Fantastic! I’m glad this article inspired you. George Dinwiddie, Evan Gardner, and I hope to present at Agile 2010 in Nashville concerning this subject.

Perhaps I’ll see you at Agilistry Studio in April, for our as-yet-unannounced workshop? I don’t know when I’ll put blogging further thoughts on this; it really just comes down to us all getting the fluency model in our bones, and then seeing what that produces…

But who knows-perhaps inspiration will strike.

Thanks for stopping by,
Willem

You may be interested in a Shu-Ha-Ri-like model that I recently stumbled upon. It’s towards the end of my post regarding Shu Ha Ri:

http://powersoftwo.agileinstitute.com/2009/03/fresh-perspective-on-shu-ha-ri.html

Wow! See me giving you the sign for “full!” right now. I need to mull this over. I’ve perhaps been clinging to Shu Ha Ri as the simplest (and thus presumably most commonly applicable) model, but I’ve been meaning to try using Travels with Charlie. Really, I seldom considered Shu Ha Ri as a description of a training technique (something that trainers *do*) but as a model for the nature of learning (what students *become*). The difference is important. Training from Shu Ha Ri has always been a bit dangerous for anyone with a sense of self, which means everyone.

Holy cow! Thanks for nailing down those points; yes, at every level the student has fluent competence. They have experienced ease, flow, success. Additionally, they contribute to the learning community by having unique pedagogical insights and experiences along their journey of consistent fluency and competence, improving the methodology of the learning community as the go along.

I love it. Great stuff!

I shouldn’t have to or even want to say more than yes, of course, OBVIOUSLY!

There are only a few points that are not perfect. I think it was a bit unclear that a person experiences fluency in a language at different levels as they approach fluency. If these levels can be isolated and explored fully then the student can have a fluent novice conversation a thousand times before they are lead into the intermediate conversation level. Therefor they “learn” the language to the highest level as fast as possible giving them a a clear sense of acommplishment. This accomplishment can be capitalized by taking the tools from this quick sucsess and applying them to the next level of dificulty. When applied to this higher level the student will natuarally employ the tools which they have used and proven to themselves a useful to the next chalenge. Finding the tools and using them the best way possible only looking for what works, and knowing that the other learners and teachers in their community are also looking for and perfecting the same tools for the same goals as they are instantly creates a community of learners with the same objectives, the same tools, and the same search mechanisms for the same tools. In this search for the most efficient “way” each participant will develop slightly different tools or uses for the same tools which can be easily taught and shared through a unified framework of conversation or transfer of data.

The ice cream sundae is a good analogy but I think could use a bit of clarification according to Evan Gardner’s (my) theory of learning and language acquisition… the most important breakdown of concepts should happen with the ingredients. If this is the first time a person has made a sundae (novice) then there should only be a few ingredients… lets say 3: vanilla ice cream, chocolate syrup, and a cherry. These should be the only things available to make the first sundae. These ingredients should be used many times in a row until the “limited” or Novice sundae looks perfect. Then more ingredients should be made available (intermediate)… lets say 5 ingredients: vanilla ice cream, chocolate ice cream, chocolate syrup, whip cream, and a cherry. Building on previous experience the student knows how to work the most important tools for the job: the ice cream scooper, and the syrup bottle. Now they are exposed to the whip cream canister. The student (already used to repetition) can start working towards perfecting the 5 ingredient sundae. But here is where the genius of “Where Are Your Keys?” The sundae maker has been taught in a way that they can now teach anyone, like a newly arrived Novice how to make the best 3 ingredient sundae possible. They can see how the work of the novice can be used to benefit the work of the intermediate. The novice can see the work of the intermediate and has a clear picture of the steps required to reach the next level and a view of the finished product. Others at the sundae factory can use these 2 “under-students” for some of the leg work required for the production of 15 ingredient sundaes while everyone is working towards the eventual goal of a fully “fluent” factory where all participants have worked and are continually working towards perfection, open to the advice and direction of EVERY participant. Once everyone is fluent and fully cross trained then the real innovation can occur. No ego, only product. No shame, only improvement. No greed, only sharing… and sharing of thought and innovation towards the same goal… AHHH the perfect sundae made with the pure intention of collaboration.