Genesis Unbound

8/8/2019 Genesis Unbound

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Genesis UnboundA Pedagogy of Becoming

Gregory Taber 1 9/28/10

Creed...from where they are to where they are willing to be

To Heal

OrTo Hurt

To Humor

Or

To Humiliate

To Inspire

Or

To Impoverish

To Glorify

Or

To Denigrate

To Sanctify

Or

To Condemn

These: My Choices

Moment By Moment


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PreceptsPrinciples of Practice

1. Engage students where they are, and guide them to where they are willing to be.2. Valuing the student means valuing what we, who have gone before, know the student

needs.

3. Our calling is to promote healthy human development.4. The question must always be: will it help them to more fully be who they are willing to

become.

5. People have a right to be who they are.6. Learning is the mechanism of development.7. We learn when we are taught, not because we are taught.8. School is not other than life.9. Teaching must be relentless.10.Do not confuse the content with what you are teaching.11.Rigor is a function of the teaching.12.To teach is to train.13.Teach to the many with an eye to the one.14.

Teach to the one, with an eye to the many.

15.Treat your students as you would treat your children.16.To declare yourself a teacher is to declare yourself something other than those you teach; it

is to declare yourself worthy of emulation.

17.We teach who we are.18.To improve teaching and learning, improve teachers and learners.19.Teaching and learning are doing.20.There is always more to do.


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QuestionsElements of Pedagogical Development

Reflective Contemplative

1. Why am I here? 1. What is education?

2. What am I doing? 2. What is the ideal school?

3. Why am I doing it? 3. What is learning?

4. Is what I am doing effective? 4. What is necessary to learn?

5. How do I know? 5. How should content be organized?

6. How can it be more effective? 6. How should lessons be organized?

7. Would I want my children taught this way? 7. What is teaching?

8. What is the ideal way to lead?

9. How do you know if someone has learned?

10. What is the ideal way to learn?


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Disciplinary AttractorsEssentials of Craft

PedagogyGood ideas are not accepted automatically. They must be driven into practice with courageous

patience. Admiral Hyman Rickover.

Pedagogical Philosophy: a synthesis of knowledge and practice regarding fostering humandevelopment.

School: an institution built to foster human development.Learning

Fall seven times, arise eight. Zen Proverb.

Learning Theory: a system of assumptions devised to explain the process by which humansacquire and refine knowledge

ContentKneel only to truth, follow only beauty, obey only love. Kahlil Gibran.

Content Standard: knowledge defined as essential to fostering human development.Curriculum

If you want to build a ship, dont drum up people to collect wood and dont assign them tasks andwork, but rather teach them to long for the immensity of the sea. Antoine de Saint-Exupery.

Curriculum Design: the reasoned, intentional plan of action for organizing knowledge andlearning within a school devoted to fostering human development.

Instructional Model: a framework of beliefs and practices for guiding the structuring of lessons.Teaching

If I accept you as you are, I will make you worse; however, if I treat you as though you are what youare capable of becoming, I help you become that. Johann Wolfgang von Goethe.

Teaching Technique: specific actions that direct student engagement in learning endeavors as ameans to foster human development

Leadership Style: a distinctive manner of inducing purposive action in others Assessment Method: specific activities used to evaluate learning particular to the learning

endeavor by those who have already apprehended the lesson content.

Learning Endeavor: specific practices that embody the responsible, conscientious, andconcerted striving towards acquiring and refining knowledge.


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Pedagogy The art of fostering human development.

Foster: to conscientiously tend to the needs of. Development: the unfolding of potential.

Pedagogical Philosophy: a synthesis of knowledge and practice regarding the fostering ofhuman development stressing comprehensive personal growth along multiple streams ofdevelopment within the context of the individuals environment.

Common Pedagogical Philosophies

Essentialism: a pedagogical philosophy stressing academic rigor, mentaldiscipline, and thelearning of specified content.

Existentialism: a pedagogical philosophy stressing feeling, student choice,and the cultivationof authentic persons.

Holism: a pedagogical philosophy stressing personal identity and purpose,connection tocommunity, the natural world, and spiritual values.

Humanism: a pedagogical philosophy stressing the understanding of self andother. Integral Pedagogy: a pedagogical philosophy stressing comprehensive personal growth along

multiple lines of development within the context of the individuals environment.

Integralism: a pedagogical philosophy stressing movement toward expandedconsciousness andan ecological selfhood.

Perennialism: a pedagogical philosophy stressing the universal concerns ofhumankind and thestudy of the great works of literature, philosophy, history, and science.

Progressivism: a pedagogical philosophy stressing student need and interest,democracy, andpersonal enrichment.

