Archive for the ‘Reflection-in-action’ Category

Reverence for Wood

Monday, October 5th, 2009

A talk delivered at the Unitarian Universalist Church of the Palouse, Mar 20, 2005.
Title borrowed from Eric Sloane’s great little book

This was first posted on PBJ, WSU’s first blog tool, now retired. I rescued it here as part of preparations for another talk I’m giving at the church.

—-

Good morning.

I’m going to tell you stories from my passion as a timber framer.

My stories are of engagement, of connection, of joining. With ecosystems, with people, with life.

Today you have permission to stare at the floor as I talk. Let me tell you about the ecology I see below your feet. The wood is red, or Douglas, fir.

As firs get taller, and crowd one another, the lower limbs drop off. Eventually, new rings of growth close over the wounds. Pretty soon the rings are uniform. Look around for the wavy grain characteristic of wood near knots. No waves, no knots, means tall straight trees.

Think of a tree stump, showing circles of growth rings. Imagine cutting it like a pie. Your cuts are at right angles to the rings, you see the rings edge on, as in this floor. We call this quarter sawn. Imagine cutting tangent to the rings, you see wide wavy patterns, the side views of the rings, typical of modern boards and especially of plywood.

Each ring is a year. Each ring on this floor is maybe 1/16 inch wide. Since these boards are quarter sawn, one edge was toward the center of the tree, the other toward the bark. 2 1/4 inches equates to 38 years. 38 years with no knots, 38 years after the the limbs had dropped and the wounds had grown over.

Look around and you’ll see some yellow edges in a few boards. This is the sap wood, the youngest wood, closest to the bark. Its not as hard, so the mill culled it. I’ve spotted sap wood in this floor that might be an inch wide — so the sap wood represents 15-20 years of growth after the rings  of these boards were lain down.

Let’s assume it takes a red fir 40 years to grow big enough to be limb free on its lower 20 feet. Another 38 years to lay down 2 1/4” of the boards you see, and 15-20 years in the sap wood outside that. The trees in this floor were at least 100 years old.

Given the age of the church, they were saplings when Lewis and Clark visited. The trees that grew up after these trees were harvested could just be reaching a size where new wood of this quality might be harvested. Of course, the forest is not being managed to produce wood like this anymore.

Your homework is to visit Idler’s Rest. The stand of trees along the creek will give you an impression of the forest where this floor grew. These boards lived in a cathedral.

Wood connects me to ecosystems and to time.

Lodgepole pine is a pioneer species after a forest fire. The lodge pole seeds are released from their cones by the heat of a fire, the trees live about 100 years, and as they die, other species of pine and fir succeed them. When mature, the trees are small — 12-14” on the stump, but very tall.

In the summer of 1994 I got a chance to work in a climax lodge pole woods, outside Elk City, gathering the wood for my first timber frame, which now serves as our woodshed. The structure has hand hewn 8×8 timbers of lodge pole, spruce, and cedar.

Hewing, or squaring up a log into a timber, is done with two axes: a felling ax and a broad ax. The felling ax is the long handled ax you know for chopping down trees. To hew a log, you stand on it, and every 18 inches, use the felling ax to chop a notch to touch what will be the plane of your finished timber. Wear heavy boots, you are chopping between your toes. Then, using a sideways swing, you hit into one notch, splitting off an 18” long chunk, called a juggle. Repeat on the second side. Roll the log and do the remaining two sides. You now have a very roughly square timber.

The broad ax has a short handle and a wide blade, sharpened from one side. You stand beside the timber and swing down along the vertical plane, shaving off the high spots left from juggling. If you are good, you end up with a straight, square timber with only tool marks left by the swing of the broad ax.

The best part of hewing in a climax forest, is resting (which I did frequently) and looking at the diversity of little plants that cover the forest floor. The juggles that you have cut off are good firewood, that both warm you and remind you of time spent in the woods.

The other thing about hewing is it teaches you how skillful work should look, and teaches you to read a timber for the marks left by its maker. Having learned to watch for tool marks, and from them to read the skill of the worker, I was delighted to get the scarf joint on display as today’s art, on my left.

Dan Schmidt had this joint on the end of a timber he’d rescued. If you happened to see the cover of the Daily News Friday, there is a photo taken inside the Potlatch mill. In that photo, the beams (top plates) that recede into the distance (maybe 400 feet) were probably joined, end to end, with a joint like this one.

