This document discusses building thematic units around enduring understandings and essential questions. It provides examples of enduring understandings and themes that could be used to develop units, such as humanity, tolerance, identity, and justice. Essential questions are presented as a way to engage students and get at enduring understandings, with examples like "Is human nature inherently dark?" and "What makes us who we are?". The document concludes by asking what essential questions could be used to think about the provided themes and encourages contacting the presenters for more information.
Introduction to Transformative LearningSu-Tuan Lulee
Transformative Learning theory describes how adults adopt new perspectives through critical reflection on prior assumptions. The document discusses Mezirow's model of transformative learning, reviews related research, and examines implications for online distance education. It suggests transformative learning may be facilitated through asynchronous discussion, reflection, and collaborative learning online. However, some criticisms argue Mezirow's rational perspective overlooks emotion, and transformation's impacts require further study.
Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.
Leveraging Transformative Learning Theory to Promote Student Development in T...Nate Cradit
1. A campus crisis has emerged at Jones State University over the controversial commencement speaker selection of Senator Umbridge, who has made public comments criticizing the Black Lives Matter movement. Student protests have occurred but university leadership has refused to retract the invitation.
2. The student government at JSU is divided over whether to organize a student walk-out during graduation ceremonies to protest the speaker selection.
3. As the VP of Student Affairs, the presenter has been tasked with handling the crisis. They plan to meet with student government leaders and leverage transformative learning theory to resolve the crisis and foster growth for all students involved.
The document contains information about assessment and motivation from various researchers and experts. It discusses how intrinsic motivation can be undermined by extrinsic rewards, and that assessment should focus on helping students improve rather than just achieving goals. Formative assessment, when done effectively with feedback, can substantially improve student achievement according to researchers Black and William.
The evolution of john mezirow's transformative learning theoryJonathan Dunnemann
This document summarizes Andrew Kitchenham's 2008 article on the evolution of John Mezirow's transformative learning theory. The summary discusses:
1) Mezirow's early development of the theory in 1978 based on a study of women returning to education, which identified 10 phases of a "personal transformation."
2) The influences on Mezirow's early theory from Kuhn's paradigm theory, Freire's conscientization, and Habermas' domains of learning, which informed concepts like disorienting dilemmas and perspective transformation.
3) How Mezirow's theory has undergone revisions over time as he responded to criticisms and further developed the concepts between 1978-2008.
This presentation by Chris Cutforth, Sheffield Hallam University, was developed to introduce academics to the University's Transformational Learning Special Interest Group. The group is open to all academics and welcomes further contributions. Its purpose is to explore how Transformative Learning (Mezirow) and related ideas can be developed and applied in academic practice.
Assessment, Grading, Motivation and Instruction Jonathan Vervaet
The document discusses assessment, grading, motivation, and instruction. It presents research showing that extrinsic rewards can undermine intrinsic motivation for learning. Grades and levels often tell students more about success and failure than how to improve. Formative assessment done with students, not to them, can help students grow in their learning. The core competencies of thinking, communication and social/personal skills should be addressed across subjects and grades. Teachers should involve students in assessment to help them become self-evaluating.
This document discusses building thematic units around enduring understandings and essential questions. It provides examples of enduring understandings and themes that could be used to develop units, such as humanity, tolerance, identity, and justice. Essential questions are presented as a way to engage students and get at enduring understandings, with examples like "Is human nature inherently dark?" and "What makes us who we are?". The document concludes by asking what essential questions could be used to think about the provided themes and encourages contacting the presenters for more information.
Introduction to Transformative LearningSu-Tuan Lulee
Transformative Learning theory describes how adults adopt new perspectives through critical reflection on prior assumptions. The document discusses Mezirow's model of transformative learning, reviews related research, and examines implications for online distance education. It suggests transformative learning may be facilitated through asynchronous discussion, reflection, and collaborative learning online. However, some criticisms argue Mezirow's rational perspective overlooks emotion, and transformation's impacts require further study.
Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.
Leveraging Transformative Learning Theory to Promote Student Development in T...Nate Cradit
1. A campus crisis has emerged at Jones State University over the controversial commencement speaker selection of Senator Umbridge, who has made public comments criticizing the Black Lives Matter movement. Student protests have occurred but university leadership has refused to retract the invitation.
2. The student government at JSU is divided over whether to organize a student walk-out during graduation ceremonies to protest the speaker selection.
3. As the VP of Student Affairs, the presenter has been tasked with handling the crisis. They plan to meet with student government leaders and leverage transformative learning theory to resolve the crisis and foster growth for all students involved.
The document contains information about assessment and motivation from various researchers and experts. It discusses how intrinsic motivation can be undermined by extrinsic rewards, and that assessment should focus on helping students improve rather than just achieving goals. Formative assessment, when done effectively with feedback, can substantially improve student achievement according to researchers Black and William.
