SelfAssessBlom

Andrew Blom
Exit Self-Assessment
Describe for each goal
• a) something that reflects what you have achieved well related to this goal, and
• b) something you have struggled with/ need more help on/ want to work further on.

"My Synthesis Product Shows That..."

A. I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose).
I believe I have conveyed these all well. My subject was clear, and my purpose was personal and passionate.
I wished I had more time and opportunity to connect with an audience more as it is my intention to bring this idea to the classroom. Because I’m not a teacher at this moment I wasn’t able to explore that possibility as this moment.

B. I know what others have done before, either in the form of writing or action, that informs and connects with my project, and I know what others are doing now.

I researched enough about literary criticism, metacognition, acting, and action to know that this idea and the process has not been connected before.
I could have explored all aspects more and developed more understanding of them and that is something of value that I will explore more.

C. I have teased out my vision, so as to expand my view of issues associated with the project, expose possible new directions, clarify direction/scope within the larger set of issues, and decide the most important direction.
My project took me in a number of different direction and came about slowly through much reflection and incorporating different visions.
I would like to expand on a number of issues that I didn’t have time to explore, such as taking this into the direction of a curriculum and clarifying the various “methods” to this such as acting and metacognition.

D. I have identified the premises and propositions that my project depends on, and can state counter-propositions. I have taken stock of the thinking and research I need to do to counter those counter-propositions or to revise my own propositions.
The propositions/counter-propositions helped clarify that this project was less about changing literary theory but more about my own views on it and what I could do to create something that worked for people like me.
I wouldn’t say I “revised my own propositions” when my project was underway, but that was based on a lack of time and needed to move my project forward, rather than an unappreciation of it.

E. I have clear objectives with respect to product, both written and practice, and process, including personal development as a reflective practitioner. I have arranged my work in a sequence (with realistic deadlines) to realize these objectives.

I created objectives both in relation to a product and my own personal development. I wanted to create something new, better understand existing practices, figure out a way to better my life because of this, and develop a sense of confidence as a researcher and facilitator. I am incredibly happy with all of these objectives.
I would like to focus more now on how to bring this into my life more, either through a book or a course, or perhaps both.

F. I have gained direct information, models, and experience not readily available from other sources.

Much of my project involved my own personal connection and thoughts regarding meaning and literature; many new insights were developed through other sources such as metacognition and Method acting.
I would like to gather more research about the metacognition and method acting while also learning more on my own experiences with finding meaning in literature.

G. I have clarified the overall progression or argument underlying my research and the written reports.
I believe I make my argument clear; that there is a way to find meaning in literature when the connection is not there. My overall progression, from avid reader, to apathetic high schooler, to being skeptical over literary theory, to where I stand now with Method theory was I believe a key narrative to this entire project.
My argument can always be stronger but I will need more research in fields relating to method theory.

H. My writing and other products Grab the attention of the readers/audience, Orient them, move them along in Steps, so they appreciate the Position I've led them to.
I certainly hope I grab the attention of the audience. My personal narrative was the key to my project and I created steps to try and guide the reader along. Based on feedback this seemed to work.
I will try to expand steps and exercises to allow readers to better appreciate method theory.

I. I have facilitated new avenues of classroom, workplace, and public participation.

I certainly believe readers will look at my theory as a new way of looking at something and has opened up a new way of participation within literature. In other words, readers may feel more comfortable using literature to understand their life, and vice versa, in a form of “literary participation.”
As I have mentioned, my next steps is to take this idea to the classroom and develop a way to teach it as well as to learn more about it based on how students use it.

J. To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing.
I have extreme confidence in the usability, universality, and simplicity of this theory. It works well in some form with anyone trying to find a connection. They way I explain it hopefully strikes a chord with people looking for meaning in literature. What needs “changing” (though perhaps just more clarity and expansion) are other art forms to use method theory for and developing more exercises to find connection and understand literature and a person’s life.

II. Developing as a Reflective Practitioner, Including Taking Initiatives in and Through Relationships
1.I have integrated knowledge and perspectives from CCT and other courses into my own inquiry and engagement in social and/or educational change.

CCT program is all over my final project. From metacognition to action to reflection to the confidence to identify and engage in change.
I must continue to develop as a reflective practitioner after the program is over and take initiatives myself as my own facilitator.