Reconstructionism: a pedagogical philosophy stressing the creation of a new and improvedsocial order.


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School An institution built to foster human development stressing comprehensive personal growth along

multiple streams of development within the context of the individuals environment.

Foster: to conscientiously tend to the needs of.

Development: the unfolding of potential.Functions of School

Academic Preparation for intellectual life Driven by the requirements of higher education Focused on the future The student is defined as a future student

Economic Preparation for work Driven by the requirements of business Focused on the future The student is defined as a future worker

Citizenship Preparation for cultural inclusion Driven by the requirements of culture Focused on the future The student is defined as a future group member

Integral Honoring the developmental needs of students within their specific environments Driven by the needs of the students Focused on now The student is defined as a uniquely created individual possessed of both an inborn desire

and will to be the greatest human being possible, and an absolute right to be precisely

who he or she is

Responsibilities

Leaders Make it possible for others to:

Freely be who they are Allow others to freely be who they are Freely become who they are willing to become Allow others to freely become who they are willing to become


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Teachers Honor the developmental needs of students

Students Give to the teacher their attention and effort


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Development Development: the unfolding of potential.

Core Concepts

Developmental Streams: the various fluid lines of consciousness which evolve and, therefore,can be fostered through education.

Developmental Waves: the various fluid levels through which a particular developmentalstream may progress. These waves may manifest in stream-specific forms, but generally follow

a pattern of pre-conventional, conventional, and post-conventional.

Developmentally Optimal Environment: an environment which allows for the development ofthe greatest number of developmental streams by mitigating inadequacy, minimizing distress,

discouraging downshifting, promoting intent, maximizing eustress, and encouraging flow.

Core Developmental Streams

Needs (Abraham Maslow)

Core Question: What do you need?

Survival Oxygen Food Water Protection

Safety Belonging

Love Affection

Esteem Respect Self Respect

Self Actualization Authenticity Purpose


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Cognition (Jean Piaget)

Core Question: How do you process reality?

Sensorimotor Reflexive Reactive

Preoperational Grounded in sensory reality

Concrete operational Grounded in logical manipulation of symbols related to concrete objects

Formal Operational Grounded in logical manipulation of symbols related to abstract concepts

Ego (Jane Loevinger)

Core Question: What kind of person are you?

Impulsive Impulses dominate behavior Control is effected through external constraint and immediate rewards People are valued in terms of what they can provide Present dominates, with little sense of past or future

Self Protective Impulses are controlled and rewards are anticipated Dont get caught is the main rule Blame is placed on others or circumstances Manipulative and exploitative relationships are common

Conscientious Internal sense of responsibility Self criticism is possible Rules are internalized Exceptions and contingencies are recognized

Autonomous Can tolerate and cope with inner conflict Acknowledges other persons needs for autonomy and need to make mistakes Mutual interdependency is highly valued Self-fulfillment and issues of justice are added to the concerns of individuals


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Integrated Self-actualization Valuing of individuality and interdependence

Morality (Lawrence Kohlberg)

Core Question: How do you define good?

Punishment and Obedience Avoid physical punishment Defer to power

Instrumental Exchange Exchange of favors Value is in terms of utility

Interpersonal Conformity Act to gain approval of others Conform to behavioral expectations of society or peers Conventionally respectable and nice

Law and Order Respect for rules, laws, and properly constituted authority Defend and maintain social and institutional order for its own sake Maintain consistency and precedent

Prior Rights and Social Contract Mutual obligation and sense of public good Individual rights Critically agreed upon standards

Universal Ethical Principles Equality and worth of all human beings Every individual is due consideration of his interests in every situation Others needs are of equal importance to ones own

Values (Clare Graves/Spiral Dynamics)

Core Question: What do you value?

Beige Survival Biogenic needs satisfaction Reproduction/Satisfy instinctive urges


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Purple Placate spirit realm Honor ancestors Protection from harm Family bonds

Red Power/Action Asserting self to dominate others Control Sensory pleasure

Blue Stability/order Obedience to earn reward later Meaning/Purpose/Certainty

Orange Opportunity/Success Competing to achieve results Influence/Autonomy

Green Harmony/Love Joining together for mutual growth Awareness/Belonging

Yellow Independence/Self Worth Fitting a living system Knowing

Turquoise Global community/life force Survival of life on Earth Consciousness

Identity (Erik Erikson)

Core Question: What drives who you are?