The evolution of john mezirow's transformative learning theoryJonathan Dunnemann
This document summarizes Andrew Kitchenham's 2008 article on the evolution of John Mezirow's transformative learning theory. The summary discusses:
1) Mezirow's early development of the theory in 1978 based on a study of women returning to education, which identified 10 phases of a "personal transformation."
2) The influences on Mezirow's early theory from Kuhn's paradigm theory, Freire's conscientization, and Habermas' domains of learning, which informed concepts like disorienting dilemmas and perspective transformation.
3) How Mezirow's theory has undergone revisions over time as he responded to criticisms and further developed the concepts between 1978-2008.
This presentation by Chris Cutforth, Sheffield Hallam University, was developed to introduce academics to the University's Transformational Learning Special Interest Group. The group is open to all academics and welcomes further contributions. Its purpose is to explore how Transformative Learning (Mezirow) and related ideas can be developed and applied in academic practice.
Assessment, Grading, Motivation and Instruction Jonathan Vervaet
The document discusses assessment, grading, motivation, and instruction. It presents research showing that extrinsic rewards can undermine intrinsic motivation for learning. Grades and levels often tell students more about success and failure than how to improve. Formative assessment done with students, not to them, can help students grow in their learning. The core competencies of thinking, communication and social/personal skills should be addressed across subjects and grades. Teachers should involve students in assessment to help them become self-evaluating.
Creating Thematic Units Using Inquiry - BCTELA October 23, 2013Jonathan Vervaet
The document discusses the Understanding by Design (UbD) framework for curriculum planning. It emphasizes starting with the desired results or outcomes, such as enduring understandings and essential questions, rather than activities or texts. This "backward design" approach focuses on ensuring students understand key concepts rather than just covering content. The document provides examples of enduring understandings and essential questions and explains how to use them. It also discusses curriculum mapping and using UbD to design units, assessments, and instruction to lead students to deep understanding.
King and Kitchener's Reflective Judgment ModelShane Young
This document provides biographical information on Shane Young and Patricia King, two researchers who developed the Reflective Judgment Model. It then summarizes the key aspects of the model, including its 7 stages of epistemic assumption development from pre-reflective to reflective reasoning. The model proposes that knowledge progresses from being seen as absolute to subjective to constructed through evaluation. It has been applied to understand changes in thinking about ill-structured problems from undergraduate to graduate levels. Some criticisms note its limited generalizability and lack of accounting for demographic factors.
The document discusses different types of motivation and how to foster intrinsic motivation in students and teachers. It defines extrinsic motivation as working for rewards or to avoid punishment, which is a common but ineffective form of motivation. Intrinsic motivation is working for enjoyment, personal interests, and a sense of competence, which is most challenging but effective for lifelong learning. The document provides tips for teachers to get to know students, shift away from extrinsic rewards, and analyze their own teaching to share what they enjoy.
Transformative learning theory focuses on recognizing and reassessing assumptions through critical reflection. It involves enhanced awareness of beliefs/feelings, critiquing assumptions, considering alternatives, and taking informed action. Adults learn through action learning, experiential learning, project-based learning, and self-directed learning. Transformative learning occurs through life experiences combined with education and critical thinking. Mezirow identified 10 phases of transformative learning including a disorienting dilemma, self-examination, critical assessment of assumptions, recognition of issues, exploration of options, planning a course of action, and reintegration into life with a new perspective.
Presentation given at the HEA Social Sciences learning and teaching summit 'Teaching ethics: The ethics of teaching'
A blog post outlining the issues discussed at the summit is available via http://bit.ly/1lndTnX
The document discusses motivating adult learners. It first defines motivation and who adult learners are. It then explores what motivates adults to learn through short interviews and a research study that identified key motivational factors. The document also includes a video of adult learners in a learning environment and profiles a keynote speaker who discusses motivating and engaging adult students.
Goldberg somerville summary a whole new engineer 4nov2014hansvandenberg1000
The document summarizes key lessons from the book "A Whole New Engineer" about transforming engineering education. It discusses that current engineering education is outdated and misaligned with the 21st century. The book advocates for student-driven learning, intrinsic motivation, and cultivating courage, trust and community through coaching educators rather than traditional teaching methods. It also emphasizes the importance of emotional and cultural shifts within educational institutions to bring about meaningful change.
Using Feedback to Move Students' Thinking ForwardNicole Rigelman
This document summarizes a presentation given by Nicole Miller Rigelman from Portland State University at the Teachers of Teachers of Mathematics Conference in Ashland, Oregon on September 7, 2012. The presentation discusses the differences between assessments of learning versus assessments for learning, and provides five key strategies for effective formative assessment based on the work of Black and Wiliam from 1998. These strategies include clarifying learning goals, using classroom activities to elicit evidence of learning, providing feedback to move learning forward, empowering students as owners of their learning, and having students serve as instructional resources for each other.