Examine this piece after the service to see the tool marks left by a carpenter who sawed that long flat plane with a hand saw. He did it in a single cut, without wavering or wandering, or needing to plane to clean up his work. There was a time when artisans understood their tools, and wood, and were able to make things like this piece, or to the hew smooth flat timbers.

Working wood connects me to other people who teach me through the marks they leave.

Birch does not show annual rings. Its as strong as red fir, but most engineering tables don’t list it, typically, an asterisk says “used for cabinetry.” Its texture is very uniform. It splits and carves well. Yesterday I was cutting sections from the birch Bill Styer and Jerry Gzerbielski removed behind the yellow house to make into pegs.

The birch tree in our former minister, Lynn Unger’s, front yard, now spans the center of my barn.  It unwittingly turned me into an urban hardwood forester.

From Lynn’s birch, I went on to ash, box elder, chestnut, cherry, elm, linden, locust, maple, Russian olive and walnut. These woods, because of their interesting color, often enhanced by disease that caused their removal, and because of their large limbs that create large knots and interesting grain, brought me together with wood turners, who have gladly taken pieces I could not use and turned them into art.

Urban trees opened my interest in the knowledge our forefathers had of the eastern hardwood forest, and made me aware of the diverse strengths of its many species.

Hardwoods have joined me into a circle of giving among wood workers.

I built a fire this morning: pine and ash, with birch and walnut for kindling.

Every day, from mid-September to early May, (250 times/year) I light a fire. This is the other end of wood’s life cycle in my hands.

I’ve built a fire, 250 times a year, for 10 years. As I was writing this talk I could hear our stove, the soft pinging of a waning fire. I’m aware of the sounds of the stove. I listen for them. They tell me when its working well, when it needs attention. They remind me I am connected. Connected to trees, whose by products I burn. Connected to people whose skills with wood and with tools I’ve admired and emulated.

Its been suggested to me that I should prefer to burn red fir in my stove, its optimal. Its also the kind of thinking that leads to mono-crop agriculture and single species planting in forests. And, we’ve seen with the blight on Moscow Mountain, what single species forestry brings.

I think our forefathers were closer to right. They preferred each tree for its best qualities. Oak or red fir makes a hard floor or a strong beam. Locust makes a rot resistant fence post. Ash and hickory make good tool handles. Cedar makes a good roof or keeps moths from your woolens. Fruit wood makes good smoke for preserving food.

My sister asks why I don’t get a pellet stove. She thinks it would be easier than gathering wood, splitting it,  stacking it, then moving it to the porch, and tending it in a fire.

As if easier is better.

In this case, easier is disconnected.

… from the trees, from knowing that locust is best on a night in the teens, pine is fine for taking off the chill in the early fall. Disconnected

…from the process, both the work which I’ve never begrudged, and the meditation of watching a fire.   Disconnected

… from the history of people who have worked with, and heated with wood. Disconnected

…from the ecologic cost of my own consumption.

Disconnected

How do you decide differently when you are connected to (vs. disconnected from)  the ecologic consequences, aware of (vs. indifferent to) diverse strengths, engaged with (vs. separated from) the human participants and consequences?

For me, a decade after raising my first timber frame, the whole activity is less about building and more about engaging, joining, connecting.

The process, and the materials, have become my teachers, helping me to be more in tune, more connected, more reverent.

The trees and I have an arrangement.

A lesson in driving up readership

Tuesday, May 5th, 2009

On Friday, April 24 the Chronicle’s Wired Campus ran an item on the failure of U. of Michigan’s Online Teaching-Evaluation System. The article was hot news because of the scale of the player and the scale of the failure. I posted this comment near midnight Sunday, April 26:

My comment on the article

This drove a large spike in readership of the associated resources on April 27.

Page views for WSUCTLT blog

And examining how readers got to the site we see they came from several related pages in the Wired Campus article.

pages that referred to WSUCTLT

which brought readers to these pages

pages viewed as a result of the comment

Collaborative Notetaking in Diigo

Saturday, January 24th, 2009

Notes on AAC&U Conference Jan 21-23, 2009 Seattle Wa

Higher Education conference organizers that accept a conference facility without free wireless Internet for live blogging are out of touch. The one apparently open device causes “Firefox has detected that the server is redirecting the request for this address in a way that will never complete.”