Trust vs. Mistrust (Infancy) Environment can be counted on to meet basic psychological and social needs


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Autonomy vs. Shame and Doubt (Toddler-hood) Sense of control Corresponding sense of regret and sorrow for inappropriate use of self-control

Initiative vs. Guilt (Early Childhood) Begin action, explore, imagine Feel remorse for actions

Accomplishment vs. Inferiority (Elementary) Do things well/correctly compared to a standard or to others

Identity vs. Role Confusion (Adolescence) Relational self sense Internal thoughts and desires

Intimacy vs. Isolation (Young Adult) Ability to receive/give love Long-term commitment to relationships

Generativity vs. Stagnation (Middle Adulthood) Guide development of next generation

Ego Integrity vs. Despair (Older Adulthood) Acceptance of life as lived Importance of people and relationships developed

Intelligence (Howard Gardner)

Core Question: How do you interact with reality?

Linguistically Rapid conversion from a physical representation of stimuli to higher-level codes Manipulate information in activated memory

Logically-Mathematically Generalize from specific experiences Form new, more abstract concepts and rules Reason quickly and well Reason quantitatively

Spatially Visualize Mentally manipulate stimuli


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Bodily-Kinesthetically Control of ones bodily motions Handle objects skillfully

Musically Translate written symbols into pitch, rhythm, timbre

Interpersonally Notice and make distinctions among individuals Notice/distinguish among others moods, temperaments, motivations, and intentions

Intra-personally Distinguish/identify thoughts and feelings Use these to understand ones own behavior

Naturalistically Environmental concern/care

Spiritually/Trans-personally Search for/connection with unknowns

Self(Robert Kegan)

Core Question: How do you define your Self?

Incorporative (Birth 2) Self is reflexes Self has no separable objects to have Child and environment are extensions of one another

Impulsive (2 5/7) Self is impulses and perceptions Self has reflexes Reflexes embedded in what coordinates them (perceptions and impulses) Only understand objects as presently seen Impulses acted upon because there is no self to coordinate and control them

Imperial (5/7 12/16)

Self is needs, interests, wishes Self has impulses and perceptions Absence of shared reality with others Awareness of personal, private life Emergence of me Cant imagine feelings of others interior responses (empathy) Only understands consequences of external behavior


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Others viewed in terms of meeting my needs, wishes, interests Interpersonal

Self is mutual with other people Self has needs, interests, wishes Ability to negotiate needs Empathetic/reciprocal obligations Embodies many different voices Self is shared reality

Institutional Self is identity, ideology Self has relationships with others Institutional as in regulating relationships Administer of relations Self-reflective of ones roles, norms, self-concept Truth depends on faction/class/group Defensive when chaos threatens order/structure of the self

Inter-individual Self is a weaving of personal systems Self has identity, ideology I have roles, but I am not them Understanding of the systems/groups that have shaped the person and of which the self is

a part

Seek out information that causes changes in behavior

Able to construct negative judgments of oneself A self that can be given to others


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Learning The acquisition or refinement of knowledge. Learn: to acquire or refine knowledge.

Acquire: to gain possession of by ones own efforts. Refine: to clarify, deepen, and make more complete. Knowledge: that which can be perceived.

Perceive: to become aware of. Study: to endeavor to learn. Student: one who endeavors to acquire or refine knowledge.

Learning Endeavor: specific practices that embody the responsible, conscientious, andconcerted striving towards acquiring or refining knowledge stressing comprehensive personal

growth along multiple stream of development within the context of the individualsenvironment, that take the form: to know this, you must do this, and that include the Three

Strands of Knowledge Formation: 1) Content Injunction, 2) Content Apprehension, and 3)Communal Verification.

Endeavor: the responsible, conscientious, and concerted striving towards a chosen end. Lesson: the circumstances in which a learning endeavor is embedded.

Circumstances: the specific factors that direct one to action.Fundamental Learning Forces

Discipline: the balance of intent and ability in ones learning. Enthusiasm: the balance of challenge and confidence in ones learning. Engagement: the balance of attention and effort in ones learning.

The strong and balanced combination of Learning Forces yields Studentship.

Dynamics of Learning

Discipline: Focus on where you are and what you are doing

The dynamic balance of intent and ability in ones learning Low Intent Low Ability = Apathetic Low Intent - High Ability = Disinterested High Intent - Low Ability = Inadequate High Intent High Ability = Disciplined


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Enthusiasm: Choose to challenge yourself

The dynamic balance of challenge and confidence in ones learning Low Challenge - Low Confidence = Acquiescent Low Challenge - High Confidence = Bored High Challenge - Low Confidence = Frustrated High Challenge High Confidence = Enthusiastic

Engagement: Choose a reason to be here

The dynamic balance of attention and effort in ones learning Low Attention - Low Effort = Disconnected Low Attention - High Effort = Unfocused High Attention - Low Effort = Unproductive High Attention - High Effort = Engaged

Dynamics of Understanding

Mastery

The dynamic balance of information and skill in ones understanding Low Information - Low Skill = Novice (Imitative) Low Information - High Skill = Craftsman (Manipulative) High Information - Low Skill = Expert (Evaluative) High Information High Skill = Master (Innovative)

Comprehension

The dynamic balance of insight and abstraction in ones understanding. Low Insight - Low Abstraction = Literal Low Insight - High Abstraction = Analytic High Insight - Low Abstraction = Reflective High Insight High Abstraction = Interpretive

Learning Theories

Learning Theory: a system of assumptions devised to explain the process by which peopleacquire and refine knowledge.