1) A peer leader provided favoritism to a shy student in an effort to engage them, but this resulted in the other students feeling marginalized and the shy student becoming too adamant in their incorrect answers.
2) Feedback from other students confirmed the peer leader's favoritism, so the peer leader took steps to distribute attention more evenly and restrain the shy student.
3) The peer leader reflected that their unconscious bias towards the shy student, due to relating to their own past shyness, had caused them to engage in single-loop thinking and overlook the shy student's monopolizing behavior.
This document discusses transformative learning theory. It begins by introducing Mezirow's concept of a "disorientating dilemma" which can prompt perspective transformation. It then provides examples of dilemmas and discusses how reflection promotes perspective transformation. Finally, it outlines how both teachers and learners have roles in facilitating transformative learning by establishing trust, sharing meanings, and being open to learning and change.
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice DivideJonathan Vervaet
The document discusses the importance of formative assessment and moving away from traditional grading practices. It highlights research showing that intrinsic motivation is undermined by extrinsic rewards like grades. The presentation emphasizes using assessment to inform instruction and promote student ownership of learning.
Transformative Learning Slides Revised For October 15 Classtjcarter
Mezirow's transformative learning theory describes two domains of learning: instrumental learning which manipulates the environment, and communicative learning which involves understanding others' feelings and values. Transformative learning leads to emancipatory knowledge through critical reflection and helps adults change their assumptions, beliefs, and perspectives to be more open-minded and justifiable. The role of adult educators is to facilitate this perspective transformation through critically reflective discourse.
Class 4 mezirow's transformative learning theorytjcarter
Mezirow's transformative learning theory posits that learning in childhood is formative, derived from authority figures, while learning in adulthood is transformative as adults can recognize distortions in their own beliefs. Transformative learning involves using prior interpretations to create new understandings to guide future actions. It occurs through instrumental learning of skills and communicative learning of meanings and perspectives. Learning transforms when meaning structures like points of view and habits of mind are revised through critical reflection on assumptions and perspectives, which can result in a perspective transformation - a dramatic shift in worldview. The adult educator's role is to support this process through challenging assumptions and encouraging critical reflection and discourse.
This document discusses the Shared Thinking model of induction and transition for university students. [1] It uses whole-group enquiry, where students collaboratively construct a public view of their collective thinking through reflective dialogue supported by classroom technologies. [2] Research involves 5 case studies across different universities and years to study how Shared Thinking supports cognitive and social development during induction, transition, and placement review. [3] The goal is for students to experience learning as a resource for the group through generative discussion.
Mezirow's theory of transformational learning involves 5 main steps and 10 phases of transformation. The 5 steps are: 1) identifying assumptions, 2) understanding their origins, 3) questioning their meaning, 4) developing alternative behaviors, and 5) meaningful reflection. The 10 phases involve experiencing a dilemma, self-examination, critical assessment of assumptions, exploring new roles and actions, planning a course, acquiring new skills, trying new roles, building self-confidence, and reintegrating new perspectives. The process involves recognizing, analyzing, and deliberately changing assumptions through rational discourse and reflection.
This document summarizes Mezirow's theory of transformative learning, which posits that adult learning involves critically reflecting on and revising one's beliefs, attitudes, and perspectives. The theory is based on a constructivist view that knowledge is socially constructed. Mezirow defined two types of learning - instrumental which involves problem-solving skills, and communicative which involves understanding others' meanings and perspectives. Transformative learning leads to a perspective transformation through critical reflection and can be triggered by a disorienting experience. The role of adult educators is to support this process through challenging assumptions and facilitating discourse.
The document discusses Transformative Learning Theory, which involves a deep shift in a learner's basic premises, worldviews, and perspectives through critical reflection. It defines Transformative Learning and outlines its two types: instrumental learning involving task-oriented problem solving, and communicative learning focusing on understanding meanings communicated by others. The document also discusses the role of reflection and discourse in facilitating perspective and meaning structure transformation through adult education.
During my College Student Development course we were assigned to learn about a particular theory of our choosing to then teach the class. I chose to learn about Baxter Magolda's Epistemology Reflection.
Transformative learning involves experiencing a dramatic shift in one's basic premises, perspectives, and ways of understanding the world. It can be prompted by unexpected life events and involves critically examining, questioning, and revising one's beliefs and values. Supporting transformative learning requires understanding differences in learners' styles, cultures, and backgrounds. The process can lead to conflict but helps people become their fullest selves and more open to alternative views.
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
Creating Thematic Units Using Inquiry - BCTELA October 23, 2013Jonathan Vervaet
The document discusses the Understanding by Design (UbD) framework for curriculum planning. It emphasizes starting with the desired results or outcomes, such as enduring understandings and essential questions, rather than activities or texts. This "backward design" approach focuses on ensuring students understand key concepts rather than just covering content. The document provides examples of enduring understandings and essential questions and explains how to use them. It also discusses curriculum mapping and using UbD to design units, assessments, and instruction to lead students to deep understanding.
