Fast Fish Learning

For years, scientists studying fish were puzzled. Fish could actually swim much faster and more efficiently than any of their models could explain. It wasn’t until they put the model into water and studied the interaction between the fish and the water that things made sense. They came to realize that fish create vortices as they move to push from. Suddenly the performance of fish made sense. Scientists understood how fish and their environment interact to enable “fast fish”!

Learners can also behave like fast fish.  Consider the case of Jaylen:

Jaylen is hitting his stride in his new job as a computer programmer for a shipping company. His manager, Devon, gave him the opportunity to rearrange the work space so he has better access to the necessary data and people he needs to interact with. Recently, he realized that Devon doesn’t know the details of the job the way that he does. In fact, Devon prefers to have Jaylen come to him with proposed solutions to problems that they discuss together.  Jaylen also knows, that like many people who have experienced trauma at some point in their lives, it helps him to absorb feedback over time before responding. He asked Devon to give feedback on his work performance that incorporates this delay whenever possible. Jaylen found that it helps him to be open-minded towards feedback and to use it well. These adjustments are helping him learn more in the specifics of his current job context and in developing skills that transfer forward—including the self-regulatory skills that allow him to modify the physical, social, emotional and cognitive environment.

We are studying Fast Fish Learning and what it takes to help people engage in it!