Gripe aside, this was an interesting meeting. The Opening Plenary set the broad context and the urgency of the problem: there is a political environment starting with No Child Left Behind and moving thru the Collegiate Learning Assessment that is rolling toward and over higher education. The higher education community needs to choose between being reactive and defensive or proactive by using innovation in self-assessment to demonstrate relevance as an offense.

I started to blog thoughts on the sessions, and decided instead to try something different. I had already Diigoed the program and started putting highlights on interesting sessions. Now I’m adding notes to the Diigoed page. If you want to read the notes, join the “CTLT and Friends” group on Diigo and go to the conference page above.

This process could work for multiple collaborators during the conference (see gripe above) and is also widely available to others.

Tag:me

Friday, November 14th, 2008

I have been struggling with how to understand and implement a Web 2.0 resume. Today it came to me that I need a new Diigo tag – “me.” I’d put this tag on stuff that is mine or about me: blog posts, pages, photos, etc. Then I would be able to get an RSS of “me.” Further, I can readily share me in different resumes for different audiences by combining tags in Diigo. [The syntax looks like: http://www.diigo.com/rss/user/nils_peterson/+ ] You, the reader of “me,” can gather evidence from the forward- or backward- looking evidence of my effectiveness. I can use tags like me+reflection to mark more reflective steps in my work. Because it’s a feed of things I’m tagging, it stays as current as my tagging.

This “feed resume” is analogous to Dave Cormier’s “feed book” and it extends thinking about my blog as my portfolio or any other one space as my PLE. It serves as both a tool to present myself, and as a vehicle for a reader to walk (via Diigo) other things that I tag and other communities that tag the things I tag.

In the case of things I write that others tag, it is a way of measuring the social capital of those things (and me). See for example what is happening around this article I co-authored in JOLT. Showcasing myself is one of the things a resume purports to do.

It seems that this same thinking can be extended to “we.” In this case, the tag to use would be for my group, in this case the Center for Teaching Learning and Technology. This thinking also makes me extend my previous suggestion about the implementing a Web 2.0 organization website with the idea that we would collectively use a WSUCTLT when we are tagging us. Which clarifies a difference. I’d been thinking about our Diigo group (CTLT and Friends) as a place we’d put stuff we found interesting AND stuff by us. This “we” tag idea lets there be a clean separation. The group is a way to share stuff we find. The “we” tag is a way to build the unit’s portfolio.

Power of Me tag

Diigo-ing a page and adding the me tag becomes an invitation to say what your role is, or claim is, to the page. It lets you build a portfolio of things on the web that are otherwise not obviously yours. It also invites that you write a reflection (in your blog) about the lessons you learned in your involvement with the page you just me-tagged.

Oven Luck

Tuesday, August 5th, 2008

This is the next in my series of oven-related reflections. I’m coming to understand how different a mud oven is from a microwave oven. The latter heats just the item you want. Usually this is a small item, its heated quickly (seconds or minutes) and the oven is cold afterward. Kiko Denzer writes about super-insulated ovens, I’m learning to bank coals to one side behind a wall of pre-heated fire brick. Each strategy keeps the oven warm longer.

Last weekend we came into a bounty of salmon, a result of the Palouse Prairie School celebration . We had friends coming over, a former miller, and I decided to make bread. And a casserole with the salmon, and why not a fruit crumble. Things got further out of hand when I decided to smoke some of the salmon (I mean, I’m around, doing chores, tending fires, why not run the smoker at the same time?) My smoking does not get the meat very warm, so I’ve usually finished in the oven on low. Then my wife remembered one of our guest’s food allergies and decided to make a second fruit crumble.

So, oven is 550F by 4PM, bread goes in. Bread out in 20 min, spuds, casserole and first crumble in at 5:40. Trade for second crumble while we eat. After cleaning kitchen, fish into 250F oven till bedtime. Oven still 250F an hour later when fish comes out and still 150F the next morning. Kiko has posted a nice summary reflection on his firing experiences, importantly, he describes the value of drying his wood in the last heat of the oven

In the traditional potluck, guests cook at their house and bring finished dish to the party. What about bringing raw food and baking it? Guests could bring more food than would be eaten and take home leftovers. Some items could be baked during/after dinner and taken home whole. If we understood what to do in a 200+ oven overnight, the host could put something (roast?) in at bedtime.

