Kristin Capezio
May 2010
I. "MY SYNTHESIS PRODUCT SHOWS THAT..."
A. I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose).
I believe that I have targeted my audience effectively through appropriate language, content and literature review as well as explicit attempts to directly address mentors and individuals in the field of education. In doing so, I have exposed the intended audience to my agenda and purpose of approaching the synthesis through my CCT experiences and applying such topic in an actual setting. The setting implied is also indicative of the correct audience having been reached.
In the future of this project, I hope to have the tools at my disposal to actually implement FIE values into programming or curricula. For instance, if I open an aftercare program similar to the one I currently work in, or Co-Direct a program with another professional, I would work hard to uphold the FIE structure and utilize the 14 tools to enhance students’ cognitive growth and foster healthy social/emotional capabilities.
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 was very pleased by the literature I dug up throughout this process. The topic of Intelligence is hundreds, even thousands of years old. Logic and reasoning continue to be a mainstay in our conceptualizations of intelligent thought. The range of literature is so broad, and so deep that the real challenge of this project was staying focused on a topic which was reasonable given the constraints of the synthesis project. I read literature from thirty years ago, literature from 10 years ago, and literature produced this year including articles which will continue to update readers and explore the topic of creative thinking, meta-cognition, and habits of mind in education.
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.
From the beginning, the purpose of my paper changed as the reality of what my project entailed soon became unattainable in the time allotted. Originally, I was working with the concept of culture and intelligence, but what became more important in terms of the actual goals I wanted to achieve in the Synthesis; I realized that changing my own and others’ perspectives on intelligence (in the field of education) was central to how I intended to grow as an educator and as a student of life. My advisor [my reader, the other synthesis students, and various faculty members which aided in its completion] helped me to find direction, or to concentrate on one idea at a time when I tended to veer off on a tangent that was not at the heart of my project. I feel as though the final product is indicative of a collaborative process—a staple of CCT. This includes the development of my vision which has been thoroughly expressed, an idea which has been examined and re-examined under finer authority, and a scope of issues which were identified clearly without the intention to solve but to advocate possible solutions while acknowledging the complexities of education and learning in America.
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.
I have, and I have struggled with this throughout last year. The area of my paper which could use more attention is the detail of what may or may not work and why. Understanding and articulating why something will not work encompasses many variables which help to give a comprehensive perspective on a particular topic. That is, playing devil’s advocate to my cause would help to not oversimplify the problem by offering easy solutions or ignoring the set-backs of implementation which are not readily known or accessible at the surface of the topic. I did reveal what interplay exists between the theorists’ ideas on intelligence and also discussed the setbacks of FIE with regard to Howard Gardner’s Music Intelligence, as well as other variables which posed opposition to FIE implementation. The purpose of that discussion also promotes the flexibility of FIE in the classroom and makes explicit the need for adaptation to the standard program.
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.
My objectives became clearer as the project took on some momentum. I began to understand the purpose of the Synthesis through classroom dialogue and meetings with my advisor. As the body of my work took shape, I was to see my work in contrast to others and it was a form of peer mediation which became intrinsically motivating. Relying on constructive criticism and honoring feedback was what turned my product into a decipherable shape. A shape which I am now pleased with, despite knowing how much more the synthesis could include if there was time to expand further or means to incorporate other areas of intelligent which are relevant to the topic at hand. As a final learning lesson in the practice of autonomy, I have really pressed myself to look at the relationship of time and work and apply myself when it was necessary to do so. The ability to learn from the errors of previous semesters, and the drive to succeed among peers, encouraged development of this time-consciousness. It couldn’t have come at a better time.
F. I have gained direct information, models, and experience not readily available from other sources.
I am not sure how necessary this was for the particularities of my project. A lengthy paper and the requirements of a synthesis determined which resources would best suit the goal. I read often and started early, my classmates were models of efficient, albeit, anxious behaviors, and my experiences were empirical. I underwent this program as someone else, came out a more informed, thoughtful and shrewd individual, and only a fraction of it was of my own doing. My sincerest attempts at learning often floundered because of old, ineffective patterns of thinking and unproductive habits. My years in aftercare have mirrored my years in the program. I began working there 4 months before I began CCT so every personal and professional development has been influenced by both.
G. I have clarified the overall progression or argument underlying my research and the written reports.
The goal of the synthesis or at least, the goal of the CCT program goes beyond the final product. The progression of this project emerged as the argument became clearer to me. The research for this paper resulted from an ongoing dialogue with professors in the CCT program and my own search through prior work. I have been able to continue the discussion of intelligence at work and at home, so the articulation of my purpose and goals have been sorted through in various contexts, and still remain clear to me as well as my constituents.