Theory: a system of assumptions devised to explain a given phenomena. Behaviorism: a learning theory focused on objective, observable behaviors asserting that

learning optimally occurs by way of conditioning.

Brain-based Learning: a learning theory focused on the structures and functions of the brainasserting that learning optimally occurs through the stimulation of the brains natural learning

mechanisms.


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Community Learning: a learning theory focused on membership in a community of practiceasserting that learning optimally occurs within communities of shared values, beliefs, languages,and ways of doing things.

Constructivism: a learning theory focused on personal reflection that asserts that learningoptimally occurs through the adjusting of our mental models to accommodate new experience.

Control Theory: a learning theory focused on relevance to personal needs asserting thatlearning optimally occurs when learning activities meet those needs.

Experiential Learning: a learning theory focused on personal change and growth asserting thatlearning optimally occurs through significant applications that meet the needs and wants of thelearner.

Integral Learning Theory: a learning theory focused on fostering human developmentstressing comprehensive, personal growth along multiple streams of development within the

context of ones environment asserting that learning optimally occurs when inadequacy ismitigated, distress is minimized, downshifting is discouraged, intent is promoted, eustress is

maximized, and flow is encouraged.

Learning Styles: a learning theory focused on the individual information perception andprocessing tendencies of the student, typically referred to as styles, asserting that learning

occurs optimally through the alignment of teaching style with learning style.

Multiple Intelligences: a learning theory focused on specific, identified intelligences (verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical-rhythmic,

interpersonal, intrapersonal, naturalist) by which people perceive and understand their world

asserting that learning optimally occurs when the learning activity engages an appropriateintelligence.

Social Cognition: a learning theory focused on culture as the prime determinant of individualdevelopment, asserting that learning optimally occurs through problem-solving experiences,

shared with someone else, at a level just beyond what the individual is capable of alone.


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Content Knowledge to be learned. Content Standard: knowledge identified as essential. Content Injunction (Learning Endeavor/Practice): an activity intended to foster learning.

Content Dynamics

Sophistication

The balance of novelty and complexity in content. Low Novelty Low Complexity = Simple Low Novelty High Complexity = Difficult High Novelty Low Complexity = Challenging High Novelty High Complexity = Sophisticated


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Curriculum The organization of knowledge and instruction. Curriculum Design: the reasoned, intentional plan of action for organizing knowledge and

instruction. Design: a reasoned, intentional plan of action.

Curriculum Designs

Basic Schools: a curriculum design dedicated to four essential building blocks ofan effectiveeducation: (1) the school as community, including shared vision, teacher leaders, and parentpartners; (2) a coherent curriculum, including the centrality of language, core commonalities, and

measuring results; (3) a climate for learning, including partners to fit purpose, resources toenrich, and support services for children; and (4) a commitment to character, including core

virtues, and living with purpose.

Comer Schools: a curriculum design dedicated to the support of developmental growth instudents through changed school governance in which parents, community members, teachers,

administrators, and school staff work together in making key decisions; the creation of a socialskills course of study; and the adoption of a developmental perspective regarding children and

how they learn.

Core Curriculum: a curriculum design dedicated to the teaching of a predetermined body ofessential knowledge to all students.

Effective Schools: a curriculum design dedicated to quality, equity, and high studentachievement, grounded in the beliefs that all children can learn, that staff development must be

effective, that the school organization must be developed, and that change must be planned.

Integral Curriculum: a curriculum design dedicated to fostering human development stressingcomprehensive growth along multiple streams of development within the context of theindividuals environment.

Outcome-based Education: a curriculum design dedicated to clarity of focus around defined,significant, culminating exit outcomes; the expansion of time and resources to ensure that

students meet the exit outcomes; consistent and high expectations of 100% success; and theexplicit relationship between learning experiences and outcomes.

Paideia: a curriculum design dedicated to the preparation of individuals for earning a living,citizenship, and self-development through a single, required, humanistic 12-year course of study.

Standards-based Education: a curriculum design dedicated to the attainment of specificcontent and performance standards through a rigorous and consistent program of assessment

driven instruction.


