A Transformative Journey
by Jen Barr
When I formulated my plan for the courses I would take in the MAED program, I really only had a vague idea of what I wanted to learn. I knew that I wanted to take coursework on adult learning theory, as I teach in a community college. The course listings for technology based courses intrigued me, because I felt it would be important to learn new technology tools. I was able to fill my schedule most of the way by adding these types of courses, as well as those required for my degree. In the last remaining slots, I chose courses that sounded the most appealing, including one that focused on leadership and another that looked at the concept of the learning society. Every class I took was meaningful and made an impact on me, some in big ways and others in more subtle ways. As I engaged in coursework, I began to see several areas that I felt strongly drawn to. This essay highlights those areas.
When I formulated my plan for the courses I would take in the MAED program, I really only had a vague idea of what I wanted to learn. I knew that I wanted to take coursework on adult learning theory, as I teach in a community college. The course listings for technology based courses intrigued me, because I felt it would be important to learn new technology tools. I was able to fill my schedule most of the way by adding these types of courses, as well as those required for my degree. In the last remaining slots, I chose courses that sounded the most appealing, including one that focused on leadership and another that looked at the concept of the learning society. Every class I took was meaningful and made an impact on me, some in big ways and others in more subtle ways. As I engaged in coursework, I began to see several areas that I felt strongly drawn to. This essay highlights those areas.
Learning About Learning
I knew from the start that I needed to learn about adult teaching and learning. I had earned my undergraduate degree in dental hygiene and had only taken a few classes pertaining to education. I had ideas about how to effectively teach, based on those previous courses, as well as what I had carefully observed in the instructors I had had over the years. I needed to learn the theory and philosophy behind learning, though, and how to tie it all together. There were two central courses in the MAED program that shaped my understanding of adult teaching and learning: EAD 861 Adult Learning and EAD 866 Teaching in Postsecondary Education. In Adult Learning, I built a strong foundation in learning theories. I learned about the philosophies behind how adults learn, as well as the contexts and settings for learning. As the course progressed, I learned about more advanced theories of learning, such as situated learning, cognitive apprenticeship, experiential learning, and transformational learning. I began to realize how much is possible for students when they are given excellent learning opportunities. This course changed the way that I approached teaching. I realized that I needed to do more than just transmit information to my students. I began to incorporate problem-based learning and situated learning into my courses. I started to draw on the experiences of my students to make material feel more relevant and personal. I added reflection components to what I was teaching in order to help students think about their learning, as well as to help them become more self-directed.
Teaching in Postsecondary Education allowed me to work with adult learning theory directly. I had the opportunity to complete several projects in which I applied what I was learning into my classroom. The three most meaningful projects in the course were the implementation of a lesson plan, a syllabus project, and the formulation of my own teaching philosophy. In the lesson plan, I created an active learning lesson for my students based off the idea of concept maps. I was able to see my students get excited about and respond to this new active learning project. This encouraged to incorporate more and more active learning situations into my classes. In the syllabus project, I was able to revise a current syllabus. I was able to clearly articulate the theory behind the classroom activities I used for an entire semester. I learned how important it was to add elements beyond lecture alone to my lesson plans. I found ways to incorporate different learning theories into what I had been doing in the past. I increased the problem-based learning, reflection, and active learning experiences that my students would have. Lastly, in this course I was able to develop a teaching philosophy for the first time. This gave me the opportunity to truly reflect on my practice and what my beliefs are. I was able to see where my strengths lie; in being an effective lecturer, in interspersing active learning wherever possible, and in building positive and caring relationships with my students. I recognized that I still have much to learn and will continue to seek out lifelong learning experiences. I will constantly reflect upon my practice in order to improve it. These classes on adult learning have made a significant impact on how I approach teaching. I will continue to base my methods on research and what has shown to be effective. I will recognize that there are a multitude of differences amongst my learners and will employ different strategies to reach as many as possible.