Building the Planet’s Center for Teaching and Learning

Thursday, July 24th, 2008

The following is an invitation to Centers of Teaching and Learning (CTL)

Preamble
We are looking at updating our website. Again.

The last revision used Oracle tools to make a site that was readily modified by the whole staff — an attempt at content management to eliminate the webmaster. It worked to an extent. We also moved some of our content into the university wiki — an invitation to the campus to contribute to our efforts. But our staff still say they can’t find the stuff they want to help our faculty.

More recently we have been thinking about Web 2.0 strategies for learning, summarized here. This has me thinking about how our CTL could be working differently. Further, I suspect that all CTLs are working on roughly the same problems — assessing learning outcomes, accreditation, large classes, integrating the newest technology, course evaluations, advancing our own professional development, etc — AND all are understaffed for the amount of one-on-one effort required.

We recently enjoyed the help of a post-doc with expertise in survey research who made a collection of public domain survey instruments, with annotations and some bibliographic references about each. We also have our own collection of course evaluation instruments and another collection of rubrics. Each is filed in its little cubby somewhere.

One of the requests for our site redesign was have fingertip access to these surveys. And make that collection available to faculty who might wish to write their own surveys using the survey tools we support.

A large amount of the work of our CTL has no need of secrecy. As a public institution none of it can really be kept secret, but discretion is often advisable around data associated with instructors and programs. Some materials we use have licenses that restrict our posting them on the web.

Sticking with the obviously public content, how do we (all the world’s CTLs) use Web 2.0 tools and Learning 2.0 strategies to collaborate on the common problems we are addressing? I recently wrote a letter of advice to a Web 2.0 Learner. It offers some clues.

The Invitation
Join us in creating the world’s CTL. You will need to work differently and think differently, but my hypothesis is that, by changing some habits, you can learn to work more effectively.

The Strategy
1. Use Google. Someone else might be working on your problem. There are multiple ways to search using Google, including Google Alerts that will run a search and email you when it finds new results (works very well for highly targeted searches). Google’s Blog search and Alerts each produce RSS. You can also get 3rd party RSS feeds of regular Google searches.

2. Teach Google. Google learns from us. (Thanks Michael) The strategies below are all about using and storing links to teach Google.

3. Use Wikipedia. Google privileges Wikipedia highly in its search results. Find your topic there. If Wikipedia knows less than you, “Be Bold.” Not everything can be in Wikipedia, use it to point to additional key resources and communities, this teaches Google and since Wikipedia is where a novice is likely to start, it invites people to your community and resources.

4. Find your community online. Join them, use their tools. Can’t find a community, create a community space. In any case, tell Wikipedia where the community is.

5. Empty everything that does not need to be private from your file cabinet, hard drive, and file server onto the web. Put everything at URLs where it will remain stable over time. If possible, put copies where your community can edit them. Tell Google by linking to these resources.

6. Bookmark online, not in your browser. Use the bookmarking tools and tags your community uses. Post information about which tags in these systems are useful in your community spaces and Wikipedia. This helps your community and it teaches Google.

7. Blog. When you have on a problem invite the world to think about it. Report your solutions, too. Make links in your blog posts to the resources you found. Keep a blog roll of resources that you find valuable. This helps you, your community and teaches Google.

8. Comment on other blogs. Provide both feedback and guidance. Add links in your comments, these teach Google.

9. Write reviews that synthesize and link several resources or your current solution. Post this review where your community can best find it, which might be your blog, your community’s space or Wikipedia.

10. Create custom Google searches. This can focus the search experience for your faculty and community. It also teaches Google.

Possible Objections
Wikipedia can’t be trusted. If the Wikipedia pages you need are wrong or are changing, garden them.

I don’t have time for this. Make this your work, not extra work

My stuff is not good enough to be online. Get over it. If you dare share it with anyone, put it online. Refine it as you go. Keep both versions, blog about what you learned and why the new version is better. This is your learning portfolio, it helps you earn credibility in your community.

I don’t have a web server. Where I can put my stuff? Use free online resources.

Proposal for our CTL Website
This discussion started from a need to revise our unit’s website. It proposed that we collectively create a planetary CTL web resource. Given the above, what should our campus CTL site contain?

As a starting hypothesis, and to be blunt, our website should contain only the things that keep our budget from being cut.

That means the site needs an Intranet where we can securely share with select members of our campus the data and reports related to our collaborations with them.