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Tech-prep: a curriculum design dedicated to preparing students for the technical labor marketthrough an integrated, applied, and sequenced course of study, typically including mathematics,science, communications and career specific technologies.

Total Quality Schools: a curriculum design dedicated to improving student achievement by (1)understanding the schools systems and processes, (2). using specific data for decision-making,(3) utilizing problem-solving teams, (4) clearly identifying and understanding constituent needs,

and (5) identifying and achieving school-wide goals through the use of quality planningprocesses.


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Instruction The structuring of lessons.

Lesson: The circumstances in which a learning endeavor is embedded. Instruct: to give structure to.

Structure: purposeful shape. Instructional Model: a framework of beliefs and practices that guide the construction of

lessons. Model: a framework of beliefs and principles that guides action.

Instructional Models

Apprenticeship: an instructional model that has students enter into an ongoing trainingarrangement with a content area expert, augmented by classroom learning.

Clinical Teaching: an instructional model that has students guided through a learning endeavortypically consisting of: (1) the definition of objectives and standards, wherein the students are

made aware of the goal of the lesson; (2) an anticipatory set, wherein students are brought tofocus on the lesson at hand; (3) teacher input, wherein necessary information is imparted to the

students; (4) modeling, wherein the teacher the information provided to show what is expectedas an end-product; (5) checking for understanding, wherein it is determined whether or not the

students understand well enough to proceed; (6) guided practice, wherein students are given theopportunity to demonstrate understanding by working through an activity under the direct

supervision of the teacher; (7) closure, wherein the lesson is brought to an appropriateconclusion; and (8) independent practice, wherein students reinforce their grasp of the lesson

content.

Constructivist Learning Design: an instructional model that has students build knowledgepersonally through interaction with their environment.

Cooperative Learning: an instructional model that has students engage in, required, positiveinterdependent actions integrated with lesson content.

Integral Instructional Design: an instructional model that has students engage contentinjunctions as a means to foster learning.

Mastery Learning: an instructional model that has students engage in a variety of primarilygroup-based learning experiences focused on well-defined objectives monitored by frequentdiagnostic assessment.

Problem-based Learning: an instructional model that has students acquire extensive, integratedbody of knowledge that can be easily recalled and applied to the analysis and solution of a

typical adult vocational, professional, or personal problem.


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Service Learning: an instructional model that has students combine and integrate service to thecommunity with classroom learning activities.

Thematic Learning: an instructional model that has students engage in learning experiencesorganized around macro-themes integrating basic disciplines (reading, writing, mathematics,

science, social science) with the exploration of a broad subject.


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Teaching The fostering of learning. Teach: to foster learning.

Foster: to conscientiously tend to the needs of. Learning: the acquiring or refining of knowledge.

Acquire: to gain possession of by ones own efforts. Refine: to clarify, deepen, and make more complete. Knowledge: that which can be perceived.

o Perceive: to become aware of. Teacher: one who fosters learning.

Core Concepts

Teaching Technique: an explicit action by which learning is fostered. Technique: a procedure by which a task is accomplished.

Guide: a dialogic teaching technique in which the teacher leads the studentto content apprehension by direction within the learning endeavor.

Dialogic: characterized by two-way communication. Content: the knowledge to be learned. Apprehension: personal experience of. Learning Endeavor: the responsible, conscientious, and purposeful

striving towards acquiring or refining knowledge.

Inform: a monologic teaching technique in which the teacher directly conveys content. Monologic: characterized by one-way communication. Convey: to pass on.

Integral Teaching: specific actions by which learning is fostered stressing comprehensivepersonal growth along multiple streams of development within the context of the individuals

environment.

Fundamental Teaching Forces

Passion Action Surrender


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Freedom Is First

Before all else, there must be freedom. This has nothing to do with curriculum, what should or shouldnot be studied, what books should or should not be read, who should or should not take a certain class,

or anything of that nature. This freedom is the simple liberty to engage in practice, to engage theteaching endeavor freely, without restriction to meeting any goal save that implied by the teaching,

without restraint by any need for approval.

Passion

Full and unrestricted passion for the task at hand is the gift freedom gives to both teacher and student.

Trusting that all necessary goals, standards and requirements are securely embedded in the teaching(where they should be), none of that needs be dealt with. Free from the need to garner the approval of

another (attaboy!, gold star, grade, money, job security, advancement), the teaching may be fullyexperienced for what it is, and not for what you may get because of it.

