This presentation may educate professors on how to integrate constructive theory in adult education environments

1. CONSTRUCTIVE THEORY IN ADULT
EDUCATION
Anthony Wallace, DrPH(ABD), M.A., BSc.,
LCDCi

2. Introduction/Course Description
 Introduction
 What is constructive theory
 Adult learning environments
 Transferable skills into the real world
environment
 Technology in higher education
 Conclusions and recommendations

3. Constructive Theory
 According to Ouellette-Schramm (2015), the family of
adult developmental theories that focus an
epistemological growth are constructive-
developmental based on the tenet that adults actively
construct rather then passively observe reality, and
that the logics through which they make meaning
become more complex over time.
 Adult learners are able to bring life’s lesson to the
classroom environment that can be built upon by
theoretical information taught in the classroom
environment.
 For example out medical assisting program which
may recruit more certified nursing assistants who
have prior knowledge regarding patient care and
hospital policies.

4. Implementing Constructive Theory
 According to Finocchiaro (2016)
 Epistemology is the study of knowledge and justified
belief. Knowledge is a form of mental state, it exist in
one’s mind.
 Ontology means to study. It tries to pin point things
around us that actually exist.
 In this essence, students are able to construct their
own beliefs about the knowledge that is gained from
their curriculums. The objective is how that
information is receive and applied into their
environments.
 Professors and staff must bring relevant information to
the study that can be used right away. For example,
the use of cell phones as a means of research.

5. Implementation for Change
 According to Christie, Carey, Robertson, and Grainger
(2015), the aim of transformative learning is to help
individuals challenge their current assumptions on
which they act and, if they find them wanting to
change them
 The goal is to become an architect for positive change
by equipping the students with the efficient tools
needed to build on past work experiences and
formulate new habits within the guidelines of the
students’ chosen profession.
 Assessing the student learning habits (audio, visual,
or kinetic) may promote the success of the student
after graduation.

6. The Impact of Education
 According to Cefai, Cavion, Bartole, Simoes, Miljeric,
Ridick, Bouilet, and Eriksson (2015), education
provides a unique opportunity to promote the inclusion
of marginalized communities, empowering the
individuals to make their own decisions and take
responsibility for their own life.
 Implementing constructive thinking into the classroom
may be an asset to the students’ growth. By
implementing new industry information in a
technological format with recent technology such as
computers, visual technology, and cellular smart
phones may provide a avenue in which complex
information may be easy to understand and digest.

7. Leadership in the Classroom
 According to Nir and Hameiri (2014), transformational
leadership that is mainly based on pedagogically
orientated authority is essential for the promotion of
school effectiveness. Transformational schools
leaders are usually charismatic individuals who
present a clear vision.
 The goal is to enlighten the student with a vision of
success and take them on a journey using resources
that are available to them by the school. Adult
students are a special group people who bring a
preconception to the classroom environment. The
goal is to see where they are intellectually and
propose change by leading the student to the answers
in efforts to build on prior knowledge.

8. Conclusion
 Constructive theory in adult
environments may build on prior
knowledge acquired from recent
or past work experiences
 Using technology that is readily
available such as smart phones,
computer, and visual aids may
promote learning and build
knowledge and participation in
assignments.
 Effective leadership in the
classroom by establishing a
communication system with the
student may provide a common
platform in which the student is
able to voice their opinion about
a topic and also may reach out
for help (tutoring).

9. My Introduction
 Anthony Wallace
 Credentials
- Doctor of Public Health (ABD)
- Education Specialist (EdS)
- Master of Art in Human Services (M.A)
- BSc in Health and Wellness
Anthony Wallace, DrPH (ABD), M.A., BSc., LCDCi
610. Uptown Blvd, STE 2000
Cedar Hill, Texas 75104
Office: (469) 523-1395 M-F 10am – 3:30pm
Office email: marketing@pcdiwg.com
Website: www.pcdiwg.webs.com

10. References
 Cefai, C., Cavioni, V., Bartolo, P., Simoes, C., Miljeric-Ridick,
R., Bouilet, D., & Eriksson, C. (2015). Social inclusion and
social justice. Journal for Multicultural Education 9(3), pp.
122-139.
 Finocchiaro, E. (2016). Neurodevelopment and early
childhood education for low-income students: An analytical
literature review. International Journal of Early Childhood
Special Education 8(2), pp. 100-106.
 Nir, A., & Hameiri, L. (2014). School principals' leadership
style and school outcomes: The mediating effect of
powerbase utilization. Journal of Educational Administration
52(2), pp. 2010-227.
 Ouellette-Schramm, J. (2015). Epistemological development
and critical thinking in post-secondary. Australian Journal of
Adult Learning 55(1), pp. 114-134.

11. Questions/Discussions
 What questions do you have in
regards to constructive theory?