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’ve made a concerted effort to incorporate my personal growth throughout the past two years as it relates to conceptions of intelligence, and the material I found through research. I provide a background of my own thinking in addition to a background in early theorists work with intelligence to give the audience a platform to understanding better the content of the paper and the complexities of the FIE program. I address the audience personally, as well as referencing terms which are readily used in the teaching profession to maintain a consistent tone and ability to relate throughout the paper. The paper is sequenced from start to finish based on the careful presentation of the material so that the reader can best understand the purpose of the paper and best derive meaning from its content.
I. I have facilitated new avenues of classroom, workplace, and public participation.
I have. At least, I think I have. I used my experiences as an aftercare teacher and coordinator, as well as my student teaching and learning experiences in the undergraduate teacher’s program to guide the assertions I made about how to enhance the teacher’s ability to engage the students in actual learning. The assertions that I make are then supported by the text which have been read to supplement and substantiate the ideas expressed. I did not advocate yet for the FIE program in my current place of work but I believe in it’s potential there and would continue to utilize FIE practice and theory in the educational exercises I engage the students in.
J. To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing.
As a person, I feel I am fairly self-aware in that I do not need to be reminded often of the impact I have on others and on myself. Which means also, that more often than not, I make a conscious decision to change, or not change, based on what I perceive about the benefits of being who I am in that moment. I know from many, MANY life lessons that procrastination severely undermines the quality of my work and that I have used the pressure of deadlines to generate results but that it is not really the only way I can function. I have learned to acknowledge what motivates me intrinsically and make conscious attempts to mobilize those agents so that the learning and interest in problem-solving is continued. In a sense, I am now exercising autonomy in learning by continuing to make good decisions about my learning practices and habits. This is a major component of FIE, but also of CCT, wherein self-regulation and cultivating healthy habits of mind are the focus of life-long learning.
II. DEVELOPING AS A REFLECTIVE PRACTITIONER, INCLUDING TAKING INITIATIVE 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.
As a goal, or a part of a goal, I have made sincere attempts to integrate as much as possible what I’ve gained through course work and collaboration in the CCT program. Positive educational change is the apex of an educator’s career and should be one’s ultimate career goal. The art of educating is to remain a fervent student, a humble processor, and scrupulous filter through which information is transferred and transformed to an audience. As much as this is a goal or an ideal for students in this program, I am certain through constant practice of self-awareness and reflection, I have acquired a growing integrated knowledge and a keener perspective on life’s dealings through the course work here that has translated into real world experiences.
2. I have also integrated into my own inquiry and engagement the processes, experiences, and struggles of previous courses.
As I progressed through the program I realized how much of what I retained was reflected in the time and energy I allotted to learning from my experiences and course work. There is a correlation between my own vested interest and what skills I acquire through long-term exposure and direct application. I, essentially, control to a great extent, what I learn, and the depth to which I learn it, simply by make conscious efforts to be present for and interested in the learning experience. Throughout the capstone course I felt motivated by internal and external factors which provided me with incentive for completion, beyond my own personal gratification. The struggles of previous courses were apparent to me in a very vivid way and so I worked hard to avoid the same traps I used to fall into without thinking.
3. I have developed efficient ways to organize my time, research materials, computer access, bibliographies, etc.
My purpose grows mores meaningful as I relate the work of my academic career to that of my professional career. I am cultivating a path now, verses going through the motions set before me. Graduate school is challenging in that it relies almost entirely on the sheer willingness of the student. We are no longer herded into completion they way high school and undergrad can occur. Each person chooses to be there, or wastes his/her own time, if they invest in the program only to ignore important rules such as the organization of time, resources, and personal life. In the last semester of CCT, as if it couldn’t haven occurred any sooner, I was really determined to meet the goal I had set forth; knowing all along that despite the help I received from multiple avenues, in the end it was still MY goal. Constant prioritization and evaluation of the tasks set forth has driven the trajectory of my paper as well as having an advisor and reader whose separate, extensive knowledge and expertise helped to turn a rather amorphous idea into a distinguishable, interesting work.
4. I have experimented with new tools and experiences, even if not every one became part of my toolkit as a learner, teacher/facilitator of others, and reflective practitioner.
