David Wiley on the Mindlab video speaks of using what has gone before you - but not only in a linear fashion, he connects sometimes seemingly unrelated concepts to make a new model - using the analogy of the chocolate and peanut butter mix (popular with Americans - but personally, I think - disgusting ewww!) He says it is interdisciplinary thinking that leads to innovation.
Today I marveled at a new innovation - the Window Vacuum! Those of you more adept at house work than myself are probably not sure what makes this a big discovery - however I HATE window washing with a passion second to none and so I have allowed my windows to become impenetrable by light! I tried out this recent innovation - a mixture of vacuuming and good old window washing and low and behold within minutes clean glass - brilliant! I think this is a far better example than the chocolate and peanut butter!
Leonardo De Vinci said
"Study the art of science. Study the science of art. Develop your senses - especially learn how to see. Realize that everything connects to everything else." quoted on Sue Molley's Ted Talk
Click on the image for an enlarged view and clearer definition
This map was made using bubbl.us which I wouldn't use again as it was too clunky and I was unable to draw a connection from one sub-branch to another :(
Identify two of the potential connections from your map as your near future goal(s).
From my map two of the potential connections for my near future goals are to do with the use of digital tools to assist children with Dyslexia, Dyspraxia and Disgraphia and the use of digital tools to help children on the ASD spectrum. For greater learning in these areas I will be drawing upon the experience of other RTLBs, and on the knowledge of the techie guys at the high school I am based at. I will also be contacting Autism New Zealand to get their take on some of the tools available, and how useful or otherwise they are. I will be doing my own research on the net and of course returning to some of the classrooms I know where teachers are making real differences for children who have these learning needs to see what they consider is working effectively. I see our role as RTLB to be one where we have the privilege of constantly working in a collaborative role because no one of us has all the answers for these sometimes complex children.
As an RTLB we are constantly asked to be self aware - to critically reflect on what decision and choices we have made and how they have improved (or not) the situation for children on our caseload. We undertake guided peer supervison to help us to become better at reflection and also at adapting as maybe necessary. As an RTLB who has very recently come out of the regular classroom, I use this awareness of the "chalk-face" to help guide my work with teachers and their classes. It is in effect using the context of where I have come from to guide where I am going in my next workplace context - moving across from one disciplines to another, and making informed contributions on the RTLB practice in the light of my experiences. RTLB also work regularly within a collaborative team of professionals across an interdisciplinary practices such as CYPFS, SWiS, iCAMHS BLENDZ, the MOE Behavioural Team, and Speech and Language Therapists to find a solution for the child in need. The shared work allows individuals who are based in their practice discipline to focus on collaboration and participate in finding solutions to the increasingly complex problems for the child or children we may be working with.
References
Molley, S
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