range vision and quickly finds meaningful patterns in external events in fields that appeal to them, has a fine power to organize a job and carry it through. They are skeptical, critical, independent, and determined. Has high standards of competence and performance (MBTI). 

I took the MBTI two years ago and remember getting different results (ISTJ). Now that I have reviewed what an INTJ is, I feel like an INTJ better suits who I am. This feeling of security is even more reinforced after doing the session with Derek Solheim. For me, in certain situations, a decision may seem really easy to me for obvious reasons (in my opinions). However, other people may be focusing on a completely different perspective. I think that sometimes I get lost in my own opinions. I do think that I am very capable and get tasks done effectively so that I forget to consider other options. Additionally, I forget about the feelings who I am working with. Therefore, sometimes it may seem that I am very commanding when I am not trying to be. More importantly, I better understand who I am and who I can be as a leader. When reading the descriptions, I knew that I did act similar to an INTJ, but I would not have noticed some of the qualities I have without them being pointed out.

By understanding the way that I work and the ways that other people are different from me, I can better trying to work with others without getting frustrated. This is going to be especially important when working in groups. At times, people be an opposite to me. That does not mean that we are going to have a destructive relationship. For one, it means that each of us can being various aspects to the relationship with one another and in the classroom. We are both going to bring new ideas to the floor that the other might not think about or normally consider. This will be helpful in teams because if one person struggles with doing one part, it may be possible that the other knows what to do.