Absolutely; there were many directions this project could have gone in. I was certain to try several tools for each, and engage in the practice of the CCT tools I felt would be applicable to know whether they are relevant to the synthesis or to the process I underwent to get where I am. The 693 and 692 courses were central in prompting me to know what research and engagement was necessary to undertake and successfully complete the capstone project, though I did not employ all the tools used in that class. I also tapped into the tools and resources offered by the Structural Cognitive Modifiability and Advanced Psychology. Those were just to name a few. Sound conversations with faculty and students about this project emerged from courses in effective Dialogue and organizing workshops. Not every tool has been incorporated, and many are working subconsciously throughout my work, though I am not always able to make explicit the connections between my thinking and action.
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.
This has been a facet of learning that developed through meeting course expectations and taking stock of the vast and diverse personal experiences and endeavors. I think the impacts of life choices are unavoidable, especially when facing a project of this magnitude. My candid approach to conversation has lead to some insightful and eye-opening realities. I believed to have embarked full throttle on this project in early June, viewing the summer as an opportunity to gain ground and momentum, but I actually began this project the day I started the program. As a person, I prefer my responses to be visceral, guttural, than to have a superficial, less inflicting understanding of what I underwent. For this reason, I believe myself to be a strong candidate for the life-long learning habits which emerge as a result of deep critical and creative thinking encounters.
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.
I really welcomed the advice I received this semester. I thoroughly enjoyed and respected the feedback I gained from classmates. Even in the philosophy class, which I took in addition to the synthesis seminar, I built relationships with students which carried over into my personal and professional interests. Those interests are supported by these relationships and develop and enrich more so because of these relationships. In CCT, relying on each other to clarify our moments of success and failure are central to the process. It seems to me, knowing better ourselves in relation to each other is a remarkably vital part real learning. I spend more time listening now, and less time speaking, out of sheer desire to know more because I trust in the intelligence and experiential knowledge of my peers.
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 have been lucky enough to work with teachers in the CCT program that have taken a vested interest in my personal and professional accomplishments. In meeting with my professor and maximizing opportunities to speak with peers, I absorbed much more than I could ever feasibly apply to this project. For me, it was an additional aspect of synthesizing perspective and culling data to find significance in what I’m doing and why it matters. I often asked for specific advice on how to solve a problem because I did not know where to go. I continued to welcome alternative perspectives that helped to broaden and deepen my work and my approach. Truthfully, all of my exchanges this final semester have been supportive, corrective and fundamental to my own conceptions of what it means to reflect on my development over the past two years and really embark on a project which would epitomize the strengths and weaknesses of which I have gained the most awareness.
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).
I revised often for the synthesis and took the editorial process seriously. On other assignments, I readily heeded both the instructor’s and peer’s advice—though I naturally felt that the entire course was a collaborative experience in which negotiating and discussing alternate options encouraged the creative and critical thinking necessary for my personal voice in the product to surface. The presentation of the material to an audience was most representative of this; especially as it posed the challenge of salience and acceptance among fellow leaders in education.
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 always cultivate my own path. It evolved from a need to survive social and emotional situations which were beyond my control or range of comprehension. I meticulously take mental stock my current standing and set of circumstances, specifically among colleagues undergoing a relatively similar process. It try to use often the process of internalization to filter what I am experiencing and what capabilities I have or need to acquire to properly apply what has transpired to future occasions. In this semester the amount of self-motivation did not wane as it had in the past; I sought fervently to achieve a better grasp of what I am being taught, and teaching myself, so that I may apply in practical, daily occurrences and perhaps teach that practical use to students. Grades are really secondary to what this project means to me. I haven’t quite figured out what this challenge has done to me, but I feel more responsible academically and I also inspired to continue my education as a result of the numerous epiphanies I’ve experienced thus far. I am conscious of the need to fulfill grade requirements but I am not consumed by that fact and had not paid much attention to it, in fact the more involved in the project I became, the less the grade mattered.
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 and to suggest directions for further development.
I am in no way harboring ill-will about the criticisms I have received throughout my time in CCT. I chose this program; I consented to each course and feel compelled to advocate for what this program represents as an active participant. I have faith in the instructors and they have earned my trust in their delivery of competent course material and expectations. I have tried to maintain a level of sustainability in my energy and focus, and have exercised scrutiny in my endeavors here by reflecting after each course on my own attitudinal adjustments and habits of thinking. Assessments such as these, and others provided by the instructors of CCT, help me to affirm what I am developing into as a conscientious learner. I will always be in need of further development, though my hope is that it will not always be for the same string of deficits. A realistic frame of reference for me, in terms of lifelong development, is not one of perfection, or flawless attainment of the goals I set, but to commit to learning from my mistakes and to view my mistakes as opportunities for growth, which is precisely the most important purpose they serve.