King and Kitchener's Reflective Judgment ModelShane Young
This document provides biographical information on Shane Young and Patricia King, two researchers who developed the Reflective Judgment Model. It then summarizes the key aspects of the model, including its 7 stages of epistemic assumption development from pre-reflective to reflective reasoning. The model proposes that knowledge progresses from being seen as absolute to subjective to constructed through evaluation. It has been applied to understand changes in thinking about ill-structured problems from undergraduate to graduate levels. Some criticisms note its limited generalizability and lack of accounting for demographic factors.
The document discusses different types of motivation and how to foster intrinsic motivation in students and teachers. It defines extrinsic motivation as working for rewards or to avoid punishment, which is a common but ineffective form of motivation. Intrinsic motivation is working for enjoyment, personal interests, and a sense of competence, which is most challenging but effective for lifelong learning. The document provides tips for teachers to get to know students, shift away from extrinsic rewards, and analyze their own teaching to share what they enjoy.
Transformative learning theory focuses on recognizing and reassessing assumptions through critical reflection. It involves enhanced awareness of beliefs/feelings, critiquing assumptions, considering alternatives, and taking informed action. Adults learn through action learning, experiential learning, project-based learning, and self-directed learning. Transformative learning occurs through life experiences combined with education and critical thinking. Mezirow identified 10 phases of transformative learning including a disorienting dilemma, self-examination, critical assessment of assumptions, recognition of issues, exploration of options, planning a course of action, and reintegration into life with a new perspective.
Presentation given at the HEA Social Sciences learning and teaching summit 'Teaching ethics: The ethics of teaching'
A blog post outlining the issues discussed at the summit is available via http://bit.ly/1lndTnX
The document discusses motivating adult learners. It first defines motivation and who adult learners are. It then explores what motivates adults to learn through short interviews and a research study that identified key motivational factors. The document also includes a video of adult learners in a learning environment and profiles a keynote speaker who discusses motivating and engaging adult students.
Goldberg somerville summary a whole new engineer 4nov2014hansvandenberg1000
The document summarizes key lessons from the book "A Whole New Engineer" about transforming engineering education. It discusses that current engineering education is outdated and misaligned with the 21st century. The book advocates for student-driven learning, intrinsic motivation, and cultivating courage, trust and community through coaching educators rather than traditional teaching methods. It also emphasizes the importance of emotional and cultural shifts within educational institutions to bring about meaningful change.
Using Feedback to Move Students' Thinking ForwardNicole Rigelman
This document summarizes a presentation given by Nicole Miller Rigelman from Portland State University at the Teachers of Teachers of Mathematics Conference in Ashland, Oregon on September 7, 2012. The presentation discusses the differences between assessments of learning versus assessments for learning, and provides five key strategies for effective formative assessment based on the work of Black and Wiliam from 1998. These strategies include clarifying learning goals, using classroom activities to elicit evidence of learning, providing feedback to move learning forward, empowering students as owners of their learning, and having students serve as instructional resources for each other.
1) A peer leader provided favoritism to a shy student in an effort to engage them, but this resulted in the other students feeling marginalized and the shy student becoming too adamant in their incorrect answers.
2) Feedback from other students confirmed the peer leader's favoritism, so the peer leader took steps to distribute attention more evenly and restrain the shy student.
3) The peer leader reflected that their unconscious bias towards the shy student, due to relating to their own past shyness, had caused them to engage in single-loop thinking and overlook the shy student's monopolizing behavior.
This document discusses transformative learning theory. It begins by introducing Mezirow's concept of a "disorientating dilemma" which can prompt perspective transformation. It then provides examples of dilemmas and discusses how reflection promotes perspective transformation. Finally, it outlines how both teachers and learners have roles in facilitating transformative learning by establishing trust, sharing meanings, and being open to learning and change.
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice DivideJonathan Vervaet
The document discusses the importance of formative assessment and moving away from traditional grading practices. It highlights research showing that intrinsic motivation is undermined by extrinsic rewards like grades. The presentation emphasizes using assessment to inform instruction and promote student ownership of learning.
Transformative Learning Slides Revised For October 15 Classtjcarter
Mezirow's transformative learning theory describes two domains of learning: instrumental learning which manipulates the environment, and communicative learning which involves understanding others' feelings and values. Transformative learning leads to emancipatory knowledge through critical reflection and helps adults change their assumptions, beliefs, and perspectives to be more open-minded and justifiable. The role of adult educators is to facilitate this perspective transformation through critically reflective discourse.
