Disequilibrium: Learning Theory and Personal Practice


Notable Swiss child development theorist, Jean Piaget, explained learning as a continual process of achieving equilibrium, or balance, in our state of “knowing”…Then that balance is challenged when we encounter new stimuli, resulting in disequilibrium. When this happens, we try to apply our existing schemas (knowledge or ways of knowing) to the new stimuli (assimilation).  We also seek and adopt entirely new schemas (accommodation).  We tinker with all of this until we achieve that state of balance, or equilibrium once again.  (Until the next time we encounter new stimuli…)

Disequilibrium, also known as cognitive dissonance, is not a very comfortable state to be in.  It can feel frustrating, and challenging.  It can cause fear, anxiety, and even panic. It is, however, necessary for true learning to take place. If we never encounter anything that challenges our current ways of thinking or knowing, then we never move forward. We never get smarter, more adept, more diverse, more eclectic, and that seems like such a dull place to be!

Since I started learning how to code, I’ve been thinking a lot about disequilibrium. Continue reading

Embracing My Beginners Mindset: Avoiding Overthinking


Hello. My name is Lauren and I’m an over-thinker…I’ve been learning to program for 29 days.

I commented this week that it seems like the Ruby tutorials I’ve been working through are getting harder and it’s taking me longer to figure out write the code that’s prompted. I have recently realized that half of the time I’m completely overthinking, which just makes me laugh at myself.

For example, I spent 25 minutes trying to solve one particular prompt, trying all angles of writing the code only to result in error message after error message. I stuck with it, miserable yet determined, and eventually realized that I had simply read the prompt wrong.  The prompt was to add some code before the print command, and I was adding the code after. It turned out that I had correctly written the code the first time. Rather than going back and re-reading the instructions, I just spiraled down the rabbit hole…my code getting more and more complex with each try.

This is not the first time something like this has happened. I’ve noticed that the fewer angles I examine, the faster I’m able to complete the prompts. This is interesting to me, because it does not feel natural at all!   Continue reading

Big Ideas

This is definitely a mountain to climb, but who cares? Mountains are fun! Sometimes they can totally destroy you, but sometimes you get to the top and shred. Regardless, they are always an adventure!

I don’t really care what I learn to code…I just want to learn to code something!

If I can do it, any teacher and anyone can do it…Here’s hoping!

You are invited to become my teacher. (I admit that I’m writing a blog about something that I know next to nothing about. If I say something that you know is wrong, please tell me!  I’m all for crowdsourcing good information!)

I believe all teachers will someday have to know about this stuff, so why not find out how it can be fun and exciting?

My First Meetup

Ok, so last night I put on my big girl pants and went to a Meetup at the Denver Library called “Learn to Code”. The description was this: Open house/study group focused on learning code at varying skill levels. All are welcome to come with or without experience, a computer, or an RSVP.  I thought this sounded perfect!  I have no experience, I do have a computer, and I did RSVP.  I met all the criteria!

bird_girlOver the past several years, I have become a pretty solid professional networker, so I’m comfortable with the thought of something like this…but man!  It was still hard to walk through that door!  Being a good networker in education circles does not really prepare you to cast yourself into a room with a bunch of people who you know nothing about, and who you are pretty sure have no interest in discussing education (and they shouldn’t! They want to learn how to code!)  It was intimidating and daunting, and perfect, because part of the reason I wanted to do this was to meet people who are different from me.  I want to meet people with completely different skill sets and learn from and with them. Sure, it’s easy to walk into a room of teachers and start a conversation about the importance of nature-based education, or why we don’t get the respect we deserve.  Walking into a room with a whole different purpose was scary, but exciting!

What did I learn?  A LOT!

Continue reading