Teaching in Postsecondary Education allowed me to work with adult learning theory directly. I had the opportunity to complete several projects in which I applied what I was learning into my classroom. The three most meaningful projects in the course were the implementation of a lesson plan, a syllabus project, and the formulation of my own teaching philosophy. In the lesson plan, I created an active learning lesson for my students based off the idea of concept maps. I was able to see my students get excited about and respond to this new active learning project. This encouraged to incorporate more and more active learning situations into my classes. In the syllabus project, I was able to revise a current syllabus. I was able to clearly articulate the theory behind the classroom activities I used for an entire semester. I learned how important it was to add elements beyond lecture alone to my lesson plans. I found ways to incorporate different learning theories into what I had been doing in the past. I increased the problem-based learning, reflection, and active learning experiences that my students would have. Lastly, in this course I was able to develop a teaching philosophy for the first time. This gave me the opportunity to truly reflect on my practice and what my beliefs are. I was able to see where my strengths lie; in being an effective lecturer, in interspersing active learning wherever possible, and in building positive and caring relationships with my students. I recognized that I still have much to learn and will continue to seek out lifelong learning experiences. I will constantly reflect upon my practice in order to improve it. These classes on adult learning have made a significant impact on how I approach teaching. I will continue to base my methods on research and what has shown to be effective. I will recognize that there are a multitude of differences amongst my learners and will employ different strategies to reach as many as possible.
Doing Better
In EAD 860 Concepts of the Learning Society, I read a book that changed the way I look at many aspects of my life, both professionally and personally. Over the last eighteen months, I have read many books, articles, lecture notes, and websites that I have found meaningful and relevant. However, one book made me look differently at what I do and motivated me to constantly strive to do better. This book was Better by Atul Gawande. In Better, Gawande states that "Better is possible. It does not take genius. It takes diligence. It takes moral clarity. It takes ingenuity. And above all, it takes a willingness to try" (p. 246). This line and the stories Gawande weaves together in the book really spoke to me. I felt connected to this book, partly because I am in the healthcare field and Gawande writes from the perspective of a doctor. I began to carry this quote with me and to apply to many aspects of my life. I began with diligence. Diligence is paying careful attention to the multitude of small details that accompany any task. It means not skipping steps or taking shortcuts. In teaching, it means constant attention to and reflection on practice. It requires basing every teaching moment and learning experience on sound theory. It eliminates distractors or tasks that aren't meaningful or relevant. It is about being present and engaged at all times. Moral clarity in teaching is important, although notedly more of a gray area. Teachers must make ethical decisions and make the right choice when placed in difficult situations. Ethical situations arise regularly with students, such as with passing a student on the brink or reporting plagiarism. Have moral clarity requires looking at a situation honestly and then making the right choice. In order to be credible, teachers must be capable of this. Ingenuity is an important component to teaching. Teachers should be innovative and willing to look beyond boundaries in order to reach students. Ingenuity can keep a classroom exciting and engaging. Gawande cautions, however, when using ingenuity or unconventional methods, that the practitioner must constantly review the results and improve where necessary (p. 189).
What really struck me in Better was Gawande's statement that better doesn't require genius. We tend to assume that those who are well-known in their professions must have some super human abilities that the rest of us aren't capable of. However, by applying diligence, moral clarity, and ingenuity, we can achieve greatness as well. At the least, we can do better. This made me realize how much I am capable of. As such, when I am discouraged or tired or just don't feel like giving my all in one of my classes, I come back to this point. No matter what, I can be diligent, see things clearly, and be ingenuous. I can do better and I owe it to myself and my students to continue to do better. This principle fuels my desire for lifelong learning. To stay relevant and fresh, one has to continue to learn. Diligence in seeking out resources and learning from others improves practice. I cannot grow complacent or satisfied in what I am doing, therefore, I will continue to keep Gawande's statement close.
What really struck me in Better was Gawande's statement that better doesn't require genius. We tend to assume that those who are well-known in their professions must have some super human abilities that the rest of us aren't capable of. However, by applying diligence, moral clarity, and ingenuity, we can achieve greatness as well. At the least, we can do better. This made me realize how much I am capable of. As such, when I am discouraged or tired or just don't feel like giving my all in one of my classes, I come back to this point. No matter what, I can be diligent, see things clearly, and be ingenuous. I can do better and I owe it to myself and my students to continue to do better. This principle fuels my desire for lifelong learning. To stay relevant and fresh, one has to continue to learn. Diligence in seeking out resources and learning from others improves practice. I cannot grow complacent or satisfied in what I am doing, therefore, I will continue to keep Gawande's statement close.