We may also need a public repository where we can dump our files online.

The site also should provide information about the problems that our unit is working on, and who the partners are in this work, and the value this work is providing to the University — what have we done for you lately? This might be a learning history or a showcase portfolio. This information should be rich in links and other clues to find more information. Some of the links should be fed into the site as RSS from the activities above.

The site should provide one-click access when that is politically valuable, but it should not strive to be an A-Z index, rather our site should have a custom Google search, and hints about what problems that search has been optimized to address.

Our site might have public resources if they are politically valuable to us, but we don’t want turn our site into a content silo, rather the preference should be to link to resources stored elsewhere. We should strive to collaborate with other units and host resources in the most appropriate places (For example, campus-centric technology help in the campus help resource. (And we should remember to make our custom Google search look there.)) We should also collaborate with our communities and put resources on off campus sites if that gives the resources more global value.

Objections
Faculty should find the resources they need by browsing our site.
Maintaining links and resources takes time. Unless having those links is protecting our budget, we should spend time on things that are more essential. Further, we are probably better off assuming (or helping) faculty use Google than being information architects. Social bookmarking is quick and has other payoffs. Feed the results of your social bookmarking to your website. Use search.

I don’t want to put our content in places we don’t control. Wikipedia is based on the hypothesis that “we are smarter than me.” Its seems to be working.

There won’t be much left on our site. So? See the hypothesis about protecting budget and political value.

Our technical and web staff won’t have jobs. Keep your staff focused on your intranet needs.

Advice to a Web 2.0 Learner

Thursday, July 24th, 2008

In If you have a problem, ask everyone (CORNELIA DEAN
NYTimes, July 22, 2008) says:

“John Davis, a chemist in Bloomington, Ill., knows about concrete. For example, he knows that if you keep concrete vibrating it won’t set up before you can use it. It will still pour like a liquid.

Now he has applied that knowledge to a seemingly unrelated problem thousands of miles away. He figured out that devices that keep concrete vibrating can be adapted to keep oil in Alaskan storage tanks from freezing.”

The idea in this article is that by gathering other perspectives, diverse ones, it is possible to solve problems that you could not solve yourself from your perspective. This is analogous to the story on 60 minutes about the inventor with a new approach to treating cancer.

Palouse Prairie School was awarded a charter to open in 2009 using the Expeditionary Learning (EL) model. Pupils will work on integrated problems (metaphorical expeditions into unknown territories to solve a real problem and perform a community service [the philosophy behind Expeditionary Learning, a trade name, has its origins in Outward Bound Expeditions]).

So where does “ask everyone” play in an EL elementary school? The pupils need to gather perspectives to work on their problems. Perspectives will enrich their learning. And enhance their problem solving.

The strategy for gathering perspective may be as simple as taking the problem home to the dinner table, “Mom, how can you help my class think about this problem?” or more sophisticated, by posting the problem on the Internet.

In the latter case, a Web 2.0 strategy is important. How can a school child hope to get help from some stranger somewhere in the world? 1. By linking to others (especially the way blogs do, called ‘trackback’), 2. by using key terms that Google will recognize, and 3. by having a ‘reputation’ to raise the rank of the student’s post in Google’s results.

Tracking back gains attention from a specific person. Its part of a process of saying ‘I read your stuff’ which is the kind of flattery that might get someone else to read you.

Reputation is earned, by being linked by others, which means, by doing or saying something worthwhile.

Tracking back takes thoughtful reading. Being linked takes saying something worthy of another’s mentioning. Both skills are, I think, desirable in a 21st century learner.

If a school had a blog, and it engaged the world thoughtfully with that blog, and friends of the school started linking to the blog posts because the ideas were worthwhile, the reputation of the blog would rise, and the potential of gaining help on a problem (ask everyone) would increase as well. (Not that you make a blog post and wait — you need to be active, finding a community that you think can help and engaging it.)

How does this work? I took the title of the NYTimes article and stuck it into Google and found that Cathy Davidson had responded to the NYTimes with a blog post on participatory learning. Having found Cathy and HASTAC blog, I had also found the term ‘participatory learning’ which has some interesting Google results but no Wikipedia entry.

Were children working on a problem, and found nothing in Wikipedia, that would be a prompt to create the page, even just a “stub page” in Wikipedia terms. A Wikipedia page serves as high ground (in a Google search sense) for the concept and from that page one hopes to find links to key resources and communities, perhaps even ones created by the students. Here are more ideas on how to think about wikis for learning.