Class 4 mezirow's transformative learning theorytjcarter
Mezirow's transformative learning theory posits that learning in childhood is formative, derived from authority figures, while learning in adulthood is transformative as adults can recognize distortions in their own beliefs. Transformative learning involves using prior interpretations to create new understandings to guide future actions. It occurs through instrumental learning of skills and communicative learning of meanings and perspectives. Learning transforms when meaning structures like points of view and habits of mind are revised through critical reflection on assumptions and perspectives, which can result in a perspective transformation - a dramatic shift in worldview. The adult educator's role is to support this process through challenging assumptions and encouraging critical reflection and discourse.
This document discusses the Shared Thinking model of induction and transition for university students. [1] It uses whole-group enquiry, where students collaboratively construct a public view of their collective thinking through reflective dialogue supported by classroom technologies. [2] Research involves 5 case studies across different universities and years to study how Shared Thinking supports cognitive and social development during induction, transition, and placement review. [3] The goal is for students to experience learning as a resource for the group through generative discussion.
Mezirow's theory of transformational learning involves 5 main steps and 10 phases of transformation. The 5 steps are: 1) identifying assumptions, 2) understanding their origins, 3) questioning their meaning, 4) developing alternative behaviors, and 5) meaningful reflection. The 10 phases involve experiencing a dilemma, self-examination, critical assessment of assumptions, exploring new roles and actions, planning a course, acquiring new skills, trying new roles, building self-confidence, and reintegrating new perspectives. The process involves recognizing, analyzing, and deliberately changing assumptions through rational discourse and reflection.
This document summarizes Mezirow's theory of transformative learning, which posits that adult learning involves critically reflecting on and revising one's beliefs, attitudes, and perspectives. The theory is based on a constructivist view that knowledge is socially constructed. Mezirow defined two types of learning - instrumental which involves problem-solving skills, and communicative which involves understanding others' meanings and perspectives. Transformative learning leads to a perspective transformation through critical reflection and can be triggered by a disorienting experience. The role of adult educators is to support this process through challenging assumptions and facilitating discourse.
The document discusses Transformative Learning Theory, which involves a deep shift in a learner's basic premises, worldviews, and perspectives through critical reflection. It defines Transformative Learning and outlines its two types: instrumental learning involving task-oriented problem solving, and communicative learning focusing on understanding meanings communicated by others. The document also discusses the role of reflection and discourse in facilitating perspective and meaning structure transformation through adult education.
During my College Student Development course we were assigned to learn about a particular theory of our choosing to then teach the class. I chose to learn about Baxter Magolda's Epistemology Reflection.
Transformative learning involves experiencing a dramatic shift in one's basic premises, perspectives, and ways of understanding the world. It can be prompted by unexpected life events and involves critically examining, questioning, and revising one's beliefs and values. Supporting transformative learning requires understanding differences in learners' styles, cultures, and backgrounds. The process can lead to conflict but helps people become their fullest selves and more open to alternative views.
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
Philosophical foundations of curriculum project week 3 finalahorne3
The document discusses the philosophical foundations of curriculum. It explores how philosophy influences curriculum workers and how different philosophical orientations like idealism, realism, pragmatism, and existentialism differ in their views of knowledge and values. The document also examines whether schools can promote both equality and excellence, and considers which philosophical orientation may most influence the future of curriculum and which appears most contrary to mainstream education.
This document outlines several educational philosophies and theories of human learning and development. It discusses idealism, realism, pragmatism, existentialism, perennialism, essentialism, progressivism, and reconstructionism/critical theory. For each philosophy, it describes the focus or beliefs, important subjects, and teaching methodologies. It then discusses how the learner completed a questionnaire to determine their own educational views are most closely aligned with progressivism, agreeing with Dewey's view of experiential learning and that students should be active participants.
B12 - Keith Posthlethwaite (Exeter) and Linda Haggarty (Open): From student t...Mike Blamires
This document summarizes key findings from a study examining the learning of beginning teachers during initial teacher education (ITE) and induction. During ITE, student teachers' learning was most influenced by their own characteristics and fitting in with the current school context. Newly qualified teachers faced behaviour management concerns that influenced their pedagogical decisions and limited aspirations. Induction focused on emotional support and fitting in, with limited discussion of teaching approaches. Involvement in a "learning school" allowed one teacher to further develop pupils' learning skills through collaboration.
Ralph Tyler :Basic Principles of Curriculum and InstructionSoontaree Konthieng
Ralph Tyler outlines four fundamental questions for developing curriculum and planning instruction: (1) What educational purposes should the school seek to attain? (2) What educational experiences can be provided that are likely to achieve these purposes? (3) How can these educational experiences be effectively organized? (4) How can we determine whether these purposes are being attained? He discusses that educational objectives should be determined by studying learners, contemporary life, and suggestions from subject specialists. Objectives should not come from a single source but be determined through considering multiple perspectives.
