Connecting the Dots:
A Look Back on the Work of a Work-in-Progress
by Michael Clinton
When the attacks on September 11 happened several years ago,
I could not have asked for a better place to be other than on a university
campus. During this time of turmoil and uncertainty, being surrounded with
peers and professors was comforting, as we could discuss, debate, and learn from
each other in a way that we could move forward in a proactive manner. Nearly
ten years later, when the world seems to be caught in a time of economic and
employment uncertainty, immense advancements in technology, changes in many
aspects in daily life, I cannot help but be thankful I have been enrolled in a
graduate program that has not only provided me an opportunity to gain the skills to
be ahead of the game in terms technology in the educational profession, but has also forced me to re-examine my career choice and where I see myself heading in
this field. The Masters in Education program through Michigan State University
has been an experience that will have a lasting impact on my life and my work.
The length of time it has taken to finish this program has been longer than I had originally anticipated. There have been many changes in my life during the past few years. With those changes have come a new sense of prospective and commitment to education and teaching. There have been three courses that have had a particular influence on me as a teacher and individual. Of the three courses that have had a lasting impact, two of them were centered on the traditions and philosophies of education. They compelled me to challenge my own philosophies of teaching and education, and have either strengthened my personal beliefs or driven me to think differently about the field. The third course was related to technology and how to take advantage of recent advancements to enhance the learning experience for students. Through this technology course, I was able to stay ahead of the curve in the role the web plays on learning. The knowledge gained from these three courses reflect some of the goals I had originally set out to accomplish when I first enrolled in this program.
In the spring of 2008, I enrolled in an introductory survey course entitled CEP 891: Educational Inquiry, Interpretation, and Criticism. Being one of the first online courses ever to be enrolled in, I was, like many, skeptical of an online course. But before long, I was hooked. This course proved to be challenging and informative, and soon became a springboard of enthusiasm in my approach to this graduate program.
The learning and personal growth that took place during Educational Inquiry is difficult to capture in a few paragraphs. The course was filled with many of the finest minds in educational theory and philosophy that really kept me on my toes and challenged my views on not only educational theory, but also what it means to be educated in an American public school. One particular aspect of this course that struck a chord with me was our study of Howard Gardner and his book The Discipline Mind. This book and many of the arguments Gardner has put forth over the years have had a profound effect on my own teaching philosophies. Gardner notes of most American public school curricula as being a thousand miles wide and one inch thick. That is to say that students get a broad survey of a topic and don’t really dig deep enough to master the information at hand.
Working with students in teaching them how to dig deep and uncover what lays beneath the surface instills in them the tools for learning on their own. It prepares them to self teach. We want to help create mini-experts that are able to take a topic and learn about it profoundly. Gardner refers to this as encouraging students to think like scientists, historians, and artists. I often think about this when planning my own lessons. In the age of endless information it is critical for a teacher to lead students on how to best learn about a subject matter, what questions to ask, what to look for, how to think critically, how to be skeptical, and how to determine what is important and what is not. This is much easier said than done. Even in my own studies I find it sometimes hard to block out what is trivial and rather focus on what is important.
Switching gears from theory to technology, I found the course I took in the fall of 2010 to have played an inspiring role in how I see myself as a classroom teacher in a technological world. CEP 818: Creativity in Teaching and Learning gave me the opportunity to play, create, design, and reflect using technology as a teaching and learning tool. The course was set up to display our work entirely on the web. We created websites that showcased our writings, our designs, the pictures we took, the videos we made, and our analysis of the book Sparks of Genius. Over the course of the semester I went from slightly enthusiastic about bringing technology into the learning experience to completely sold on the idea.
Among the eight modules that made up the course there was one I took a particular interest in. Adapted from our course text, the module centered on the idea of embodied thinking. One of our assigned tasks was to take on the perspective of something else, for example, an animal. We were to ask ourselves how this animal saw the world; what were its thoughts; how did it behave; why did it move the way it did. The idea behind this was to get us thinking empathetically. According to the authors of the book, empathizing is “learning to perceive the world through someone’s else’s mind and body.”[1] Some of the best teachers I have had in my life were the ones who were able to understand and identify with his or her students. Being able to see the world as others do allows a teacher to get a better understanding for how that person learns. This was a stimulating module that gave us the opportunity to step out of our world and into another.
In addition to the activities we were assigned in CEP 818, there was another element to the course that required collaboration with fellow classmates. This had taken on a whole new and different platform compared to previous courses that required group work. Through this course I was introduced to the learning and collaborative tool of a wiki. Like many students and frequent web users, I was familiar with the online giant Wikipedia. But I always saw it as a passive resource in which I would obtain information rather than one I could create or contribute information. Working with the entire class, we were tasked with creating an online, interactive representation of our course textbook. Pulling ideas and examples written in the book, fellow classmates and I created a wiki that highlighted many of the key issues and points the authors raised. Through this collaborative effort I was able to get a better idea of how technology can enhance the learning experience. To produce such a participatory website, I had to think critically about the material and then add or edit content in a way that supports the overall site. It was a daunting task to begin with, but when I was able to reflect on the finished website I was amazed at the work my classmates and I had put in. This is a learning tool that I definitely would like to incorporate into my teaching.