The Center for Teaching, Learning and Technology at WSU has been thinking about how to use some of these ideas to transform University education. We are asking how to help students engage the world in authentic assessment of the student’s work. I can point to examples like 17 year-old George Hotz hacking the iPhone (for my purposes the hack is less important than the blog where he shared the blow-by-blow problem solving and got help) and Margo Tamez who, along with her Apache Nation in Texas, is taking on US homeland security over the idea of a border wall with Mexico. I think these ideas can be brought down to the level of the elementary school and challenge children to engage in authentic problems in a global context.

Setback for 21st Century Resume

Sunday, July 20th, 2008

I’ve been trying to make headway on understanding a 21st Century Resume, thinking that it should not be your father’s paper resume. But recently I’ve had a couple “send me your resume” requests, so here it is in all its paginated glory: Nils S Peterson CV.

I’m choosing categories for this post. Milestone is obvious for a noted setback. Reflection-in-action seems an appropriate guide to what I should be doing, but it is Assessment that caught my eye. Clearly, it is assessment that is the goal of keeping a document like a CV. In my experience reviewing job candidates, a CV is a cumbersome tool for assessment.

So, I have added a new section to my CV, at the bottom, Community Activism. My wife’s summary: you defeated WalMart, Saved the Bus, and Chartered a school. But the reflection, and I hope your assessment, is what did I learn doing those things?

I joined the NoSuperWalmart effort in December 2005 hoping to get a chance to apply my ideas about blogs to community organizing. There is a blog, but it did not become a key piece in the communication strategy. I found myself in a role of spokesperson and part of the inner leadership circle, but the communications strategies that carried the day were email, newspaper ads, and handbills.

A year later, I got a better chance to explore the nexus of online and local community organizing. The conclusion that I draw from this work is that the web can be integrated into a local community’s political organizing. It requires effort to make the site participatory (with multiple perspectives) and authoritative (with data that has been collected about the problem and is open to inspection, support or refutation).

My most recent activism has revolved around gaining a charter for Palouse Prairie School in Moscow. This work has been conducted mostly offline, but its given me a chance to think about how to merge the content management of two blogs and Google Calendar into a web site. It not right yet, but its a step beyond the NoSuperWalmart effort.

What I think I’ve learned in those efforts is feeding into a series of blog posts I’m co-authoring regarding transforming the grade book. What we are arguing is that a community assesses its members (and a university education should assess students) by applying a set of broadly agreed criteria across a span of the member’s work. We are exploring the mechanisms by which the learner gathers, organizes, learns from, and demonstrates that assessment. The result will not be a CV, it will be a portfolio and the public assessment of that portfolio. Not a showcase portfolio, but a learning portfolio.

The CV is a showcase, and not even the best one, in that it is a catalog of everything without organizing narrative. What would be more interesting it seems is to showcase an accomplishment and the learning history leading up to it, as George Hotz did in his blog/portfolio on cracking the iPhone and Margo Tamez did in her portfolio on her efforts to prevent a US-Mexico border wall.

Drying oven, more experiments

Sunday, March 2nd, 2008

I haven’t baked since my last episode where I burned the floor boards under the oven. I’ve been thinking about how to warm the oven and dry it without overheating the floor. What I tried, with fair success was putting 8 broken red brick on the floor, end to end, with a thumb width between them to let air flow under the fire I would build on top of the brick.

I started at 9 AM with a small pine fire, then slowly added charcoal briquettes. I kept things going with bits of wood and more charcoal, but never very hot. After noon the outside was warm (uncovered and in the full sun, ~50F by then). I measured the surface temperature with a hand-held IR thermometer. The highest reading was 117F on the top, 85 on the sunny side, 75 on the north side.

About noon, I pushed the coals to the sides of the oven (off the brick) and added kindling and charcoal. My goal was to put more heat at the edges of the oven. Around 2PM I put in 6-8 pieces of mixed wood, mostly firewood scraps. By 4PM it was coals and I pulled out the red brick and the coals and allowed 30 minutes soaking Several of the red brick were hot thru my insulated fire gloves. I should have sequestered the coals with the hot red brick and left all that in the sides of the oven. An oval oven would facilitate this chipmunk-cheek strategy. Need to look back at how I thought the oven deck was too small and augment that by 6″ left and right.