This document discusses the need for a rigorous scholarship of teaching and learning (SOTL). It begins by outlining some common student questions received via email. It then discusses how teaching problems can be reframed as problems to investigate rather than fix. The document advocates making teaching practices and evidence of student learning subjects of regular discussion and debate. It provides examples of how to make teaching more inquiry-based through observation, evidence collection, and sharing findings. The document argues the best reason for SOTL work is to improve teaching practices and student learning.
Scaffolding Critical Thinking in Online-Based ScenariosGihan Osman
This presentation reports on a study that examined the role of scaffolding and facilitation on critical thinking and participation in online discussions at the college level
Epistemic fluency perspectives in teaching and learning practice: Learning to...Lina Markauskaite
Summary
Capacities to drive collective learning, address jointly complex practical challenges and create innovative solutions are seen essential for future graduates. How to prepare students to lead complex collaborative learning, change and innovation projects? How to assist them to develop knowledge and skills needed for resourceful teamwork with other people who have different expertises, experiences, and interests?
Systems, Change and Learning is a blended graduate course in the Maters of the Learning Sciences and Technology program that aims to develop students’ capacities to lead complex organisational learning and educational innovation projects. Rooted in systems theories, cybernetics and the learning sciences, this course: 1) introduces students to the theoretical approaches and methods for understanding complexity, facilitating individual learning and managing change, and 2) provides them with practical experiences to engage in systems inquiry and collaborative innovation design projects.
The course draws on the second-order pedagogy and grants students’ agency to design not only the innovation, but also their own learning and innovation process and environment. Students choose complex real life organisational learning or educational change challenges and, over the course of the semester, work in small innovation teams by analysing an encountered problematical situation, modelling possible scenarios and developing innovative solutions. As a result, each team creates a practical guide for Change and Innovation Managers who will be tasked with implementing the proposed innovation in an organisational setting.
The main emphasis is on fostering expansive learning and deliberative innovation culture trough cultivating systems thinking, design practice and responsive action. Through engaging in systemic inquiry, innovation design tasks and authentic teamwork, students develop a number of graduate attributes that are critical for joint learning and knowledge-informed, responsive action in modern workplaces, such as analytical and integrative thinking, effective teamwork, multidisciplinary and intercultural competencies.
Evaluations show that this course promotes deep student engagement and brings about transformative learning experiences. It is now offered as an elective in two other interdisciplinary masters programs.
This document discusses reflective teaching and provides an overview of key concepts and frameworks related to teacher reflection. It defines reflective teaching as carefully considering one's practices in light of knowledge and beliefs. Reflective teachers engage in both reflection-on-action, which involves understanding past events, and reflection-in-action, which occurs while teaching. The document also outlines various approaches teachers can use to reflect, including portfolios, journaling, and using Quality Teaching frameworks as a lens. Barriers to reflection like a lack of time and perceived competence are also addressed.
The document discusses the importance of teaching critical thinking skills to students. It provides examples of famous people like Einstein, Beethoven, and Edison who struggled in traditional education but excelled in creative and critical thinking. The document defines critical thinking as processing information to solve problems, make decisions, and anticipate the future. It recommends teaching critical thinking by asking open-ended questions, connecting lessons to student experience, and encouraging group work and problem solving.
The document discusses Jerome Bruner's constructivist learning theory, which posits that learning is an active process where learners construct new ideas based upon their current and past knowledge. It emphasizes that learning should involve exploring large concepts, inquiry-based learning, and making connections between ideas. According to constructivism, knowledge is temporary, culturally mediated, and developed through language. The roles of the teacher involve posing problems, structuring learning around core concepts, seeking student perspectives, and adapting instruction based on student understanding.
Pauline Roberts_Reflection: Renewed focus for an existing problem in teacher ...Pauline K Roberts
This was the presentation given at the ATEA conference in 2015 in Darwin. If you have any feedback or questions, please contact me via my website paulinekroberts.com
This document appears to be a syllabus for an educational leadership course titled EDAD 516 at Washington State University's Puyallup campus in the fall semester of 2014. It lists the instructor as Ailene M. Baxter, the Director of Human Resources for the Puyallup School District. The syllabus outlines the course objectives, assignments, expectations, and topics to be covered throughout the semester, including leadership and supervision of instruction, culturally responsive teaching practices, student shadowing experiences, and using intrinsic motivation to engage all students in learning.
Hinchliffe- A personal philosophy of instruction and assistance: the foundati...IFLA_InfolitRef
This document describes a workshop that will help participants draft a personal philosophy statement about instruction and assistance. It will introduce tools to explore beliefs about teaching and goals. Through reflective exercises using lenses of autobiography, student perspectives, peers, and literature, participants will examine their own beliefs and practices. By the end of the workshop, participants will have a draft philosophy statement focusing on their views of effective teaching, learning, and their role in information literacy and reference practices.