The imposition of any other considerations, no matter how well intentioned or noble, must be rejected ifany true educational freedom is to exist. This does not mean that there cannot or should not be

requirements for graduation, standards of achievement, benchmarks for success, etc. There can and thereshould. It does means that they must be intimately grounded in the teaching. They cannot be pasted on,

added, or spliced into. This diminishes freedom by placing the teaching in a secondary role wherein itcannot be truly effective.

When full focus on the teaching is permitted by all concerned, (parents, administrators, teachers, and

students,) all are allowed to be just who they are, because, in the discovery of the teaching, none of theirlabels matters in the least. There is only the teaching. And since we are all focused on the same teaching,

we are all in the endeavor together, though our discoveries may be unique and personal to each of us.

Teachers, freed in this manner, are confident and sure. Mistakes occur, things do not go as planned,

disasters happen, but, not bound by the need for approval, they are honored for what they are andbecome simply a part of the teaching. There may be frustration, anger, resentment, disappointment,confusion, boredom...it is all part of the teaching. Most importantly, the teachers are freed from the need

to earn the approval of their students. The students' achievements become theirs alone, as do theirfailures. Both become simply a part of the teaching. In freedom, the lesson is never ending, and includes

the spectrum of human thought and action.

Students, so freed, have absolute control over their own learning, and absolute responsibility. As such,they have no reason not to choose discipline and participation, for there is nothing to rebel against. But,

if they so choose, even their lack of effort, apathy, outright defiance becomes simply a part of theteaching. In freedom, everyone learns what they have come to learn, even if it is not what they thought it

would be.

The Teaching Is The Master

The force which drives what we do must be the teaching itself. This clearly and precisely focuses all our

efforts within the learning environment. All considerations are secondary to the needs of the teachingitself: the test, the standards, the workplace, the desires and abilities of any of the people involved,

anything, everything...all of it falls before the teaching, all of it falls into place if the needs of theteaching are met.


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Action

Action, active participation in the learning endeavor, is the hallmark of teachers and students committedto doing what they have come to do. The forms of Action are legion, and there is no one "right" way to

do it. The teacher sets the tone by structuring the class in a way that reflects the wonder of his owndiscovery, whatever that may be. The student gives herself over to that structure in the trust that he will

be the better for it. Methods, techniques, strategies, and activities all alter to meet the needs of theteaching moment. Those needs are determined by the attentive teacher, and acquiesced to by the

disciplined student.

When fully engaged in the teaching moment, the teacher evidences a clarity and sureness of purpose.Labels, preconceptions, and expectations are nonexistent as the teacher revels in the joy of "'being' in the

service of others". Every task, exercise, and routine becomes vital. Nothing is wasted. Nothing isunimportant. Creativity, not mere re-arranging, but purposeful movement into novelty, arises

spontaneously, fueling the fire of the moment. Assessment becomes an outgrowth of the teachingentirety, and not an end result toward which we labor.

Students fully engaged in the teaching moment are focused, driven, intent on wringing every last drop ofknowledge from the experience being presented to them. They, too, radiate the joy of the moment,

though they may be frustrated, exhausted, fed up and mad as hell. Discipline is seldom a problem, asstudents willingly accept the conditions of the moment as being absolutely and perfectly necessary for

their development as human beings. They are not concerned with their future, their job, their grades,their parents' expectations, their boy/girl-friends, or the mystery meal they just had for lunch. Their only

concern is to follow the teacher into the now of their learning, knowing full well that they will emergefrom the journey battered, bruised, and grinning from ear to ear at the thrumming satisfaction of it.

There Is Only Now

What we are doing right now, this moment, should be our constant concern: this moment, and this, and

this. It is only in this way that we are able to keep a moving, living reality for ourselves, a reality inwhich we are a vibrant and active part. Less than this consigns us to a pinball existence, moving fromstimulus to stimulus to stimulus until one day we fall over dead.

Surrender

Absolute, abandoned, wild, succulent surrender to the wonder of the teaching moment is the source ofour discovery and our learning. Acting here and now, we encompass all time, all possibilities. Judgment

becomes suspended here: action occurs, for good or ill, to our betterment or to our detriment, it is alltaken into the wonder of the moment and lived to the fullest.

Fully invested in the moment, the next moment takes care of itself. Fully invested in the living moment,the test which evolves out of it will take care of itself, as will the testing. Fully invested in the living

moment, the teaching, the learning, the curriculum, the standards, the graduation requirements, thecourse prerequisites, the benchmarks, the goals...all take care of themselves, for they are all here. Fully

invested in the living moment, each and every thing will be precisely what it must be, and can beexperienced as such: joyously, sadly, angrily...it is all the moment. The devil himself can be conjured up

in this moment, or God called down from his heaven if need be. There is no, "No." There is only, "Yes."

