Suggestions+for+Successful+Implementation

= Suggestions for Successful Implementation  =

 A Better Way to Provide Feedback
In his book, //The Incubation Model of Teaching: Getting Beyond the Aha!, //Torrance notes the importance of feedback. Feedback is given to students at every stage of the Incubation Model of Teaching. The wrong kind of feedback can stifle creativity in students, leading students to stop questioning and thinking differently. Comments like "Someone else already said that," "That's wrong!" or "That's wonderful! You're so smart! You found //the// answer!" can stop creative and productive thinking (Torrance & Safter, 1990, p. 121). Torrance gives a better way to provide feedback by mentioning the work of Edward de Bono. In his book, //Thinking Course for Juniors//, de Bono suggested a four part sequence that helps guide adults through the feedback process. The four area sequence is: praise area, clarification area, criticism area, and amplification area.

The praise area begins the sequence and involves finding one element of a student's idea or product that can honestly be praised. Beginning with praise lets students know that their ideas are valued. Torrance and Safter (1990) note that there is always a part of the student in a product. Traditional criticisms "can be taken by learners as an indictment against themselves. It does not take many of these to convince learners that they do not have good ideas" (p. 122). Praise encourages students to continue thinking creatively. After praising student work, teachers should move to the clarification area. With this area, teachers encourage students to clarify their ideas. Questioning is done gently; the teacher is not an accuser. Tone of voice is very important. The teacher is seeking to "understand the student's view, not by tone of voice give any indication of disproval" (Torrance & Safter, 1990, p. 123). When this sequence is done properly, teachers will rarely have to move to the next sequence - criticism. By clarifying their own ideas, students will often realize their mistakes and remedy them on their own. Criticism, however, can be necessary. Torrance and Safter (1990) note that students can lose confidence in teachers that are too accepting and don't push students to greater insights (p. 123). Criticism can be helpful, but it must be done gently and thoughtfully. The last area, amplification, pushes students to go further with their ideas. This area supports the notion that there is always more to learn. An assignment may be complete, but the ideas surrounding it will never be finished. This area should lead students to ask "What else?"

 A Poem Regarding Implementation of the IMT
The following poem describes one teacher's experiences with the Incubation Model of Teaching. The poem focuses on her experiences learning, implementing, and appreciating the IMT.

I sat down to organize my thoughts, To simply summarize my impressions would be easy, For I had learned a lot.

Had I learned enough to take a chance? What if I wrote it in verse? <span style="font-family: Georgia,serif;">Would SHE understand? <span style="font-family: Georgia,serif;">Should I write it both ways <span style="font-family: Georgia,serif;">Just to be sure? <span style="font-family: Georgia,serif;">Or should I just plunge in, <span style="font-family: Georgia,serif;">Have a ball, <span style="font-family: Georgia,serif;">And try to do something <span style="font-family: Georgia,serif;">I'd never done?

<span style="font-family: Georgia,serif;">I decided to risk it; <span style="font-family: Georgia,serif;">I really had nothing to lose <span style="font-family: Georgia,serif;">The grade had been recorded <span style="font-family: Georgia,serif;">So why not turn loose, <span style="font-family: Georgia,serif;">Build a sand castle and see how it goes <span style="font-family: Georgia,serif;">Maybe SHE'LL be tired of all that prose.

<span style="font-family: Georgia,serif;">I always had notions <span style="font-family: Georgia,serif;">Of what teaching should be <span style="font-family: Georgia,serif;">I had learned most of the steps <span style="font-family: Georgia,serif;">But I had them more like 2, 1, then 3.

<span style="font-family: Georgia,serif;">I have always said, THINK <span style="font-family: Georgia,serif;">But I gave up too soon. <span style="font-family: Georgia,serif;">I didn't know how to help them start <span style="font-family: Georgia,serif;">And then I hurried them through, <span style="font-family: Georgia,serif;">Not giving them the chance to get it right.

<span style="font-family: Georgia,serif;">I never knew quite how <span style="font-family: Georgia,serif;">To organize my thoughts, to connect all the pieces <span style="font-family: Georgia,serif;">So my units included all essential parts.

<span style="font-family: Georgia,serif;">I now have a guide, <span style="font-family: Georgia,serif;">A thinking and organizing devise <span style="font-family: Georgia,serif;">Something that helps me to dig deeper <span style="font-family: Georgia,serif;">and to look twice. <span style="font-family: Georgia,serif;">I still make mistakes, <span style="font-family: Georgia,serif;">But I can cross them out; <span style="font-family: Georgia,serif;">I'm not afraid of the deep water because I can get out. <span style="font-family: Georgia,serif;">I have found a key to unlock doors that have always been shut; <span style="font-family: Georgia,serif;">I can build sand castles without any sand. <span style="font-family: Georgia,serif;">I have seen the results of "plugging in the sun;" <span style="font-family: Georgia,serif;">I have discovered new frontiers and ways of getting there. <span style="font-family: Georgia,serif;">Most of all, I can with a clear conscience say <span style="font-family: Georgia,serif;">I had a call. <span style="font-family: Georgia,serif;">And in so doing I discovered there's nothing wrong.

<span style="font-family: Georgia,serif;">If students laugh and become involved <span style="font-family: Georgia,serif;">With learning which they enjoy and help to organize.

<span style="font-family: Georgia,serif;">My job now <span style="font-family: Georgia,serif;">Is to make this work, <span style="font-family: Georgia,serif;">To use this knowledge to help students grow <span style="font-family: Georgia,serif;">Beyond the limits of bells, impatience, and boring routine.

<span style="font-family: Georgia,serif;">If I know the way <span style="font-family: Georgia,serif;">Won't they follow me <span style="font-family: Georgia,serif;">If I make it interesting, challenging, and real? <span style="font-family: Georgia,serif;">If I plug in to their thoughts and desires, <span style="font-family: Georgia,serif;">Won't we all learn how to learn something worthwhile?

<span style="font-family: Georgia,serif;">Facts are easy <span style="font-family: Georgia,serif;">To see and outline <span style="font-family: Georgia,serif;">With our new knowledge <span style="font-family: Georgia,serif;">We will decline <span style="font-family: Georgia,serif;">Any mention to stop because <span style="font-family: Georgia,serif;">Before we're through <span style="font-family: Georgia,serif;">We must create something new.

<span style="font-family: Georgia,serif;">Written by Brenda Holloway, the University of Louisville (as cited in Torrance & Safter, 1990, p. 125-126)