Previously, we looked at the skills that different performances require, ultimately focusing on learning skills, which are embedded in everyday behavior and operate in conjunction with specialized knowledge.
That specialized knowledge is the next aspect of performance in the Performance Model.
Oxford dictionary offers up “designed for a particular purpose” as a definition for specialized and that works, because that particular purpose is a specific performance. The performance of gardening requires knowledge that isn’t often used outside of that purpose. Where else do you need knowledge about how to effectively fasten snow peas to a lattice? Or the optimal planting depth of hollyhock seeds? That knowledge is specialized and particular to gardening. Of course, we can specialize even more, and someone can certainly become an expert at specific performances within gardening; you can focus only on roses, for example, becoming a rosarian.
Even specialized knowledge has breadth and depth. The rosarian has often sacrificed breadth of gardening knowledge for an increased depth of knowledge about only roses. Conversely, the successful home gardener growing both flowers and vegetables, has a necessary breadth of knowledge, but likely at the expense of highly specialized knowledge about tap roots versus tuberous roots. It is not often that breadth and depth of knowledge exist together; we use the terms polymath or Renaissance man for individuals who have both.
First-year college experiences and orientation events are designed to give brand new college students at least some of the breadth of knowledge needed for successful performance as college students. Every student handbook does the same, as does the course syllabus each professors hands out with the start of a new term. These ways of sharing the wide variety of knowledge students need are based on the assumption that being a college student is a temporary condition (though it often feels otherwise) that doesn’t require depth of knowledge and understanding in order to succeed.
Those who do drill down, exploring the depths of understanding about students and learning focus their study on the science of teaching (pedagogy) or learning (boringly called learning science). While what these specialists discover can benefit students (by informing the classroom or professional practice of their teachers and professors), what our students actually need to know to be successful students is not hidden in specialized pedagogy journals; it’s not arcane knowledge involving multisyllabic Greek or Latin terms.
All professors were once successful students; it’s sort of an obvious pre-condition, if you think about it. That means if you’re teaching, your students can safely assume you have much of the knowledge they need and not just in your subject area, but with respect to being a successful student. You know how to read effectively, how to study course material, how to juggle multiple course deadlines, how to create a bibliography, where the student resources center or tutoring services are located, and so on. And while some aspects of being a student will have changed from when you did your time, especially with respect to technology (using a card catalog, perhaps?), you’re still well-grounded in THEIR current learning environment.
While they may not think of themselves this way, the best educators are gardeners of students, helping them thrive and blossom. Students aren’t roses and don’t need highly specialized information to succeed as students… probably 90% of it is knowing when and how to ask for help. That’s stuff you already know. Figuring out how to pass it along to them is part of the specialized knowledge needed to perform successful as an educator.