This document discusses teaching and learning, focusing on diversity, pedagogical implications, and global discourse. It notes the need to engage and empower students as knowledge seekers amid changing contexts and identities. Effective teaching requires ongoing inquiry and understanding different motivations and needs inclusively as a community. While new approaches are not advocated, relationships and language can build rapport. Global dialogue is needed regarding tensions between policy, practice, and creativity versus accountability.
This document summarizes three presentations given at an international education conference on involving students as co-creators in course design, curricula, and teaching approaches. The first presentation describes programs at Bryn Mawr College where faculty partner with undergraduate students to observe classes and provide feedback. Both faculty and students report benefits like a deeper sense of community and improved learning. The second examines "course design teams" at Elon University consisting of faculty, students, and an advisor who redesign course syllabi. Students and faculty gain new perspectives through collaboration. The third explores three cases of students partnering with faculty to co-create curricula. Benefits included enhanced learning and changed views of curriculum design as complex. Key themes that emerged
A Pedagogy Of Force Faculty Perspectives Of Critical Thinking Capacity In Un...Yasmine Anino
This document discusses critical thinking in higher education from the perspective of faculty. It begins with definitions of critical thinking that emphasize evaluating multiple viewpoints and scrutinizing knowledge before accepting it. The document then reviews literature showing that while faculty support developing critical thinking, they often lack training in how to teach it effectively. The rest of the document presents findings from a case study exploring faculty perceptions of critical thinking and their pedagogical applications of it.
The document summarizes a presentation on teaching, learning, and assessing critical thinking given by Professor David Carless at the University of Hong Kong. The presentation covered defining critical thinking, promoting it in the classroom through activities like debates and group discussions, and designing assessments to stimulate critical thinking skills rather than just testing content knowledge, such as using presentations, case studies, and blogs. Both benefits and tensions of interactive teaching methods and alternative assessments were discussed.
Similar to Enhancing Student Critical Thinking as an Interdisciplinary Resource (MSC 2009) (20)
To Remain Strong And Free (Us Selective Service System; Mark Eutsler, Board M...Mark Eutsler
This document summarizes the mission and organization of the Selective Service System (SSS). It provides an overview of the agency's history, from the colonial period through modern times. It also outlines three activation scenarios for the SSS to provide manpower to the Department of Defense during a national emergency, including a gradual Time-Phased Response and an immediate Emergency Mobilization response.
Transitioning Neighborhoods Need Transforming Ministries (SIC 2008)Mark Eutsler
The document discusses how neighborhoods are transitioning demographically and geographically due to generational changes. This requires churches to transform their ministries to remain relevant and impactful in their communities. Specifically, the document advocates that churches partner with other faith organizations to increase their volunteer and financial resources in order to collaborate on transforming ministries that meet community needs.
Symbols Of Who We Are (UMC Stockwell 24 June 2007)Mark Eutsler
The document discusses the identifying symbols of Stockwell UMC that represent who they are. It outlines several symbols including their building, sacraments, serving others, the Bible, and working together in mutually beneficial relationships. The sacraments allow members to experience God's presence and grace. The Bible is a symbol of God's word and a rule for faith and conduct. Serving others through leadership and community involvement is also a symbol. These symbols represent Stockwell UMC's identity and are demonstrated through their local and broader church activities.
P3 Prayer Permeated Process (Umc Imagine Indiana Planning Team Generative Ev...Mark Eutsler
The document discusses how prayer permeated the process of transformational thinking. It describes this process as having three parts: imagining/studying the possibilities without constraints, discovering/reflecting on the past and present, and creating/designing new proposals. This cyclic process of unconstrained imagination, grounded reflection, and innovative design allows for radical and profound transformation when guided by prayer.
Inverting The Initiative (UMC Stockwell Laity Sunday 2007)Mark Eutsler
The document discusses strategies for reaching secular people and increasing initiatives within congregations. It provides profiles of effective Christians who reach secular audiences, including being on mission, developing credibility, and engaging people in reasonable conversation. Themes for outreach include providing instruction, addressing doubts, and meeting needs. Effective congregations see non-disciples as lost people that matter to God, and view themselves primarily as a mission rather than just a gathering of believers.
Impacting Ministry For 175 Years (UMC Stockwell Laity Sunday 2005)Mark Eutsler
The document discusses the contributions of laity volunteers to Stockwell United Methodist Church over its 175-year history. It estimates that 200 volunteers contributed around 8,840 hours of labor annually in recent years, which is equivalent to 4.25 full-time staff positions and $155,445 in monetary value. Over the church's entire history, laity volunteers have contributed an estimated 1,547,000 hours of work, equal to $27,202,875 in contemporary value. The document expresses gratitude to the laity for their philanthropic and advocacy efforts and the significant impact they have had over 175 years.
