In learning new information we extend upon already established capacities that we possess by bringing new knowledge to existing ways of thinking (Harford 2011). We constantly seek new information and with this comes a quantitative increase in knowledge. When I look back at my own teaching career, it took me a few years to shift gears and rev up my own thinking and learning. Although this was at the point in my career that I was beginning to experience a quantitative leap in knowledge, I question whether or not my practice was actually changing in a way that reflected this increase in knowledge.
Transformational learning involves changing as a result of gaining new knowledge. It's about taking action on this new learning in the pursuit of continually improving upon our performance. If we are doing our own work in particular ways because it brings us personal satisfaction, we might be less likely to make the necessary changes needed to continually get better. Personal satisfaction might be a rewarding part of the job, but doesn’t always imply that we are performing at our best.
Disrupting the ways we teach by embedding new teaching practice and new curricular is the very thing we should be doing to take action on knowledge gained. In putting new teaching practice into action, it may contradict the way we’ve taught for years and not be personally satisfying in the moment, but over time we are sure to benefit from this change.
What has been your biggest insight or learning over the last few months? In gaining this new knowledge, how have your ways of working changed to reflect this new learning?
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KAUST Faculty, Pedagogical Coach. Presenter & Workshop Leader.IB Educator. #RunYourLife podcast host.