Dimensions of Taste: Making the Unconscious Conscious

The overall flow of Wil's presentation was a joy to experience. He started us reading an article designed to provoke us to make the connection between the tasting activities we would do and the instructional changes to which we aspire. He allowed us the time to share compelling ideas elicited by the article but did not allow the conversation to become the activity. He did this without shutting us down because his excitement about what we were soon to try was palpable and infectious. His demeanor informed us that the best was to come. The lab set-up was organized to allow us to easily follow his verbal and projected procedure. The materials were colorful and in an arrangement that gave us space to work; in other words, the set-up was inviting and engaging. My Middle school students love a tray with materials that are colorful, organized and easy to identify. I could imagine them approaching Wil’s set-ups with exclamations of excitement. He gave us enough background information to serve as tools for the problem he set before us to solve. We had a first attempt with little direction, an additional activity to train us, and then a second try to solve the problem based on our first attempt and new information. The progression was logical and encouraging, with enough discrepant events to permit learning. He made it safe for us to rely on our unconscious and slowly bring our initial unconscious decision to the level of a more informed, conscious decision. We shared our observations along the way, so there was feedback so important to the co-constructive approach. Wil kept a check on our progress through conversation and questions and made mid course corrections in his approach where appropriate. His planning and structure were enough to engage without being overbearing and inhibiting.

The article, “Mmmm…not Aha! Imaginative vs. Analytical Experiences of Wines,” by John Dilworth made the point that the words used in wine tasting suggest that it is semi-scientific. He suggests that there is an imaginative component as well. It occurred to me that this is true in medical practice as well. The words are so technical and specific that patients can erroneously assume that medical diagnosis and treatment are “scientific” and exact. There is an imaginative component that makes medical diagnosis an art based on a story arrived at by experimentation and shared data.  As teachers, we need to choose out words and phrases carefully to reveal the uncertainty that characterizes any body of information still under exploration.

The article’s author describes both conscious and unconscious components of wine tasting; the conscious part involves the sensory qualities, and the unconscious part, the enjoyment. Both, he states, contribute to wine tasting. In the classroom, we offer our students information and activities to appeal to the conscious brain but have to remember that their unconscious brains approach the classroom experience with its own stories. If we daily create a positive classroom experience, then our students will be more likely to prosper from the classroom experience both in a positive approach to their science education and greater understanding of the local and global shared summaries.

The author makes further distinction between routine and sophisticated tasting. The routine tasting is prevalent when the taster is involved in another activity such as conversation over a meal. In this state, the taster will observe large grain differences like spoiling of the wine or pleasantness. The experience moves away from the conscious state. In sophisticated tasting, there is a perpetual consciousness like that needed in problem solving.  The take-home message for the classroom is that activities and conversations need to include problem solving opportunities to bring student attention to the conscious level. Wil modeled this type of classroom experience well.

Wil’s workshop was so fantastic! We traveled across so many science domains: earth, chemistry, botany, meteorology, biology, neurology…etc.  What a whirlwind tour! The central topic could easily be connected to so many inquiry pieces. Wil was expertly delivering information, giving time for comments and questions, and keeping interest at a high level. I specifically noticed that he expanded and gave value to each person’s input as well as immediately catching when someone needed more attention. We were all engaged in this challenge of discovering where the wines were made and that aspect gave excitement. There was also an important social connection to learning about wines in that it may advance your ability to start conversations in group gatherings.  This is a vital skill to develop in our culture -not to mention a key component of the Summer Institute.
Wil first organized the materials in advance of our participation. This is a good management tool, in addition, it heightens the curiosity and interest in what’s about to happen. The placement of the materials also allowed us to easily understand the work to be done spatially rather than reading a set of instructions. In many classrooms students can get bogged down in language and possibly lose that first rush of excited anticipation. During the lab portion some steps were done individually to engage a learning process that was comfortable for each person but there were points all along where the whole group was connected so Wil could give information or keep the group on track. No one was left behind.  The web resources used were appropriate, valuable and engaging. Content information was delivered without any lost momentum. Wil continued to value comments and answer fully all questions. He moved through the entire workshop with a confident, pleasant and experienced style. His belief in the significance of his material was apparrent and was transferred to his audience seemingly without effort. Valued by all facilitators, this skill alone was a striking success.
I really enjoyed the workshop even though I have only a slight interest in wines. Wil gave so many aspects to this subject that I think all were totally engaged. Wil was an excellent model for all of us, wonderful work that I will remember.

It was my play bother Dale that introduced me to wine. We were sharing a house and he brought home some wine. now up to that point in my life the only wine that I had tasted is a Sangria wine. I will never for get the the wine that he brought home was not sweet and I thought how in the world can any body drink this wine. I said that to him that this was junk and I hated it. He said to me you have to develop a taste for this wine, So some years later I started to develop a taste for White wine. For some reason I have always liked Champagne. I called my self graduating in the wine world. Much to my surprise I ended up liking many different types of wine. I all ways wanted to go to a real wine tasting but could not afford one and did not have the time to do it. It was a pleasure to be a part of a wine tasting even if I did not taste the wine. I wanted to see if I could figure out what wine was what just but smelling the wine. You could not tell me that I would have gotten them all wrong. but I did. but it was enlighted to be able to try and learn about the different regions that the wine come from, and why certain wines grow a certain way. It was most enlightened to learn how wine has to grow. what makes for a sweet wine and a dry wine.The Sun is powerful.  So Thanks again Will for doing this today.

I thought Will's presentation today was quite excellent on all fronts. Even as a spectator and not as an active participant in the project, my attention was still captured and I feel as though I learned a lot.

His lecture was extremely informative but it was also simultaneously engaging. Rather than simply throwing a wealth of information to his audience, Will structured his lesson around inquiry. Rather than informing his students where each wine was from he allowed them to explore for themselves, supplying them with background information that facilitated discussion. Not only was the information that was presented in his presentation conducive to the task at hand, but in addition he also offered additional information that they could carry away from today’s session and use in the future.

Also, even when lecturing, Will engaged all of his audience, challenging them with questions that summarized and made them apply information they had just learned. There was also an array of images, graphs, and tables that were implemented to convey information rather than just constantly speaking or providing an overhead presentation with nothing but words.

I think the take home message for the day is that wine and wine-tasting are much more interesting and accessible to many participants than they were yesterday!

The wine tasting was important in making us bring an unconscious sense into our conscious.  Wil allowed us to enjoy the activity individually (we all had different tastes that we enjoyed) and collectively (he provided us with many facts about the wine and grape physiology).  I enjoyed the lesson because he began it with a preparation reading that gave us some background (a story), then followed it with a physical experience and information session.  This strengthened what we were learning in my mind because of the mix of different types of activities and learning; we were all involved.  This is important in the classroom for any topic because it engages and excites students and strengthens ideas in their mind; it also allows them to focus and concentrate more.  If they participate in a memorable activity, they are more likely to remember what they learned.  We were allowed to explore and come to our own conclusions before he told us the "right" answer.