a psychologist and a philosopher. Mulligan EL 5614 Double Loop Learning was initially espoused by Chris Argyris and Donald Schon, a psychologist and a philosopher.

Actors—whether individuals and organization--operate from two theories. Espoused Theories Theories-in- Use

Often outside ourselves, belonging to others. Espoused Theories are Explicit, Articulated, and… Often outside ourselves, belonging to others. (For example: The learning theories of Dewey, Rogers, Whitehead, et. al.)

Often unknown or unexplainable, Theories in Use Tacit, Often unknown or unexplainable, and… When we are aware of them, we have a tendency to treat them as subjective, less than a theory.

Learning involves the detection and correction of error. Governing Variables Action Strategies Consequences

Single Loop Learning Governing Variables Action Strategies Consequences If the consequences--the outcomes--do not conform to the intentions, most actors will reexamine their action strategies. Taking for granted that the governing variables that led to the action strategies are good and true.

Double Loop Learning Governing Variables Action Strategies Consequences If the consequences--the outcomes--do not conform to the intentions, actors should also reexamine their governing variables. However, do so, may force us to rethink and change our theory-in-use.

A Governing Variable NJ Dept. of Education All schools must have, as their common goal, student achievement of these standards. However, the standards themselves will not result in major improvements unless there is continued commitment to their implementation in each and every school. Changing a school’s instructional program to implement the vision of these standards will be a continuous, ongoing process. Of key importance to the successful implementation of these standards is teacher preparation and on-going, high quality professional development. NJ Dept. of Education Introduction to NJ Core Curriculum Standards

The Espoused Theory The Theory-in-Use If we get the instruction right, the learning will surely follow. The Theory-in-Use Policymakers: Learning is an outcome, a by-product of instruction. For public school educators: NJ Schools work (because of us, not the students).

Learning is a by-product of instruction. Single Loop Learning Learning is a by-product of instruction. Assessment Diff. Instruct. LSI’s etc. Students are still not learning. Indeed, they are expressing boredom with learning. Yet another strategy fails to reach the desired outcomes. Let’s try still another strategy.

Double Loop Learning Learning is a by-product of instruction. Assessment Diff. Instruct. LSI’s etc. Less the desired. Time for more testing. Is it the ineffectiveness of the strategies or is it the falseness of the governing variable?

If we get the instruction right, the learning will surely follow. Is it true? Is learning a by-product of instruction?