Alyssa Hinkell

May 5, 2009

I. "MY SYNTHESIS PRODUCT SHOWS THAT..."

A. I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose).

In the introduction of my Synthesis, I worked (and re-worked) my writing to make my subject, purpose and audience more clear. I went through several evolutions of this, reflecting many times on what I really wished to change and who I wanted to influence.
Having said this, I feel that I could certainly narrow the work and provide more specific examples of what Social Action Teaching looks like in order to reach a more targeted audience. Given that the work is intended for teachers, I could certainly adapt the work to appeal to them more if I chose to continue with the work.



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.

Given that I really began this work in September I feel that I have a very firm grasp on what Social Action Teaching looks like elsewhere. Having exercised and expanded my research skills in 692, I became very efficient and was able to unearth many related articles, books, and other resources.
At the same time, this is a teaching method that has many different facets. I know that there is certainly more than I will continue to learn about Social Action Teaching, specifically how to assess the skills that are at the heart of the method.



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.

During my Synthesis work, I narrowed and expanded my view frequently to ensure that I hit upon several key levels. I looked at the state of education in our country, the Massachusetts frameworks, the expectations of my school, the climate of my own classroom, and then did a lot of reflecting on my own personal values and goals in this field.
As one would expect, there is still plenty more thinking to be carried out at all of these levels. I am specifically very interested in Educational Policy and have begun to research some higher-ed programs in the area to feed this interest.



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 included a section towards the end of my Synthesis on the criticisms of one of my branches of Social Action Teaching- Global Responsibility. Though it appeared in this particular chapter, they are really criticisms that can easily be said for the other branches.
Developing stronger counter-propositions is an area that could be developed further, especially if I decide to re-work this Synthesis for a slightly different audience.


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 am a very organized person and because of this, I developed a timeline for myself of important deadlines and “milestones”. Though I did have to re-work it a few times, I did stick to it for the most part. Our Monday night Synthesis meetings proved to be wonderful opportunities for reflection.
During the semester, I made some time for written reflection, but not as much as I would have liked to. That said, my earliest writing this semester was very reflective. In fact, very little of it appears in the final Synthesis because I realized that it was more for my own thinking purposes than for general consumption.



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

This semester, I was more focused on the research and writing process. Last semester I did more of the initial “digging” to unearth some of these sources that, I discovered, were not easily located.
Still, there is always room for improvement and I would certainly need to do some deeper digging in order to feel even more confident with my work.



G. I have clarified the overall progression or argument underlying my research and the written reports.

Though this is up to my readers to judge, I believe my overall argument is very clear. I have shared this work with members of the CCT program, as well as outsiders who are unfamiliar with this field. I think that this is the best test of how clear your work is- when a person in a different field can decipher what your basic argument.
As always, if I were to continue suing using this work I would need to strengthen my argument.



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.

Having taken 692 where G.O.S.P. was first introduced to me, I now incorporate this strategy into most of my writing. Having others read my work and then asking them if they have been G.O.S.P.ed allowed me to improve my writing.
One component that I think could be developed further would be crafting my writing so that my readers can appreciate where we have ended up. Including questions to consider in my conclusion was helpful for me, but also might make my reader feel a little unfulfilled.



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

Because I now feel very comfortable with the method of teaching that I have researched through my Synthesis, I feel more confident discussing this is groups of teachers. Because of this, I feel that I have been able to start a dialogue about the branches of Social Action Teaching within the context of my Social Studies department.
Within the inter-disciplinary members of my teaching Team however, I feel a little less confident.
Sometimes I feel like believe I incorporate too much into my classroom. I need to reflect on how to address this.



J. To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing.

The core of my Synthesis, developing an effective classroom climate, has allowed me the opportunity to think a lot about what is working and what is not working within the walls of my classroom. I have been able to take time considering what elements of my classroom should be more like others and what facets of my teaching others could perhaps learn from.
Actually changing those pieces that need to be changed is something that I am thinking a lot about and many will be implemented at the start of next school year.

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.

The CCT program has allowed me to develop skills that have been essential to this component of my teaching. As I mentioned during my presentation, I do not feel like I teach or work in a bubble. Rather, I am able to view my teaching from a much larger perspective. For that reason, the everyday disturbances that seem to bog others down do not bother me as much. CCT has, in this way, widened my view of my world.
This view can continue to be expanded and narrowed as I continue to navigate my field.


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

CCT has left me with many tools that I will continue to utilize. I believe that my writing has improved, that my research skills have become more sophisticated, and that my technology skills (i.e. wikispaces) have developed.
What I would like to continue to do, moving into the summer months, is to reflect on all of these experiences and how they will shape my teaching.



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

Given the multitude of assignments that I have produced in the last few years, I have had to find methods of organization that are effective. In a conference with Peter, he described to me how he organizes his files. Having taken on the method of separating one’s files into years, I have found that my work is now much more accessible.
Now, I would like to go through all of my physical information (binders, notes, articles, and books) and develop a system for them.


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.

I enjoyed the process of reflecting on the tools I developed in my 693 course. When I went back and re-read my reflections I would be struck by another idea of how it could be implemented in my classroom.
Most of these tools I learned in CCT have been incorporated into my classroom. However, I would like to apply some of them to my personal life to explore, for example, where I would like to go next in this field.



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 is something with which I always struggle. I have found myself getting extremely stressed out at times during my movement through the CCT program. Striking a balance is difficult for me and one that I know I need to address before I apply to another degree program.


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.

CCT has allowed me to develop some great relationships with colleagues. Everyone has been very supportive through out the process.
As I move forward, I hope to also utilize the knowledge and professional experience of my professors. CCT is a program that I know I will revisit and hopefully contribute to in the future.



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.

In most facets of my life, I try to be very proactive. I do not like when things are hanging over my head as it adds to my stress level. I try to resolve issues when they come up.
At the same time, I need to prioritize better. Sometimes, I feel like a task needs to be immediately managed which sometimes is detrimental to other tasks.



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 have received a lot of feedback in this program, most of which was very useful and I have worked to incorporate comments, both from professors and colleagues into my work.
It has been difficult for me to take feedback without feeling, in a sense, that I “should have gotten it right the first time”. Also, reflecting back there were a few times that I should have followed up with the commenter as I did not, at least initially, agree with their point.



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 have always inquired about formal standards but have never felt the need to negotiate those standards. I feel that I have been able to take class expectations and develop a project that was both appropriate for the course and helpful for my own purposes.
Developing my own criteria for work is actually an area that I could further develop. At times, though I was very concerned about the way I thought something should turn out based on the examples of previous student work or how I thought the professor wanted something to turn out.



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 have really embraced the idea of something being a “work-in-progress”. This has allowed me to see the areas where I think CCT could be strengthened or improved upon and tried to offer these suggestions when appropriate.
In the future, I would like to continue working with CCT and to contribute in any way that I can.