Clark B. Montgomery Final Article  Fast Company October, 1999

WHAT IVE LEARNED

Theme

Reflecting on what Ive gained from participating in the cohort Fast Company assignment this past year, several thoughts come to mind. In spite of some frustrations with deadlines and the magazine itself, the assignment has been helpful. As a result, Im able to identify areas of personal improvement regarding knowledge.

Narration

I dont consider completion of the Fast Company assignments, by themselves, as solely responsible for any newfound insights. Rather, the class afforded myself opportunities to practice and apply what was being learned in the other M.Ed. Extension Cohort coursework. Looking at the Learning Pyramid (Vernette & Sheeran), instructional activities that provide the highest retention rate of learning include practice by doing (75%) and teach others/immediate use of learning (90%). In that regard, the Fast Company course was an opportunity to immediately practice what was being learned with the challenge of teaching others through the exercise parameters. Although reading this particular magazine and submitting monthly articles was often a quasi-distasteful chore (Im not so sure that wasnt by design), it did provide a mechanism to help transform new found information into knowledge.

Throughout the past year, those of us in the Extension cohort group have been exposed to a variety of subject matter focusing on non-traditional teaching/learning methodologies. Ideologies with titles like transformative learning, experiental learning and welcoming diversity have been presented, studied and analyzed. Although each of these theories has a distinct name, implying separation, I regard them as so intertwined in their meaning and practice that one cant be defined without describing the other. Collectively, they offer some simple (almost common sense) mental processes the student can employ to become a better teacher, communicator and learner. While perhaps simple in context, in reality these same processes become exceedingly difficult and complex in their application. Accomplishment with these theories requires adoption, not cognizance.

Three terms/mental processes become personally meaningful in attempting to simplify my comprehension of non-traditional teaching theories. Those include reflection, awareness of assumption and understanding/accepting diversity. It should be fairly easy to understand the importance of 1) reflecting (analyzing) upon whats being experienced; 2) while doing so, be aware of/question the assumptions one employs while analyzing; and 3) understand that others may come to different, but just as legitimate, conclusions. While these basics are easy to understand, theyre very difficult to fully employ. What may appear to be a perfectly natural sequence of thought is not. There are just too many skeletons in the closest to allow an immediate, easy and full adoption of this theoretical model. To accomplish full transition (which I doubt anyone ever fully achieves) requires commitment, repetition, and incentive. In many ways, the Fast Company course provided a means to fulfill those requirements. I believe the continued and repetitive application of newly learned theory within the often foreign context of Fast Company helped transform these theories into practice. The result is an ability to gain insight from information that would likely have been rejected in the recent past.

Application

Some key theories pertaining to experiental learning imply that within an individual, information only becomes knowledge after personal reflection occurs; and, those mental processes that result in knowledge actually create the capacity for even more knowledge. I not only find that theory absolutely fascinating, but logical and reasonable. Understanding that the ability to perform that feat (as discussed previously) is more related to habit than awareness, the habits Ive picked up are resulting in a more acute awareness of my thoughts and surroundings  to what effect?

In a positive vein, being more reflective results in having more insight into meeting the needs of individuals that depend on me. As a teacher, both personally and professionally, being more critically reflective and understanding of others makes the knowledge and experience I possess more beneficial for them. In return, being more open allows me the opportunity to learn/experience from those same individuals thus expanding my horizons.

In a negative vein, being critically reflective takes time and sometimes prevents conclusion. While once I saw myself as a card-carrying pragmatist, I sometimes now think of myself as indecisive. Although hesitancy may be a virtue in certain situations, in others its a failure to seize the moment. Discerning between, and acting upon the two is the next challenge I face.

Conclusion

Discussing the content of this article with persons from outside the cohort group is more than just difficult (at least in the short term). I have often felt that these theoretical concepts of communication cant be learned  they can only be felt. In testimony to that, the reaction of others, regarding these topics, include disinterest, boredom or incredulity. When interest is sparked, the discussion often seems to shift to the improprieties of welfare recipients, racial minorities or gender preference. Ive come to the conclusion that its the application, not the verbiage, that allows these theories to achieve results. Youd think Id accept that by now.

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-- Anonymous, October 08, 1999