I had repaired the inner face of my baking door by rebuilding the cob and had propped it in the doorway of the oven to fire the clay for awhile. I took care to put wet cloths in the door to get a tight seal and covered the chimney with a rag and a board and brick as well as shutting the damper. At 4:30, the thermometer read 450F, which seemed too hot for the bread in metal pans. I put a couple of the red brick back into the oven. They were warm to bare hands. And put the bread on the brick. It would have been better to be prepared with something thermally lighter to serve as hot pads. I think I have an old BBQ grill that could provide a 1/2″ spacer.

In 45 minutes the bread was beautiful and the temp read 350F (disappointing, given my first experience with how long the oven stayed hot. Did the earlier bonfire approach get a lot more heat into the mass?). I pushed the bricks to the sides of the oven and slid in 2 quiches. Twenty minutes later the quiches still were very runny, so they moved to the conventional oven.

With the quiche out, I put in a covered pyrex dish with a lamb shank that said it should be braised at 300F. The lamb came out at 8:30 and seems moist and completely cooked, but the temp has fallen to 200F. I think there is radiant heat in the oven that belies the air temp measured by the thermometer. Things cook better than the thermometer would make you think.

I still don’t want to make a massive foundation, next step is to design a better insulated floor that can take high heat and build another oven.

Next baking episode

Saturday, January 5th, 2008

Its been cold and wet. Today was the second day of warming, predicted to reach 38F. I decided to bake again. Starting about 1PM I lit a fire, mostly pine firewood in pieces 2″ diameter. It was burning hot and clean by 1:30 and I kept poking in a few more bits to keep it going well. At 3:15 the bottom of the 2×6 floor was not warm and the top of the shell was still cool. There was a lot of water to dry out of the clay, despite the tarp covering.

We were going ice skating, so I loaded in several pieces of pine and put the baking door in place, with its two 1″ breathing holes. Even before we left there was a dark creosote smelling smoke. When we returned at 4:20 the fire was burned down to coals; it seemed fairly warm, but not hot. I tossed in 5 pieces of kindling and went off to prepare the bread (Laurel’s Kitchen Bread Book, the herbed potato bread) which had been in its first rise since 3:00.

By 4:45 the kindling was burned down. I noticed a thin whiff that seemed more like smoke than steam under the floor of the oven! Kiko warns that ovens on sawhorses fail by burning thru. The floor boards were warm, not hot and the outside of the shell was warm under the insulation blanket. I had remembered to put two bricks into the oven when I lit the fire and now I pushed all the coals to the chimney opening and put the bricks in front of the coals to protect the food from the radiant heat of the coals. I did not pull out the coals.

By 5:00 I had tossed in 4 baking spuds, 1 Butternut squash (halved and cleaned then re-assembled) and a pie plate with an acorn squash cut in 1″ wedges (Great recipe that I found on http://epicurious.com, the squash is cooked with oil, salt and pepper, then dressed with a lime/oil/garlic/herb vinaigrette.) I was letting the bread rise again and put two baguette loaves into the oven about 5:25. My hope was that I had allowed enough time for the oven to soak.

An oven thermometer just inside the door read 300F when the bread went in. I pulled the spuds and acorn squash at 5:50, one spud was not done. All had black burn marks. The bread seemed soft on the end near the door but there were toasty smells. I decided to turn the loaves end for end.

At 6:20 I pulled the bread, which was black on the bottom but seemed properly baked otherwise. The temp read 250F.

Conclusions. I managed to get the firebrick very hot but the baking door leaks too much air. This caused the bread to burn while the temp did not seem hot. Spuds and Butternut squash black spots confirm this hot floor. Baking in this oven in these conditions, I need to provide a container for the food to buffer the heat from the floor. The dish with the acorn squash was hot enough to boil the vinaigrette when I poured it on and it had some hard-to-clean stains from the baking process — but the food was unburned.

I also need to seal the baking door better to prevent the drafts that were making the temp read low. This probably also means plugging the chimney more than the damper does. And after that many hours of firing, I need to allow more soaking time.

The long range conclusion is that the oven needs a real foundation and better insulation. Kiko promised in an email to me that his 3rd edition of the book has instructions for a well insulated (top and bottom) oven. I need a roof as well (if not totally indoors).