The strong and balanced combination of Teaching Forces yields Presence.


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Dynamics of Style

Discipline: Control the classroom

The dynamic balance of control and acceptance in ones teaching Low Control - Low Acceptance = Abusive Low Control - High Acceptance = Indulgent High Control - Low Acceptance = Authoritarian High Control High Acceptance = Disciplined

Coherence: Explain Clearly

The dynamic balance of focus and clarity in ones teaching Low Focus Low Clarity = Nonsensical Low Focus - High Clarity = Fragmented High Focus - Low Clarity = Confusing High Focus High Clarity = Coherent

Professionalism: Help students whenever and however necessary

The dynamic balance of commitment and comprehension in ones teaching Low Commitment - Low Comprehension = Amateurish Low Commitment - High Comprehension = Knowledgeable High Commitment - Low Comprehension = Dedicated High Commitment High Comprehension = Professional

Rigor: Ensure student do their work

The dynamic balance of support and requirement in ones teaching Low Support Low Requirement = Lax Low Support High Requirement = Demanding High Support Low Requirement = Enabling High Support High Requirement = Rigorous

Caring: Take time to know students and their lives

The dynamic balance of interest and availability in ones teaching Low Interest Low Availability = Distant Low Interest High Availability = Open High Interest Low Availability = Closed High Interest High Availability = Caring


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Flexibility: Vary the classroom routine

The dynamic balance of structure and spontaneity in ones teaching Low Structure Low Spontaneity = Stagnant Low Structure High Spontaneity = Chaotic High Structure Low Spontaneity = Static High Structure High Spontaneity = Flexible

Inspiration: Help students to believe in themselves

The dynamic balance of expectation and belief in ones teaching Low Expectation Low Belief = Dismissive Low Expectation High Belief = Patronizing High Expectation Low Belief = Misleading High Expectation High Belief = Inspirational

Mindfulness: Be a steady force in student lives

The dynamic balance of detachment and awareness in ones teaching Low Detachment Low Awareness = Ignorant Low Detachment High Awareness = Reactive High Detachment Low Awareness = Dissociated High Detachment High Awareness = Mindful


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Leadership The capacity to induce purposive action in others Lead: to induce purposive action in others

Induce: to move to Purposive: determined to achieve

Styles

Autocratic: a monologic leadership style characterized by leader-based decision-makingregardless of group input.

Integral: an integral leadership style characterized by decision-making based on a thoroughanalysis of relevant factors and the needs of those involved.

Popular: a dialogic leadership style characterized by group-based decision-making, with orwithout leader input.

Representative: a dialogic leadership style characterized by leader-based decision-making aftergroup input.

Social: a dialogic leadership style characterized by group-based decision-making throughdiscourse between leader and group.


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Assessment Evaluation in terms of mastery. Assess: to evaluate in terms of mastery

Evaluate: to judge. Mastery: a relative, dynamic proficiency continuum of information, skill, insight, and

abstraction Information: Factual knowledge. Skill: Utilitarian knowledge. Insight: Reflective knowledge Abstraction: Analytic knowledge

Methods

Observation: monologic assessment. Examination: dialogic assessment. Formal: assessment distinct from the learning endeavor. Informal: assessment indistinct from the learning endeavor. Integral: specific activities used to evaluate learning particular to the learning endeavor by

those who have already apprehended the lesson content stressing comprehensive personal growth

along multiple streams of development within the context of the individuals environment.

Characteristics

Criteria General Specific

Intelligibility Vague Clear

Score Complex Simple

Worth Low High

Feedback Private Public


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Pedagogical (Professional) Development Professional development in the field of pedagogy.

Pedagogy: the art of fostering human development. Practice: work as a teacher. Aspiration: desire for advancement and growth in teaching. Study: pursuit of knowledge of teaching. Reflection: thought on personal, current practice as a teacher. Contemplation: thought on the pedagogical attractors and principles of practice. Community: sharing with other teachers. Play: personally meaningful activity outside of teaching.


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Guidelines

From: Spolin, Viola.Improvisation for the Theater. 3d ed. Evanston: Northwestern University Press,1999.