Impacting Ministry For 175 Years (UMC Stockwell Charge Conference 2005Mark Eutsler
The document summarizes volunteer contributions and financial impacts at Stockwell United Methodist Church over 175 years. It notes that approximately 200 volunteers contributed over 8,800 hours in the previous year, equivalent to 4.25 full-time staff positions valued at $155,445. Over the church's history, volunteers have contributed over 1.5 million hours valued at $27 million, which is 70% of the annual $199,879 budget.
Generations (UMC Imagine Indiana Planning Team Resource 2006)Mark Eutsler
The document discusses different generations defined by Strauss and Howe and characterizes them based on shared experiences. It defines generations from Builders born 1901-1924 to Generation Z born after 9/11. For each generation it provides characteristics like predominant values, replacement rates needed for church growth, how they view the church, and key experiences that shape them. It argues generations differ in factors like education, world views, economic opportunities, understanding of family life, and key values around significance and community.
The document discusses dreams and dreamers that help drive organizations forward. It recognizes past dreamers that have departed and welcomes new dreamers. It discusses the importance of adapting to changes without losing integrity. It lists past and current ministries that Metro Ministries has supported. It raises questions about Metro Ministries' future scope and collaborations. It highlights a current community need and restates Metro Ministries' mission. It encourages readers to get involved through prayer, volunteering, and donations.
Rubric\'s Cube--Complimenting, Critiquing, and Challenging Student Work (NELB...Mark Eutsler
The document discusses the use of grading rubrics in student assessment. It provides tips for designing effective rubrics, including involving students, limiting criteria, using clear descriptors, and providing models. Rubrics should clarify expectations and facilitate learning if designed well. Common pitfalls to avoid are rubrics that don't match course goals, have too few levels, or are too complex. Providing feedback linked to rubric criteria is important.
Using Teacher and Learner FQ--Faith Quotient--to Effect Teaching Style and Fa...Mark Eutsler
The document discusses using a teacher's and learner's "FQ", or "fruitfulness quotient", to help align teaching style with student needs and facilitate reconciliation through education. It defines FQ as assessing the degree to which spiritual fruits from Galatians 5:22 are manifested in one's experiences, interests, and passions. Understanding FQ can help teachers calibrate their approach and help students relate course material to their spiritual development and reconciliation with society.
Stimulating Curriculum & Instructional Materials Development Using Supple...Mark Eutsler
This document discusses the benefits of arts education for students. It argues that arts education helps develop students' self-esteem, enhances their capacity to learn and achieve, fosters critical and creative thinking skills, and provides individual lifelong benefits. The document also explores how arts education is compatible with multiple intelligences and literacies and can integrate different academic disciplines.
MIA--Missing In Action Or Music In Action--Discovering How Music Makes You Sm...Mark Eutsler
The document discusses several benefits of music education. It states that music education can boost self-esteem in at-risk students, enhance academic performance as SAT scores increased for students with music coursework, and foster critical thinking and writing skills. The document also outlines individual lifelong benefits from music education including improved health, as well as economic benefits from a music literate population.
In Their Own Words--Teachers Use of the Arts to Enhance Student Critical Thin...Mark Eutsler
The document summarizes a program called "Arts Indiana in the Classroom" that used the magazine Arts Indiana as a supplemental educational resource in Indiana classrooms. Teachers provided feedback that the program enhanced critical thinking skills and supported interdisciplinary learning. The program received endorsements from education leaders and helped deliver arts education across the state before going on hiatus due to lack of funding.
Discovering Your Classroom's DNA--Dynamic Needs Assessment (NELB 2006)Mark Eutsler
The document discusses several key aspects of curriculum development and classroom dynamics:
1) Curriculum planning should be part of teacher training so that teachers can design their own plans rather than just implement others'. Dynamic forces like attitudes and personalities influence the classroom.
2) Curriculum has different components like planning, selecting materials, and leadership. A rationale explains why certain things are being taught.
3) Effective curriculum energizes and invigorates both teachers and students. It should match students' psychological needs. Contextual factors like community events also shape the classroom.
4) Teaching requires balancing different components like imparting knowledge, promoting discovery, and caring for student well-being. Focusing on one key idea all
This document discusses using Appreciative Inquiry (AI) in classroom settings. AI focuses on identifying what is working well and envisioning how to replicate successes, rather than focusing on problems. The document outlines key concepts of AI, such as valuing strengths and envisioning positive futures. It provides examples of AI-focused questions that could be asked in classroom settings instead of conventional problem-focused questions. The goal of using AI in education is to create a positive learning environment that brings out the best in students.
An Andragogic Genome--Adult Learning Examination, Styles, and Instructional I...Mark Eutsler
The document discusses adult learning styles and instructional strategies for adult learners. It defines an "andragogic genome" as examining adult learner characteristics, identifying their learning styles, and improving instructional strategies. It describes key aspects of adult learners, including being self-directed, goal-oriented, and wanting respect. It also outlines different learning styles and strategies instructors can use to improve instruction for adult learners.