2. I have also integrated into my own inquiry and engagement the processes, experiences, and struggles of previous courses.

Almost all of my previous courses, both positive and negative, were integrated into this process. I don’t believe this process would have been possible without the knowledge gained and confidence developed through other courses.
I would like to remember all of the life-long learning skills that I have developed and continue to use them in any way when approaching future projects and ideas.

3. I have developed efficient ways to organize my time, research materials, computer access, bibliographies, etc.

Organizing my time was critical this year. Balancing two classes with a full-time job and life was not easy and very exhausting, but I was able to do so by keeping a steady pace with researching and writing. I never once fell behind and kept up with all material.

I hope to keep this same kind of steady pace and not have to do everything at once in future projects.

4. I have experimented with new tools and experiences, even if not everyone became part of my toolkit as a learner, teacher/facilitator of others, and reflective practitioner.

I am often a stubborn learner, unable to change paradigms. But through the various CCT experiences, I allowed myself to experiment with new tools and develop new experiences that enriched my project and life.

5. I have paid attention to the emotional dimensions of undertaking my own project but have found ways to clear away distractions from other sources (present & past) and not get blocked, turning apparent obstacles into opportunities to move into unfamiliar or uncomfortable territory.

My biggest challenges was finding a way not to allow literary theory and all it’s sources to block me from creating something new. At first, this was an incredible distraction but I continued to think of this opportunity to make this project my own.
I want to continue to make myself “uncomfortable,” to not allow my future ideas and projects to become blocked from other sources and continue to find my own voice and be myself.

6. I have developed peer and other horizontal relationships. I have sought support and advice from peers, and have given support and advice to them when asked for.

My success would not have been achieved without developing great relationships with others in the CCT program. Their support and encouragement kept me going when I thought my ideas were not making a lot of sense.
My biggest challenge going forward outside the CCT is finding this same kind of support.

7. I have taken the lead, not dragged my feet, in dialogue with my advisor and other readers. I didn't wait for the them to tell me how to solve an expository problem, what must be read and covered in a literature review, or what was meant by some comment I didn't understand. I didn't put off giving my writing to my advisor and other readers or avoid talking to them because I thought that they didn't see things the same way as I do.

I definitely took as much of a lead in this project than I thought was imaginable. I undertook this project as both researcher and, in a way,, the audience. I knew what to say and knew what I wanted to hear. Finding my voice is always difficult for me but it seems that I did it.
I must continue to take the lead on ideas and not drag my feet or find excuses to stop it. I must rely on my voice because that will get me through anything.

8. I have revised seriously, which involved responding to the comments of others. I came to see this not as bowing down to the views of others, but taking them in and working them into my own reflective inquiry until I could convey more powerfully to others what I'm about (which may have changed as a result of the reflective inquiry).

Revising is not always my strongest quality. I’m often too stubborn to think that something I “completed” needs to be reworked. But the CCT program and my peers helped me transition from seeing revising has fixing something that was wrong but expanding on something that could be better.
Moving forward, this is a mindset I’d like to continue; to be able to revise and not lose confidence or momentum; to see it as a positive.

9. I have inquired and negotiated about formal standards, but gone on to develop and internalize my own criteria for doing work--criteria other than jumping through hoops set by the professor so I get a good grade.

I set my own goals and completed them. I saw this is less of a “class” but more of a “professional and personal duty,” with a criteria true for myself.
Moving forward with other project, even ones that I do on my own, I need to remember to establish a criteria to follow, to meet guidelines, rather than just clumping it all together.

10. I have approached the CCT synthesis course and the CCT program as works-in-progress, which means that, instead of harboring criticisms to submit after the fact, I have found opportunities to affirm what is working well in the synthesis course and program as a whole and to suggest directions for their further development.
I never saw the CCT program as the means to an end, but a means for personal development and growth. While I have submitted a project and am “finished” with the program, my reflection on what this has all been about and further development is just beginning. As I mentioned before, the phrase, “What do I do now?!” has two meanings: With the question mark to represent the challenged that await in developing my life-long learning skills outside the comfort and support of the program, but with the exclamation point to represent that excitement of doing so.