When it bogs down, play a game. (xiii)

Always throw them off balance. (xiii)

That which is not yet known comes out of that which is not yet here. (xiii)

See things through the eye, not with the eye. Keep it in flow. (xiv)

Let the magic of the focus work for you. Stay out of it. (xiv)

Focus is not the content of focus; it is the effort to stay on focus. (xiv)

Put the focus in motion. (xiv)

Authoritarians lean on discipline and goals. Involvement is goal. Discipline is involvement. (xiv)

There is only one waythe seekingin which one learns by going through the process itself. (xxiii)

We learn through experience and experiencing. (3)

The cue for the teacher-director is basically simple: we must see that each student is participating freely

at every moment. The challenge to the teacher or leader is to activize each student in the group while

respecting each ones immediate capacity for participation. Though the gifted student will always seemto have more to give, yet if a student is participating to the limit of his or her powers and using abilitiesto the fullest extent, he or she must be respected, no matter how minute the contribution. The student

cannot always do what the teacher hopes, but as progress is made, capacities will enlarge. Work withstudents where they are, not where you think they should be. (10)

When the form of an art becomes static, these isolated techniques presumed to make the form aretaught and adhered to strictly. Growth of both individual and form suffer thereby, for unless the student

is unusually intuitive, such rigidity in teaching, because it neglects inner development, is invariablyreflected in performance. (14-15)

In any art form we seek the experience of going beyond what we already know. (16)

A system of work suggests that, by following a plan of procedure, we can gather enough data and

experience to emerge with a new understanding of our medium. (18)

It is the demands of the art form itself that must point the way for us, shaping and regulating our workand reshaping all of us as well to meet the impact of this great force. Our constant concern then is to

keep a moving, living reality for ourselves, not to labor compulsively for an end-result. (18)


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The teacher must keep a dual point of view towards himself or herself and the student: (1) observation of

the handling of the material presented in its obvious or outward use as training; (2) constant closescrutiny of whether or not the material is penetrating and reaching a deeper level of response. (19)

You become the diagnostician, so to speak, developing personal skills, first in finding what students

need for their work and second, finding the exact problem that will work for each student. (21)

It is axiomatic that the student who resists working on the focus of an exercise will never be able toimprovise and will be a continuous discipline problem. (25)

Lack of discipline and resistance to the focus of an exercise go hand in hand, for discipline can only

grow out of total involvement with the event, object, or project. (25)

A firm hand must be used, not to attack or impose ones will, but to maintain the integrity of the artform. If students train long enough, they will realize this way is not a threat to them, will not destroy

their individuality; for as the transcending power in keeping the focus of an exercise is felt byeveryone and results in greater theatrical skills and deeper self-knowledge, their resistance will in time be overcome. (25-26)

Side-coaching alters the traditional relationship of teacher-student, creating a moving relation. Side

coaching allows the teacher-director an opportunity to step into the excitement of playing (learning) inthe same place, with the same focus, as the players. (28)

Side-coaching keeps the stage space alive for the student-actor. It is the voice of the director seeing the

needs of the overall presentation; at the same time it is the voice of the teacher seeing the individualstudent-actors needs within the group and on the stage. It is the teacher-director working on a problem

together with the student as part of the group effort. (29)

Side-coaching reaches the total organism, for it arises spontaneously out of what is emerging on stageand is given at the time the players are in action. Because it is a further method of keeping the student

and teacher relating and must therefore be objective, great care must be taken to see that it does notdisintegrate into an approval/disapproval involvement insteada command to be obeyed! (29)

Side-coaching gives the student-actor self-identity within the activity because it keeps players from

wandering off into isolation within a subjective world: it keeps one in present time, in the time of process. (29)

Try always to keep an environment in the workshop where all can find their own nature (including theteacher or group leader) without imposition. Growth is natural to everyone. Be certain that no one is

blocked off in the workshops by an inflexible method of treatment. (37-38)

Be flexible. Alter your plans on a moments notice if it is advisable to do so. (38)

Avoid giving examples. While they are sometimes helpful, the reverse is more often true, for thestudent is bound to give back what has already been experienced. (39)


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If the environment in the workshop is joyous and free of authoritarianism, everyone will play and

become as open as young children. (39)

Actors is improvisational theater, like the dancer, musician, or athlete, require constant workshops tokeep alert and agile and to find new material. (39)

Act, dont react. This includes the teacher and group leader as well. To react is protective and

constitutes withdrawal from the environment. (39)

Never use the advanced acting exercises as a bribe. Wait until students are ready to receive them. (41)

Self-discovery is the foundation of this way of working. (41)

Do not be impatient. Dont take over. Never force a nascent quality into false maturity throughimitation or intellectualization. Every step is essential for growth. A teacher can only estimate growth,for each individual person is a personal center of development. (41)

The more blocked, the more opinionated the student, the longer the process. The more blocked and

opinionated the teacher or group leader, the longer the process. (41)

Tread gently. Keep all doors open for future growth. This includes the teacher and leader of the groupas well. (41)

Creativity is not rearranging; it is transformation. (42)

Discipline is involvement. (264)

Self-discipline will develop in students when their involvement in the activity is complete. (276)

Documents

Genesis Unbound