The Developmental Channels
The Developmental Channels are the source from which teaching–learning derives its meaning and the tools from which diversity and variability are created.
Effects and Channels
The Developmental Channels, (DC) represent the intrinsic universal paths along which we grow. Each channel is comprised of an infinite array of human characteristics called attributes which serve to guide our daily conduct in each Developmental Channel.
These universal pathways and their attributes apply to all people, cultures, religions, ages, abilities, education levels, and socioeconomic positions. All people grow along the various pathways of the Developmental Channels. The intrinsic universal channels are physical, social, emotional, cognitive, moral/ethical, mindfulness, sexual and two extrinsic categories technological and financial.
The Developmental Channels and their attributes contribute to the development of our character. In fact, attributes are at the core of our humanity—they are the characteristics we chose to guide our thoughts along each of the Development Channels. They determine our everyday behavior and they establish the code for our individual daily conduct. Attributes are all inclusive; they may be beneficial or harmful to an individual.
The following is an abridged list of individual attributes—
Patience
Intolerance
Respect for Others
Impulsiveness
Empathy
Mood Management
Compromise
Reliability
Social Interactions
Ability to manipulate facts
Intimate others
Maintain Safe and Healthy
Habits
Dishonesty
Sharing
Imagination
Self-confidence
Greed
Curiousity
Truthfulness
Procrastination
Independence
etc.
Many teachers emphasize individual attributes in their classroom rules or focus on attributes when correcting behavior, some schools devote a segment of time to discussing selected attributes. The Spectrum framework shows the intrinsic inclusion of the significantly different attributes in each teaching style. The specific attributes per teaching style are necessary for accomplishing the style’s learning intent in subject matter and in behavior.
The literature states that in the classroom, attributes are learned when teachers use diversified teaching approaches (2000, Learning to Learn, Hong Kong). The Spectrum identifies diversified, non-versus teaching and learning approaches that trigger different attributes allowing different learning intents from Command to Discovery to be experienced. Each landmark style decision establishes a significantly different developmental guide that directs the expected episodes’ code of conduct.
All humans - independent of culture, nationality, ethnic group, or religion - participate in and seek opportunities to obtain, change or expand human attributes.
Director of Spectrum Institute
Sara Ashworth