Stepping away from technology and back to educational theory, there was a third course that I thought had a profound effect on my views in the field of education. In the spring of 2009, I enrolled in a course entitled EAD 860: Concepts of a Learning Society. This course seemed to have come at an unusually opportune time in my life, as many of the concepts and readings covered in the course related directly to the happenings and experiences simultaneously occurring in my life. Navigating the material while living through similar circumstances equated to some rather profound understanding and influence. I think exploring Mary Catherine Bateson’s Peripheral Visions and analyzing the movie The Namesake are two examples that can provide some insight into how the course played out. When I graduated from university several years ago I had a strong desire to step out of some of the comforts I had been accustomed to. Not really knowing where this desire came from I decided to go teach abroad. It was not until I read Bateson’s book that I able to get a better understanding for what stirred up this interest and why I decided to take that step. Bateson discusses venturing out and gaining a different vision of the world. That is, seeing things through a different perspective that from the familiarities one is used to. She also mentions “discomfort is informative and offers a starting point for new understanding.”[2] The general notions found in this book resonated with me and provided me with words and descriptions for how I was feeling. My experiences living in a foreign country amongst strangers who spoke a different language fostered a sense of empathy that opened my mind.
In this course we also were tasked with viewing the movie The Namesake. Upon watching this movie, I realized that I experiencing many of the same things the main character, Gogol, had experienced in the movie. To refer back to Bateson, the similarities between Gogol and myself can be seen as the “story of shifting identities and interrupted paths, and…celebrate the triumphs of adaptation.”[3] The material and readings covered in Concepts of a Learning Societyfurnished a better appreciation for how individuals and communities grow and learn together. Many times there are circumstances which are uncontrollable or which evolve naturally. It is critical for people to seize those moments and take advantage of the lessons that can be learned.
I am grateful I have had the opportunity to be a part of the program. A lot has happened in my life these past four years and my involvement in these courses have allowed me to get a better understanding of the world around me. Education remains an important component of who I am, and challenging myself to grow in that field only improves my ability to become a better teacher and colleague. There is no doubt that technology will continue to enhance the learning experience. My hope is that I can stay ahead of the game and work with my students to get the most out of their schooling. While the uncertainties of world continue to exist, it is critical to stay in tune and in touch with the times so that I can continue to grow, develop, and learn in all the various roles I find myself in.
[1] R. and M. Root-Bernstein, Sparks of Genius: The Thirteen Thinking Tools of the World's Most Creative People, Houghton Mifflin (1999) p. 186
[2] M.C.Bateson, Peripheral Visions: Learning Along the Way, HarperCollins (1994) p. 17
[3] Bateson p. 83
The length of time it has taken to finish this program has been longer than I had originally anticipated. There have been many changes in my life during the past few years. With those changes have come a new sense of prospective and commitment to education and teaching. There have been three courses that have had a particular influence on me as a teacher and individual. Of the three courses that have had a lasting impact, two of them were centered on the traditions and philosophies of education. They compelled me to challenge my own philosophies of teaching and education, and have either strengthened my personal beliefs or driven me to think differently about the field. The third course was related to technology and how to take advantage of recent advancements to enhance the learning experience for students. Through this technology course, I was able to stay ahead of the curve in the role the web plays on learning. The knowledge gained from these three courses reflect some of the goals I had originally set out to accomplish when I first enrolled in this program.
In the spring of 2008, I enrolled in an introductory survey course entitled CEP 891: Educational Inquiry, Interpretation, and Criticism. Being one of the first online courses ever to be enrolled in, I was, like many, skeptical of an online course. But before long, I was hooked. This course proved to be challenging and informative, and soon became a springboard of enthusiasm in my approach to this graduate program.
The learning and personal growth that took place during Educational Inquiry is difficult to capture in a few paragraphs. The course was filled with many of the finest minds in educational theory and philosophy that really kept me on my toes and challenged my views on not only educational theory, but also what it means to be educated in an American public school. One particular aspect of this course that struck a chord with me was our study of Howard Gardner and his book The Discipline Mind. This book and many of the arguments Gardner has put forth over the years have had a profound effect on my own teaching philosophies. Gardner notes of most American public school curricula as being a thousand miles wide and one inch thick. That is to say that students get a broad survey of a topic and don’t really dig deep enough to master the information at hand.
Working with students in teaching them how to dig deep and uncover what lays beneath the surface instills in them the tools for learning on their own. It prepares them to self teach. We want to help create mini-experts that are able to take a topic and learn about it profoundly. Gardner refers to this as encouraging students to think like scientists, historians, and artists. I often think about this when planning my own lessons. In the age of endless information it is critical for a teacher to lead students on how to best learn about a subject matter, what questions to ask, what to look for, how to think critically, how to be skeptical, and how to determine what is important and what is not. This is much easier said than done. Even in my own studies I find it sometimes hard to block out what is trivial and rather focus on what is important.
