The Road Not Taken

Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

Then took the other, as just as fair,
And having perhaps the better claim
Because it was grassy and wanted wear,
Though as for that the passing there
Had worn them really about the same,

And both that morning equally lay
In leaves no step had trodden black.
Oh, I marked the first for another day!
Yet knowing how way leads on to way
I doubted if I should ever come back.

I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.

Robert Frost

I really do feel like I’ve been on a journey.  I am satisfied to be an academic wanderer. 

Favorite quote:  “The transformation is one of self-authorship, of becoming the definer of one’s acceptability.”  Kegan, 1995, p. 301

Activity 7.5: What Makes a Successful Learner-An Interview with Malcolm Gladwell

Malcolm Gladwell emphasizes the idea of the cultural legacy; the persistence of cultural patterns over time.  Looking at the culture on one’s ancestors, and the corresponding belief systems, life styles, and behavioral patterns, one might predict the behavior of an individual or a group of individuals (such as the inhabitants of Harlen).  When I think about this point I am reminded of two ideas that have been discussed in our class.  One is Jerome Bruner’s emphasis on culture in his explanation of the way we learn.  Culture, those systems and stimuli that surround us each and every day and are part of our every waking moment, present a lens through which everything we learn is viewed and interpreted.  Culture instills in each of us a perspective.  This doesn’t mean that there is no such thing as individualism, and as Bandura noted cultures and nations are not monolithic, but it does mean that there are understandings that are shared by groups, and those immersed in a group have a point of departure for their learning.

The cultural norms that are accepted and promulgated by a group are then modeled for new citizens in the environment.  In this way I believe Gladwell’s theory align’s with Bandura’s triadic reciprocality.  While it is true that Gladwell may not see the relationship as balanced and completely reciprocal, on this point Bandura and Gladwell are in agreement:  we learn through observation (modeling).  Learners watch and observe the lifestyles or actions of their mentors, parents, leaders, and they establish belief systems that direct their learning.  In Gladwell’s model this modeling is primarily cultural, although he states in the interview that he does not know why these cultural legacies persist.

I think that another point that Gladwell makes is that once you have reached a certain level of ability or attainment, nothing beyond that point matters.  In other words, given a “reasonable” match between the task at hand the abilities a person has to accomplish that task, there is a threshold of sufficiency that one needs to be successful.  Beyond that, other influences that may contribute to general success can influence outcomes, but, you cannot assume that a characteristic either precludes success or will always lead to success.  His point is that we grossly overemphasize the notions of inherent differences in ability, such as giftedness or talent.  Again, at a certain point, with hard work and persistence, we are all capable.  This reminds me of the Dweck article and the new psychology of success; growth-oriented teaching.  This theory, similarly, emphasizes the ability of individuals to grow their intellect and talents through hard work and persistent effort.

Activity 7.4 kmg part 2

Activity 7.4 kmg part 1

Activity 7.3 Responding to Bandura, 2011

Is motivation inextricably tied to self-efficacy?  Can you be motivated to learn, to accomplish a particular task, to change your way of thinking, to embark on an adventure, to cross the bridge from the third to the fourth order, or from the fourth to the fifth, if you lack a positive sense of self-efficacy?  In his overview of self-efficacy Pajares explains that self-efficacy is a person’s belief about their ability to organize and carry out the necessary tasks or steps needed to accomplish a goal.  The overview of self-efficacy goes on to say that “unless people believe that their actions can produce the outcomes they desire; they have little incentive to act or to persevere in the face of difficulties” (http://des.emory.edu/mfp/eff.html, retrieved 7/23/2012).  This is probably true in most instances, but not always.  Maybe the question is one of exactly what “belief” is; is it supposing you can’t do it, or thinking you might not be able to do it, or suspecting that you probably can’t do it?  Or is it really having a fundamental feeling of absolute certainty that “this isn’t going to happen”.  Even as I write this I am reminded of a line in the Pajares article.  He is discussing the point of view that reality and potential should be well-matched and he asks not only who is capable of assessing the full potential of another, but “who has the key to understanding the precise nature of reality?” (Pajares, 2005, p. 355). 

Or maybe the question is one of defining motivation.  If you are motivated to do something because you have to do it, is it still motivation?  Albert Bandura notes that “Motivational processes regulate whether people act on what they have learned observationally.”  So, if you observe that waitresses at O’Charlie’s make about $75.00 in tips a night, and you know that your family needs money, even if you feel that you probably won’t get the job, or aren’t young enough or pretty enough to get the job, or maybe believe you can’t do the job, but you decide to apply for the job anyway…are you motivated?  Perhaps a condition of need necessitates an effort that is tied to your sense of efficacy, but overrides your self-doubts or uncertainties, and you truly are motivated; maybe not to be a waitress, but to care for your family.  It may simply boil down to two questions; 1. What are your incentives? and 2. Will they cause you to persevere in the face of difficulties whether you believe you can do it or not?  Maybe the distinction is one between incentives and imperatives? 

I have no doubt that observational learning occurs.  The idea that everything that is ever learned observationally happens as a result of unseen physiological forces and that human choices that result in “deliberative, reflective, self-referential, and other high-level cognitive events are dismissed as epiphenomenal events” (Bandura, 2011, p. 4) seems unreasonable and short-sighted.  I do believe that humans are intentional (sometime to the amazement of those around them) and that this precludes a purely physiological explanation for behavior.  True that much behavior learned observationally is mimicked, but what about the decision to place oneself in the learning environment in the first place?  People do make decisions that change their lives, and consequently what they learn; they join the military, they quit school, they go to school, they get married, they swim in the ocean, they decide to take French.  Could these all be examples of “epiphenomenal events that create an illusion of control but actually have no effect on how one behaves?” (Bandura, 2011, p. 4).