Learning to Lead
I have strived to be a leader for a long time. At times it comes naturally, such as when I practice in my dental office. However, I have leadership goals, which require work and an understanding of leadership. I aim to be a dental hygiene program director one day. Initially, I assumed this meant being in charge and providing direction to others. I knew that I would need to be organized, fair, and assertive in order to do this. Then I began coursework in CEP 815 Technology and Leadership and EAD 801 Leadership and Organizational Development. I learned about the concepts of adaptive work and transformational leadership. I realized that I would need vision, willingness to change, and the ability to motivate people. I would have to understand where the people I work with are at and be able to provide direction. I learned that transformative leadership requires collaboration and the willingness to confront preconceived notions and discomforts. It involves the shaping of new perspectives that include the personal transformations of all involved, In working in an organization, such as the dental hygiene program, it also requires an understanding of the culture and values of the faculty and staff. If I am to be a program director leader one day, I will need to encompass all of these factors. I will need to establish a strong vision for where our program is to go and then begin the adaptive work of getting there. I will have to understand and help develop those I work with. I will have to confront maladaptive practices and change perceptions. In order to do any of this, I will need strong relationships with my co-workers. My coursework in leadership opened my eyes to how much is truly involved in being a leader and not just a manager. It also fueled my fire to achieve this goal, become a role model, and lead others well.
Tying it Together with Technology
As I have progressed along over the last eighteen months, I have become more and more engaged with technology. At first, I just wanted to use it because it seemed as though it would add fun to my classroom and my students would probably already know how to use it. In CEP 815 Technology and Leadership, I learned that effective technology isn't just used for technology's sake. It should be used to facilitate understanding and learning. It shouldn't be a distraction from what is being learned. There are many ways to reach students through technology and each tool must be carefully evaluated and matched to the task at hand. Once these principles of technology use are understood, however, the possibilities are virtually limitless. In several courses, however most notably in CEP 817 Leaning Technology through Design and CEP 800 Learning in Schools and Other Settings, I was able to put technology to use in my classrooms. I built a website for one class and created a podcast, digital storyboard, and wiki for another class. The website allowed me to present information on oral cancer in a logical, organized way with meaningful images and videos. An evaluation from my students showed that this was a highly effective tool for that particular unit of study. Creating the podcast and digital storyboard allowed me to summarize key points for my students while giving them the use of different senses while learning. The class wiki was an excellent tool to spark discussion amongst students on case studies. They were able to collaborate and build a collective product.
These different types of technologies helped me to reach students in new ways. It allowed them to use different types of learning in different situations. Again, this coursework changed the way I teach. I will continue to incorporate technology where it adds to the understanding of material. I hope to become more advanced as I learn about new technologies. In fact, it is so meaningful that I intend to pursue a doctoral degree in educational technology. As educators, we have to constantly strive for ways to engage our students and enhance their learning. Technology is an important tool in our arsenal. It allows us to provide active learning, touch on different theories and strategies, and engage different senses at one time. Younger generations continue to become proficient in technology and enjoy using it. Understanding technology helps us to reach them where they are. It also helps us to guide less savvy students to its uses. It builds upon the foundations of educational theory when used appropriately. As stated, I will continuously seek new ways to reach students through the meaningful use of technology.
This journey has truly been a transformative one. I have learned much about myself and what I value. I have confronted my own misconceptions about teaching and learning. I have found that I am capable of more than I thought possible. I honed in on what makes me an effective educator and where I will continue to seek improvement. I established short and long term goals and made plans to realize them. I entered this program seeking a degree and came out transformed, inspired to be the best teacher that I can be. I am dedicated to lifelong learning and to doing better. I am truly grateful for the opportunities I have had and will continue to build upon them. I can't wait to begin the next step of my journey.
These different types of technologies helped me to reach students in new ways. It allowed them to use different types of learning in different situations. Again, this coursework changed the way I teach. I will continue to incorporate technology where it adds to the understanding of material. I hope to become more advanced as I learn about new technologies. In fact, it is so meaningful that I intend to pursue a doctoral degree in educational technology. As educators, we have to constantly strive for ways to engage our students and enhance their learning. Technology is an important tool in our arsenal. It allows us to provide active learning, touch on different theories and strategies, and engage different senses at one time. Younger generations continue to become proficient in technology and enjoy using it. Understanding technology helps us to reach them where they are. It also helps us to guide less savvy students to its uses. It builds upon the foundations of educational theory when used appropriately. As stated, I will continuously seek new ways to reach students through the meaningful use of technology.
This journey has truly been a transformative one. I have learned much about myself and what I value. I have confronted my own misconceptions about teaching and learning. I have found that I am capable of more than I thought possible. I honed in on what makes me an effective educator and where I will continue to seek improvement. I established short and long term goals and made plans to realize them. I entered this program seeking a degree and came out transformed, inspired to be the best teacher that I can be. I am dedicated to lifelong learning and to doing better. I am truly grateful for the opportunities I have had and will continue to build upon them. I can't wait to begin the next step of my journey.