Dynamic Assessment

What am I choosing to read? To listen to? What tasks am I filling my time with? What are the most significant things I accomplished or learned this week? How do I know?

Fenwick and Parsons, 2009, p.100.


Power & Pedagogy in Higher Education – Journal #5

Long before I knew
of Knowles and Mezirow
I knew him
Before I could articulate
on principles and theories
we were friends
When his audience was
indifferent I listened
and heard
I was his companion
in loneliness
When they said,
“throw out this heretic
with his books and ideas!”
I took him in
“This subverter of peace
charms only with his phrases;
he must be gone,” they said
So, we left together, he and I
because I knew him.

Power & Pedagogy in Higher Education – Journal #4

Power is strength, physical force and the ability to do. It is control , influence or authority over. One can have power over, power in and power with. It is a tool to be wielded with wisdom, humility and compassion, all in appropriate measure.

These beliefs connect most with the humanistic theory. The humanistic paradigm is based on assumptions that people’s actions are value-based and driven with intent. From the humanistic perspective learning facilitates self-actualization and the achievement of one’s full potential.

Power & Pedagogy in Higher Education – Journal #2

My word cloud is speaking. It is telling me and those who read my writings what I am thinking and talking about, what I’m reading, and what I am experience. It is chronicling my journey. I have stepped from education and experience and moved in my musings to choice. And for my journey I brought education and experience with me. I did not leave them behind.

Stop, Look, Listen!

Ever notice how everything suddenly comes alive when you start to pay attention! “Out of the blue you notice harmony, synergy and connectedness. If you’ve never noticed these before, you may explain it away as coincidence. But the truth is that every living thing is interdependent and connected. We all affect each other.

Involve me …

Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand. — Confucius.

Kolb’s learning cycle involves a series of experiences that begin with (1) a concrete experience; (2) a reflective observation; (3) an abstract conceptualization; and (4) an active experimentation. The underlying principle is that learning encompasses these four phases of experience that has the learner engaged. (Lowy and Hood, 2004).

I have a personal translation of these phases of experience. It has been my experience that once the learner has the first experience of reflective observation, it becomes a part of every other phase. So, during abstract conceptualization and active experimentation, the learner is always engaged in reflective observation. He critically examines what he’s seen or heard and turns it over in his mind; measuring it against truth or knowledge he already holds. Continue reading