7.2 Exploring Your Own Self-Efficacy

Just about six years ago I began working as an RA for the Human Development Institute.  I was enrolled in the Special Education Teaching Program for Learning and Behavior Disorders.  For two years I worked as an RA while I attended college and completed the program.  When I told my supervisors that I would need to return to work full-time after student-teaching, they asked me to stay and work for ILSSA (Inclusive Large Scale Systems of Assessment).  Well, I wanted to teach, but they offered me more money, and as my husband wasn’t working, and we have four children, I decided to stay at the university.  That began a period of several years, right up to this very moment as a matter of fact, of feeling a sense of low self-efficacy.  It began with work developing assessment items, which had been literally the only academic assignment I had ever failed in my life!  I thought; how can this be?  I’m going to asked to do the one thing that I really can’t do?  Now, my professor had allowed me to repeat that failed assignment, after he explained what it was that he was really looking for, and I had done very well; but I wasn’t convinced. 

So, I managed to make it through the item writing and it actually went very well, and I began to assume other duties at ILSSA, but I was still not confident of my abilities.  My colleagues were all brilliant, they had all been working in the field of severe disabilities for years (I think 12 years was the minimum amount of experience of any single co-worker.).  I constantly felt like I was a few steps behind, a position that made me uncomfortable.  However, my supervisors had confidence in me.  Their general theory of management was “Let individuals rise to the height of their incompetence.”  Just kidding, actually their approach was more like the methods that are discussed in the Pajares article.  They challenged my underconfidence and set proximal goals.  They praised genuinely but not often, so when they did offer a word of encouragement; it really meant something to me.  They had, and still do have, very high expectations.  They believed I could do it, and that compelled me to try.  They offered support and challenge.

Since the first item-writing experience I have presented at a University conference in Pennsylvania (What? I can’t do that!), co-authored a book chapter (What? I can’t write a book!), directed several scoring centers (What? I don’t know the first thing about scoring!), conducted numerous large trainings (What? I can’t teach this!), worked with a system database designer to test three extensive assessment and training systems (What? I’m not good at technology!), and facilitated many processes that I had never been involved with before the moment I showed up as a facilitator.  As I write this I am beginning work on a new project and I’ve been asked to lead ILSSA’s design team in our work on a national assessment system.  I think that my feelings of inefficacy have stemmed from the fact that I have always been surrounded by people of tremendous intellect whom I perceived as having more, and more relevant, experience.  Many of the individuals I work with have doctorate degrees and I have always thought of them as better-educated.  And yet, they believe that I can do it. Maybe I have the imposter syndrome?

Perhaps my sense of self-efficacy is not as low as I have believed.  In my statistics class last fall our professor asked us to pick ONE adjective that we felt best described ourselves.  I chose “determined”.  If I am nothing else, I am determined, and isn’t that a characteristic of an individual with a strong sense of self-efficacy, “because self-efficacy is not so much about learning how to succeed as it is about learning how to persevere” (Pajares, 2005, p. 345).

Activity 7.1 Social Cognitive Theory, Motivation and Self-Beliefs

PERSONAL                          interest                                    tenacity                       open-mindedness        attention                        motivation                   respect for the opinions and viewpoints of others                                          reflectiveness              curiosity                      intuitiveness                self-efficacy                perceptiveness             humility                       meta cognitive ability                                      intelligence                  perseverance                determination              confidence                  comfort in new environments or with new information or tasks                        communicativeness     openness          gregariousness             stubbornness               self-centeredness            willfulness                   angriness                     resentfulness               bitterness                     close-mindedness            narrowness                  disability                     laziness                        fear                              discomfort                   poor self-image           doubtfulness               disinterest                    irreverence                   disrespectfulness            contemptuousness       distractibility               poor meta cognitive skills                                           intractability                indecisiveness            

BEHAVIORAL        preparedness               paying attention            thoroughness, completing all parts of a task                                       reviewing                    listening carefully            taking the time to reflect on what you’ve heard or experienced                    generalizing information you’ve learned            reformulating information you’ve been given in a way that makes sense for you (notes, etc.)            looking for additional information about something you don’t understand                          asking questions            staying focused and deliberately eliminating distractions                              knowing when you need to walk away and come back                           not giving in to frustration                              brainstorming and outlining                            getting the tools you need and learning how to use them                              repeating processes that aren’t successful the first time            `                       self-assessment            not finishing work       horsing around or multi-tasking (this is a euphemism for checking your cell phone or email), working on more than one thing at a time                                    setting aside insufficient time to accomplish a task                over-committing                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              ENVIRONMENT            minimization of distractions (noise, other people with conflicting demands, phones or other message-delivering devices)                              surroundings that contain the tools that you need to support your learning (books, pencils and pens, paper, computers, references, projectors, etc.)                   Subject matter experts that can help with your learning, guide a learning community, or share in your learning                    quietness when needed                                                text or visual image rich surroundings                        collaborative interactions                                safety              comfort           peers and others with similar interests                        mentors or teachers             opportunities to observe or experience those things you want to learn about                                    resource richness