Decision Making among Jazz Musicians, Basketball Players, and Teachers

From time to time, I will re-visit earlier posts that have resonance to recent debates about classroom teaching. Teacher decision-making, particularly how frequent and improvisational during the lesson (as opposed to all the decisions made in planning the lesson) is often misunderstood by policymakers, educational pundits, and researchers whose last visit to a classroom was when they were students. I wrote this post about decision-making across professions in 2011.

I have revised and updated it because state and local policymakers who make consequential decisions about school budgets, professional development, and evaluating teachers need a deeper understanding of teaching and student learning in classrooms. Part of that deeper understanding requires a look at teacher decisions including questions they ask), their frequency, scope, and ad-libbing during a lesson. I also offer this revision for those teachers who practice expert decision-making during lessons and simply consider it part of the job not fully realizing they are kissing cousins of  jazz musicians and professional basketball rebounders.

When top jazz musicians select notes from a chord to improvise a melody,  stellar basketball players drive toward the basket on a pick-and-roll, and effective teachers ask questions of students, the cascade of  instantaneous micro-decisions that occurs in the heads of trumpet player Wynton Marsalis, the Dallas Mavericks’ Dirk Nowitzky, and kindergarten teacher/author Vivian Paley would stun most non-musicians, non-basketball players, and non-teachers.

Consider jazz and the swift decisions a Wynton Marsalis makes as he improvises. Jonah Lehrer describes a neuroscientist who used MRIs to study brain activity of jazz musicians improvising. One center that showed much activity was during improvisation had been identified for its function in language and speech. The neuroscientist argued that creating new melodies depends on that part of the brain where sentences are invented where every musical note is like a word. In short, decisions are made.

Turn now to the act of basketball players rebounding as an instance of super-quick decision-making “that reflects an astonishing amount of cognitive labor.” Here Jonah Lehrer points out the subtle and swift decisions rebounders make.

“The reason we don’t notice this labor is because it happens so fast, in the fraction of a fraction of a second before the ball is released. And so we assume that rebounding is an uninteresting task, a physical act in a physical game. But it’s not, which is why the best rebounders aren’t just taller or more physical or better at boxing out – they’re also faster thinkers. This is what separates the [Lebron James] and Kevin Loves … from everyone else on the court: They know where the ball will end up first.”

Here is where I turn from improvising jazz and basketball rebounding to classroom decision-making. Non-teachers would be amazed at the total number of decisions teachers make during a 45-minute lesson, the frequency of on-the-fly, unplanned decisions, and the seemingly effortless segues teachers make from one task to another. Decisions tumble out one after another in questioning students, starting and stopping activities, and minding the behavior of the class as if teachers had eyes in the back of their heads.

What decisions do teachers make during lessons?

I know of no MRIs that neuroscientists have used with teachers in experiments on classroom decisions. Nonetheless, the number and frequency of decisions teachers make during a lesson have been examined sporadically (mostly in the 1970s and 1980s) through simulations and video analysis but seldom since then. (Readers who know of recent studies, please let me know).

In distinguishing between planning lessons and actual classroom teaching–what academics call “interactive” teaching– researchers found that teacher-made routines governed the total number and frequency of decisions. However, these routines for managing groups of 25-35 while teaching content and skills—taking attendance, going over homework, doing seat-work, asking questions–were unpredictably interrupted by the unexpected (e.g., upset students, PA announcements, student questions, equipment breakdown). thus, spontaneous, unplanned decisions had to be made. Both the expected and unexpected piled up teacher decisions in each lesson. Few observers sitting in the back of the classroom notice the quick processing of information teachers make because in happens in nano-seconds. Even fewer policymakers and pundits can acknowledge that such instantaneous decisions even occur in a lesson.

*Researchers Hilda Borko and Richard Shavelson summarized studies that reported .7 decisions per minute during interactive teaching.

*Researcher Philip Jackson (p. 149) said that elementary teachers have 200 to 300 exchanges with students every hour (between 1200-1500 a day), most of which are unplanned and unpredictable calling for teacher decisions, if not judgments.

In short, teaching because it is a “opportunistic”–neither teacher nor students can say with confidence what exactly will happen next–requires “spontaneity and immediacy” (Jackson, p. 166, 152).

Effective teachers, then, like top jazz musicians and basketball rebounders improvise–decide in the moment–as they deal with both the routine and unexpected in the art of teaching.

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9 Comments

Filed under how teachers teach

9 responses to “Decision Making among Jazz Musicians, Basketball Players, and Teachers

  1. Raúl Morales

    Your “fraction of a fraction of a second” just reminded me to my teacher Dr. Medina talking us about “nano seconds” decision making and “immediate feedback”, about his ongoing research on expertise teaching. Here’s the reference. Hope it helps.

    The reflexive-dialogic dimension of Pedagogical Content Knowledge in university teaching. Revista de Educación, 374. October-December 2016, pp. 67-90.
    DOI: 10.4438/1988-592X-RE-2016-374-326

    “We have frequently observed in our study how teachers, when interacting with students, go beyond their own understanding of the subject matter to capture how students are correctly understanding (or not) the topic that is being explained. Knowledge sustaining this skill cannot be solely that of the subject matter itself. The teachers observed were able to appreciate in situ how relevant student interventions were: a true dialogic and reflective skill that allowed them to gauge and diagnose students’ knowledge in terms of «understanding the subject» while continuing to teach. Through immediate feedback and based on this in situ assessment, teachers effectively help redefine students’ understanding of the topic being addressed. This «didactic interpretation» is sustained on the ability of teachers to maintain a floating focus on both students’ ideas and understanding and on their own knowledge, without interrupting the flow of the class. (:86-87)

  2. Laura H. Chapman

    Thanks for refreshing the work of Phillip Jackson on the complexity of conversations with students, one at a time, in pairs, in various combinations up to an entire class, almost always with interruptions and excursions to unplanned places. By comparison jazz is an organized event.
    I am reminded of some other research, presented in “Thinking, Fast and Slow,” a best-selling book published in 2011 by Nobel Memorial Prize in Economics laureate Daniel Kahneman. Kahneman adds credibility to “intuition” by calling it fast thinking. Pity the poor teacher who is not a fast thinker.

  3. Rebecca deCoca

    This is the type of thinking that scripted, no-excuses charters don’t understand and don’t want to allow. As if you could micro-control every single thing that happens in class, and as if it would give you the best results if you could!

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