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by Meredith Olson Ph. D. (Author)
Children differ. Some are shy, others outgoing. Some have high verbal ability. Some few, have strong spatial ability. What can we know about spatial ability? Are there different categories of spatial ability? Do certain types of individuals show the ability to analyze one category of spatial thinking more than other categories? Much of our interest in spatial ability stems from our concern over how children understand mathematics and science. Our research identified a kind of child who visualizes 3-dimensions and uses logical reasoning even with nonsense syllogisms. They are rare. To reach their fullest potential, we feel instructional modes must be differentiated for "this other kind of child". Acceleration is not enough. Working with "this other kind of child" is a major part of what is distinctive about the school where I teach. Serving this "other kind of child" is what we do here. We are not serving a privileged group, we are serving an oppressed group. These students often come to dislike school. Typical school classrooms emotionally assault their sense of self worth on a daily basis. There, students resist doing standard assigned lessons. They get "fed up" with school, barely comply with lesson requests, and often simply drop out. Our school is a singular hope for them. We have an opportunity. Their high Block Design sub-score on the WISC intelligence test is the best predictor of this unique kind of child who we seek to serve. This underserved kind of child needs us. The need is urgent. These children are worth saving. They are the future of our technological society.
Author Biography
Dr. Meredith Olson, known affectionately as Doc "O" to her students, has taught elementary, middle school and high school math and science in Seattle for nearly 60 years. Her primary goal is in improvement of pre-college engineering education. By going to lab to work on contraptions every day, her students come to understand properties of the mechanical world. "It has been a long and interesting trip. Studying some metallurgy in grad school. Evening classes. After a full day of high school teaching. Consulting for JPL as the Mars Pathfinder Educator. Weekends. Working in the summer with UNESCO in Zimbabwe, Kenya, and Uganda. Teaching dozens of weekend and week-long summer teacher workshops in South Carolina and Montana. Being a consultant and curriculum designer for Health and Physiology education in Washington, Oregon, Idaho, Montana, and Alaska. Being a summer adjunct University instructor for more than 20 years in Seattle, Idaho and Montana. Teaching teachers. Teaching students every day, every year for 59 years. Observing how learning happens. Becoming aware when real learning isn't happening. When it is just "show". When it is just teacher-pleasing to get a grade. To get a credit. To get a university degree." See Dr. Olson's open letter outlining her philosophy of lesson design, available on the JPL website - Exploring Preface pp 11-13 http: //mars.jpl.nasa.gov/education/modules/GS/GS07-19_preface.pdf Dr. Olson believes that children must construct their own understanding from active design and assemblage of contraptions. By testing, failing, remodeling, and trying again, we come to see the structure when we look. By carefully examining materials we have, we may perceive how to use them in new and unexpected ways. Children begin to understand the engineering process. Besides, it is fun!
