GMIT 650--Week Nine--A Developmental Approach

This final week's topic in GMIT 650 focuses on the characteristics of a developmental approach to education. Our very fine seminar leader, Greg Burroughs, provided us with a tremendous amount of good material to explore and share our good thoughts and ideas.


Our textbook, Learning and Change in the Adult Years: A Developmental Perspective, explained that, "althought most education is not consciously and explicitly directed toward psychological development, the process of education itself implies growth and development." This thinking overlaps with the GMIT 660 focus for the week, which was on morals and ethics. I say this because ethical and moral growth, which was suggested by one author to be blended with social, emotional and academic education, is a process much like, if not intertwined with, psychological growth.


The text goes on to say that, "as a teacher, you need to acknowledge and explore your own development and the place of teaching in your sense of self." Greg's first seminar question focused on that very thought; Greg asks: "Our text started the last chapter with a series of questions to make us reflect on what our discussion of the concepts brought together in our readings and discourse have led us to discover. Have your thoughts about your role and purpose as a teacher and your concept of that role and purpose changed since you have embarked on this little journey into educational theory and practice?"


Many of the cohorts said that while they have learned a great deal during this journey it is going to take a while for it all to soak in, sort out, and then apply it all, or at least a lot of it to our teaching and training. As I have stated before, this Masters Degree Program has by far been my most fruitful educational experience; I think we all feel its effects for many years.


Pat, our instructor was pleased to hear Kathy Zabel mention some of the well known educational psychologists we have studied during the program, such as Tennant, Piaget, and Knowles; it showed that some of it had already sunk in a little, at least. We have learned to become better critical thinkers and have come to realize the power and importance of interactive learning, as well as some of the tremendous teaching tools such as rubrics.

Greg's second question: "On page 193 the author talks about what Shulman refers to as the "wisdom of practice", what does this term mean for you as you contemplate mentoring another who has to teach or as you approach the prospect of having to teach?"

"Higher levels of expertise and development" is the forerunner of "wisdom of practice;" more and more we are expected to take it upon ourselves to find where our weak spots are in our careers, seek out ways to strengthen those weaknesses, and engage those to fill the gaps. We have done just that in this Masters Degree program; we have grown in knowledge and professionalism. But, we can't stop here; we have to take what we've learned, build on it, and implement it in our daily professional lives. We have to keep asking questions, keep helping each other get better; we can't be afraid to be critical; we have to strive to get better each day.

Greg's final question: "On page 196 the author brings up the proposition put forth by Weathersby that theory is a base for reflection on practice. How do you feel this contrasts or enhances Collins proposition that we put ourselves into practice?"

The author is using Collins as the intial messenger that "theory is a base for reflection on practice" instead of "knowledge applied to practice." He then uses Weathersby's quote to expand on that thinking. In other words, theory comes in on both ends of practice; you start with a theory, you put it into practice, and then you go back to the theory (starting point) to use it as a benchmark to measure against. What were the results of the practice? Did a lot of things change between theory and practice, or did the outcomes stay pretty close to the original theory?

Whenever we put a plan into practice we must always go back to the original plan to see how far offbase we were; that way when we plan again we might be able to head off a few things, get to our objectives faster and with less effort. Also, we must always try to streamline process; always look for better, faster, and smarter ways to do things, always keeping in mind the stakeholders.