Switching gears from theory to technology, I found the course I took in the fall of 2010 to have played an inspiring role in how I see myself as a classroom teacher in a technological world. CEP 818: Creativity in Teaching and Learning gave me the opportunity to play, create, design, and reflect using technology as a teaching and learning tool. The course was set up to display our work entirely on the web. We created websites that showcased our writings, our designs, the pictures we took, the videos we made, and our analysis of the book Sparks of Genius. Over the course of the semester I went from slightly enthusiastic about bringing technology into the learning experience to completely sold on the idea.
Among the eight modules that made up the course there was one I took a particular interest in. Adapted from our course text, the module centered on the idea of embodied thinking. One of our assigned tasks was to take on the perspective of something else, for example, an animal. We were to ask ourselves how this animal saw the world; what were its thoughts; how did it behave; why did it move the way it did. The idea behind this was to get us thinking empathetically. According to the authors of the book, empathizing is “learning to perceive the world through someone’s else’s mind and body.”[1] Some of the best teachers I have had in my life were the ones who were able to understand and identify with his or her students. Being able to see the world as others do allows a teacher to get a better understanding for how that person learns. This was a stimulating module that gave us the opportunity to step out of our world and into another.
In addition to the activities we were assigned in CEP 818, there was another element to the course that required collaboration with fellow classmates. This had taken on a whole new and different platform compared to previous courses that required group work. Through this course I was introduced to the learning and collaborative tool of a wiki. Like many students and frequent web users, I was familiar with the online giant Wikipedia. But I always saw it as a passive resource in which I would obtain information rather than one I could create or contribute information. Working with the entire class, we were tasked with creating an online, interactive representation of our course textbook. Pulling ideas and examples written in the book, fellow classmates and I created a wiki that highlighted many of the key issues and points the authors raised. Through this collaborative effort I was able to get a better idea of how technology can enhance the learning experience. To produce such a participatory website, I had to think critically about the material and then add or edit content in a way that supports the overall site. It was a daunting task to begin with, but when I was able to reflect on the finished website I was amazed at the work my classmates and I had put in. This is a learning tool that I definitely would like to incorporate into my teaching.
Stepping away from technology and back to educational theory, there was a third course that I thought had a profound effect on my views in the field of education. In the spring of 2009, I enrolled in a course entitled EAD 860: Concepts of a Learning Society. This course seemed to have come at an unusually opportune time in my life, as many of the concepts and readings covered in the course related directly to the happenings and experiences simultaneously occurring in my life. Navigating the material while living through similar circumstances equated to some rather profound understanding and influence. I think exploring Mary Catherine Bateson’s Peripheral Visions and analyzing the movie The Namesake are two examples that can provide some insight into how the course played out. When I graduated from university several years ago I had a strong desire to step out of some of the comforts I had been accustomed to. Not really knowing where this desire came from I decided to go teach abroad. It was not until I read Bateson’s book that I able to get a better understanding for what stirred up this interest and why I decided to take that step. Bateson discusses venturing out and gaining a different vision of the world. That is, seeing things through a different perspective that from the familiarities one is used to. She also mentions “discomfort is informative and offers a starting point for new understanding.”[2] The general notions found in this book resonated with me and provided me with words and descriptions for how I was feeling. My experiences living in a foreign country amongst strangers who spoke a different language fostered a sense of empathy that opened my mind.
In this course we also were tasked with viewing the movie The Namesake. Upon watching this movie, I realized that I experiencing many of the same things the main character, Gogol, had experienced in the movie. To refer back to Bateson, the similarities between Gogol and myself can be seen as the “story of shifting identities and interrupted paths, and…celebrate the triumphs of adaptation.”[3] The material and readings covered in Concepts of a Learning Societyfurnished a better appreciation for how individuals and communities grow and learn together. Many times there are circumstances which are uncontrollable or which evolve naturally. It is critical for people to seize those moments and take advantage of the lessons that can be learned.
I am grateful I have had the opportunity to be a part of the program. A lot has happened in my life these past four years and my involvement in these courses have allowed me to get a better understanding of the world around me. Education remains an important component of who I am, and challenging myself to grow in that field only improves my ability to become a better teacher and colleague. There is no doubt that technology will continue to enhance the learning experience. My hope is that I can stay ahead of the game and work with my students to get the most out of their schooling. While the uncertainties of world continue to exist, it is critical to stay in tune and in touch with the times so that I can continue to grow, develop, and learn in all the various roles I find myself in.
[1] R. and M. Root-Bernstein, Sparks of Genius: The Thirteen Thinking Tools of the World's Most Creative People, Houghton Mifflin (1999) p. 186
[2] M.C.Bateson, Peripheral Visions: Learning Along the Way, HarperCollins (1994) p. 17
[3] Bateson p. 83
