Transformative Learning Basics Mark E. Walvoord

Session Host Mark E. Walvoord, M.S. Assistant Director Student Transformative Learning Record University of Central Oklahoma Biology Instructor University of Oklahoma

Session Attendees Your Name Important title Name, location/university, and one word to describe you (starts with same letter?)

Transformative Learning Theory Transformative learning refers to the process by which [adults] transform our taken-for-granted frames of reference* to make them more inclusive, discriminating, open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide action. --Jack Mezirow (2000) Learning as Transformation: Critical Perspectives on a Theory in Progress, pp 7-8 von Humboldt, Friere, Habermas, and others informed TL theory as Mezirow proposed it in 1978. Jack Mezirow, 2014 * Meaning perspectives, habits of mind, mindsets

Transformative Learning Theory Follows 10 steps: Experiencing a disorienting dilemma Undergoing self examination Conducting a critical assessment of internalized assumptions Relating discontent with the similar shared experiences of others Exploring options for new roles, relationships, and actions  from Cranton, P. (2006.) Understanding and Promoting Transformative Learning

Transformative Learning Theory Follows 10 steps: Building confidence in new roles Planning a course of action Acquiring knowledge and skills for implementing one’s plan Trying out new roles and assessing them Reintegrating into society with new perspective from Cranton, P. (2006.) Understanding and Promoting Transformative Learning

TL Theory questions Does it have to be an epochal dilemma, or can it be incremental? Are steps followed in order? Does TL just happen in adults or younger? How does the critical assessment step work? Is it individual or can it apply to social transformation? OK, but how do you do it? Mezirow (later) and Taylor say either; Dirkx says everyday occurrences Mezirow later said don’t have to Recent research points to evidence in adolescents Brookfield’s critical reflection, Dirkx says imaginal (include affective); Mezirow says mostly cognitive & rational Friere’s work informed Mezirow; Gambrell says yes Cranton, Taylor call for practicality

TL Process Willingness to be transformed Have an experience Reflect critically Rational discourse Expand perspective (Taylor) (Brookfield, Mezirow) (Mezirow) Perhaps even a “tectonic shift” in worldview or belief May be disorienting At university, often prompted by instructor or supervisor Takes emotional intelligence (Mezirow) (Brookfield, Cranton, Mezirow, Taylor) © University of Central Oklahoma

Transformative Learning @ UCO: Develops beyond disciplinary skills and Expands students’ perspectives of their relationship with self, others, community and environment. From http://www.uco.edu/tl

What do you say TL is? Discuss with a neighbor: What is your definition of TL? What are the most transformative experiences you offer students? How so? What evidence do you see of TL in your students? How could you provide (more) space for critical reflection and rational discourse? Image from http://homemadekayaks.blogspot.com/

Concept Mapping Graphic representation of how you understand the connections between ideas. Tool is rooted in educational psychology research (Novak), helps learners uncover their own misconceptions and understand complex ideas better. Concept Maps are NOT flow charts or mind maps Multiple cross connections Include “propositional phrases” on the arrowed lines Go straight into Concept Mapping with FIRST an explanation of what concept mapping is (Novak, psych basis in spreading activation theory, basis of AI programming)

Concept Mapping Sample concept map from a student in Mark Walvoord’s Biology 1003 class about protein synthesis, Spring 2018

Concept Mapping When you hear “Transformative Learning” what words come to mind? Group words and/or organize them hierarchically, then Start making connection lines WITH connecting words on them Transformative Learning Mezirow Dirkx Disorienting Dilemmas Epochal Incremental Liminal Space Critical Reflection Cognitive (Rational) Soul Work Frames of Reference Assumptions Mindsets Social Change Pass out notecards/tape or STLR stickie-notes, pens/pencils/markers, and giant notepads; if time (45 min.?), ask them to write down the words/concepts/ideas that come to mind, one per stickie/index card, when they hear “Transformative Learning;” Could come up with terms as a big group (before or instead of showing terms above), or just work in small groups to come up with their own terms. Or to save time or with more novice group, use the list provided on the slide. After 30-45 minutes, each group share with group, or do a “one person stay to explain and all others from group travel to a different group’s map to hear/see how they mapped).

Transformative Learning Basics Mark E. Walvoord mwalvoord@uco.edu http://www.uco.edu/tl