<div><SPAN contentEditable=false style="DISPLAY: inline-block"></SPAN>For many years I have suggested that the PTG create an education committee to do exactly what Richard is talking about. What is lacking in our organization is a unified way of teaching the tech and tuning exam. I would like to see a cadre of trained educators (a Bachelors or even Masters degree in Education), who are trained to teach a curriculum specifically designed to take an Associate through the exam process. The weekend seminars at the Home office are great. The instructors are good. But are they all teaching off the same page? An Associate should be able to take a vertical action regulating class at the home office, and the same class at a seminar a year later, and learn basically the same thing. In some instances that is not always case. </div>
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<div>Willem (Wim) Blees, RPT<br>
Piano Tuner/Technician<br>
Honolulu, HI<br>
Author of <br>
The Business of Piano Tuning<br>
available from Potter Press<br>
www.pianotuning.com</div>
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-----Original Message-----<br>
From: Israel Stein <custos3@comcast.net><br>
To: caut@ptg.org<br>
Sent: Fri, Oct 19 8:18 PM<br>
Subject: [CAUT] How we learn (was: Re: CAUT Endorsement )<br>
<br>
<div id=AOLMsgPart_0_ff04e8aa-12a1-4ee0-9437-318a207d47e5 style="FONT-SIZE: 12px; MARGIN: 0px; COLOR: #000; FONT-FAMILY: Tahoma, Verdana, Arial, Sans-Serif; BACKGROUND-COLOR: #fff">At 07:29 AM 10/19/2007, Richard West wrote: <br>
<br>
>I don't know if my longwinded explanation helps, but there it >is. I'm glad you asked, because it helped me try to try to get a >better grasp of how we learn this profession. We don't write or >teach in a vacuum. Perhaps the greatest challenge is getting >through to people. That means we need to know how people learn so >that our materials reach them. I don't know that PTG has been >particularly good at addressing this aspect of learning. <br>
<br>
Richard, <br>
<br>
I have to date stayed out of the CAUT discussion - didn't have time to read all the posts thoroughly enough (I wish people would just get to the point instead of writing long dissertations) but the paragraph above stood out as something that I can agree with wholeheartedly - especially the last sentence. This is something that I have been painfully aware of as a results of many post-exam discussions with candidates whom I tested over the past 19 years - which led me to think about how effective the various modes of instruction prevalent in the PTG actually are. Some day I might write up some of those thoughts... For now, I am glad to see that there are others who are aware that this at least is worth looking into... <br>
<br>
Israel Stein <br>
<br>
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