Terri O'Fallon, PhD Co-founder & Faculty at Pacific Integral
Abigail Lynam, PhD Faculty at Cascadia College & Pacific Integral
Washington State Clock Hours and Continuing Education Quarter Credits are Available at the 400 and 500 level upon Request
Join us to learn about applying the StAGES adult development model to teaching and learning and improving student outcomes. StAGES is a research-based framework that reveals important new understandings about how human beings grow throughout life. It helps us support and maximize our students’ learning and development, as well as make sense of where we are in our own personal and professional development as educators.
- Experience how working developmentally cultivates respect, compassion, empathy and understanding for one’s self and others.
- Practice working with the developmental diversity in a community of learners.
- Learn to meet students where they are developmentally and support them on their growing edges.
- Learn to recognize the difference between supporting developmental stabilization or transformation.
- Learn new methods for student-centered learning.
- Understand the relationship between developmental capacities and core teaching and learning content and processes - systems thinking, self-reflection, context awareness, self-directed learning, locus of control etc.
- Understand the relationship between different learning theories and the phases of development.
- Engage with your own developmental unfolding; your own growing up and waking up as an educator, and how this interacts with your students’ development.
- Engage contemplative practices and deepen your reflective self-awareness as an educator.
In this experiential workshop, participants practice recognizing developmental patterns in students, how to design developmentally responsive curriculum and assessment, and how to work more effectively and transformatively with the developmental diversity found in any classroom. This workshop will focus on high school through post-secondary teaching and learning.
Practically, StAGES gives us a roadmap for our individual and collective human potential and how to teach and develop curriculum in ways that maximize this potential. It also offers a reciprocal understanding of one’s own development as an educator and how this interacts with students’ developmental needs.
The StAGES theory and assessment methodology was created by Terri O’Fallon, and grew out of her 50 years of experience in education and years of research on development at Pacific Integral. Abigail Lynam has twenty-five years of graduate and undergraduate teaching experience in education and environmental studies and recently completed doctoral research on the impact of teaching and mentoring developmentally in higher education.
Continuing Education Credits & Washington Clock Hours Available through the Heritage Institute:
13 Washington Clock Hours & 1 quarter credit available for the course. Clock hours costs an additional $18.00. Credit at the 400 or 500 level costs an additional 45.00. Payments for clock hours and credit will be due upon arrival at the workshop. Please email email@example.com with any questions.
The Heritage Institute continuing education quarter credits are awarded through Antioch University Seattle at the 400 and 500 levels. Call 1800/445-1305 or log onto www.hol.edu policies page for more information.
Additional Course Information:
This unique program reveals hidden patterns about how people think, feel, and act and enables powerful new ways to communicate, collaborate and lead. Based on leading edge research in adult developmental psychology and leadership, StAGES identifies distinct stages through which human beings are capable of growing, and the consequent perspectives, worldviews and capacities for understanding, communication, leadership and creativity that they can have.
Through the use of the StAGES developmental model, a teacher can synchronize their own developmental styles with the student’s level, harmonizing the growing up and waking up process between them. Repeating patterns that up-shift through four tiers of development, illustrate practical ways for teachers to see, in the moment, the developmental level of their students and to adapt and apply suitable methods to their developmental level. By asking three questions, which leads one to the presenting level of development, a teacher can observe the peaks and valleys of their student’s development and adjust their teaching skills to the specific needs of the student in the moment. Participants can expect practical ways to recognize, practice and utilize knowledge of the students and teacher’s developmental patterns, and to select appropriate teaching practices with agility as the student moves fluidly between different levels of development in their growing up process.
While StAGES is new, it grows out of a deep history of research into human development and has been statistically grounded to correlate with the most widely-used and researched test of adult human development. Thus, we can rely on StAGES's validity, while benefiting from its new insights. StAGES validates three new, later stages of development; it is the first integrally based model, incorporating quadrants, states, lines and types. As such, StAGES is the first statistical confirmation of Ken Wilber’s integral theory. It reveals a natural sequence of deep "vertical" structures, as well as iterating, wave-like patterns of development.
Participants will learn, reflect and apply the understanding in an experiential and participatory environment, based on real world educational challenges. They will have an opportunity to discover novel ways to look at the landscape you face and have time for creative and unprecedented conversations about your challenges and opportunities. Participants leave with a greater understanding of the human dynamics at play in the systems they work with, greater openness and trust in their teams and new language and tools they can apply in their strategies and leadership approaches.