Transformative College Curriculum A meaningful degree of understanding

Slides:

Advertisements

Similar presentations

Tutor Skills Training What is Critical Thinking?.

Advertisements

Performance Assessment

Principles of Adult Learning. Overview Introduction Assumptions Context Content Process Learning Styles Double Loop Learning Summary.

Understanding by Design Ensuring Learning through Lesson Design

Mick Healey Learning Cycles, Learning Styles and Course Design.

David Kolb Experiential Learning Presentation by Deb Sowers LTMS 525: Human Learning Fall 2010.

CRAMLAP Reflective Practice Steve Walsh. Learning Outcomes To provide participants with an overview of the main principles of RP; To consider the advantages.

Learning (Reflective) logs L. Reflection What is your experience of…. - doing it - being ’made’ to do it - having to write it down.

Stage 1: Identify desired results. Stage 2: Determine acceptable evidence. Stage 3: Plan learning experiences and instruction. Wiggins, G & McTighe. J,

5/7/20151 Critical Incidents, Collaboration, and Cyber-Reflection or What we don’t know is probably hurting us. Daniel J. Glisczinski, Ed.D. University.

Adult Learning Nancy White * Full Circle Associates * …what we believe? …what we know? …what we DO?

Pioneered by Jack Mezirow Presented by Vivian Scott EDUC 8101: How Adults Learn: Theory and Research.

Sustainability _ in the synapses NEUROPLASTICITY and TRANSFORMATIVE LEARNING NEUROPLASTICITY and TRANSFORMATIVE LEARNING Daniel J. Glisczinski | University.

Critical Thinking in Information Literacy Program Gabrielle Wong May 2010.

A MEMBER OF THE RUSSELL GROUP. Teaching to cure-teaching to care SAAHE 2011 Potchefstroom North West University Innovation through diversity.

Service Learning Janet Eyler Vanderbilt University.

Constructivism The Search for Truth Viability. Grounding Assumptions Learning is an active process of constructing knowledge rather than acquiring it.

SUNITA RAI PRINCIPAL KV AJNI

ED 3501: Curriculum and Instruction Section GHI - Fall Understanding by Design Understanding and Creating Effective Instructional Design.

Chapter 5 Training for Organizations Learning Theory.

Emerging Eagles to Engaged Leaders Emily Lorino Coordinator for Leadership Development NASPA-FL Drive-In October 3, 2014 Corinne Olsen Student Government.

Overview of Adult Learning Principles and Methods ASPBAE Leadership Workshop 2008 ASPBAE Facilitation Teams.

Formulating objectives, general and specific

Education Bachelor’s Degree in Elementary Education Began the Master’s of Special Education program in January of 2011 Professional After graduation Sorensen.

Rediscovering Research: A Path to Standards Based Learning Authentic Learning that Motivates, Constructs Meaning, and Boosts Success.

Leaders, Leadership and Learning Organisations and Networking.

PROF. DANIEL ERNST FEBRUARY 7TH, 2011 LIBERAL EDUCATION: LEARNING ABOUT LEARNING. THINKING ABOUT THINKING. CS 146 The Big Picture in Computer Science.

Social Cognitive Theory (II) EDU 330: Educational Psychology Daniel Moos.

Lina Omar July,2011 From Teaching to Learning Lina Omar July,2011.

Literacy of Assessment Karen Yager Knox Grammar School & University of NSW

Paul Parkison: Teacher Education 1 Articulating and Assessing Learning Outcomes Stating Objectives Developing Rubrics Utilizing Formative Assessment.

Designing Hybrid Instruction Learning Technologies January 24, 2003.

Social Cognitive Theory (II) EDU 330: Educational Psychology Daniel Moos.

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.1 To survive in the global economy, organisations must: be flexible be competitive.

Learning Targets, Change Rationale. The Task at Hand ► Challenging times call for people to step forward - try new things, lead new innovation, look at.

Dr. Roxana Reichman Gordon Academic College Haifa, ISRAEL.

Learning in Organizations Chapter 6: Organizational Behavior 261 Gabrielle Durepos.

Curriculum & Instruction / Center for Technology in Learning and Teaching Innovation 2008 Breckenridge, CO April 14-15, 2008 Correia, Moving from.

Reflective practice Chris Winberg 29 March What is reflection? Active, persistent and careful consideration of any belief or supposed form of knowledge.

AQAL for Effective Instruction and School Improvement

INSTRUCTIONAL OBJECTIVES

Increasing Student Engagement Caroline Clements, Ph.D. Director, Center for Teaching Excellence Freshman Seminar Annual Instructor Kickoff August 9 th.

Course Description And Assessment Information

21 st Century Principals Institute Copy March 2009.

Kolb Learning Theory. Learning Style Inventory ingstyle.html ingstyle.html.

Grade 7 & 8 Mathematics Reporter : Richard M. Oco Ph. D. Ed.Mgt-Student.

Action Research Purpose and Benefits Technology as a Learning Tool to Improve Student Achievement.

For Spiritual Growth. Affects their ability to grow spiritually.

Perception and Learning in Organizations Chapter 3 By Alice E. Ramos and Fabian Lopez.

Cultural Influences on Context:

Co-Curricular Experiences = Student Success? Prove It! Kent Sumner, Oregon State University Kurt Moderson, MAP-Works.

Differentiation through 4MAT

A. en·gage·ment n. the act of engaging or the state of being engaged; the degree of attention, curiosity, interest, optimism, and passion put forth; emotional.

A conceptual framework is described as a group of concepts broadly defined and systematically organized to provide a focus, rationale, and tool for the.

Foundation Degree in Business Victoria Hadfield

Personal and professional development

Some models of reflection

Has the Education Paradigm Begun to Shift?

Inquiry-based learning and the discipline-based inquiry

Critique — Transformative Learning

Transformational Learning (TL)

NAZARETH COLLEGE OF EDUCATION FOR WOMEN

NJCU College of Education

Understanding by Design Ensuring Learning through Lesson Design

Public Health Education and Service Learning

Action learning & Community Development

Welcome to Educ 3412 Computers In Education

Types of Learning Instrumental Communicative Emancipatory

Engaged Plenary Patricia McGee.

Basic concepts curriculum Curriculum development Curriculum analysis Curriculum evaluation Elements of curriculum Educational objectives content.

Presentation transcript:

Transformative College Curriculum A meaningful degree of understanding Daniel J. Glisczinski, University of Minnesota Duluth, U.S.A dglisczi@d.umn.edu

Knowledge Factory The University As The university has shaped itself into an industrial ideal—the knowledge factory. Overloaded,top-heavy with expertness, information. has become a know-how institution ought to be a know-why institution. goal should be deliverance from crushing weight of unevaluated facts, from bare-bones cognition or ignorant knowledge: knowing in fragments, knowing without direction, knowing without commitment (Rowe, 1990)

Education: A “complementary convergence” Between information and understanding ecology between informational, cultural, and values-rich understanding likely to empower those who understand it contains potential to isolate those who choose not to learn it (Friedman, 2005).

Types of Learning Instrumental Communicative Emancipatory Habermas (1984) mastering tasks, solving problems, and learning how to manipulate environments and people toward specific ends critical assessment of assumptions supporting the justification of existing norms in order to think and act in a self-authoring manner. critically understanding context, history, social structures, and power structures which shape epistemological perspectives. Emancipatory Communicative Instrumental

Transformative Learning Quadrants Mezirow (1970) and Herbers (1998) IV. Action I. Disorienting Dilemma II. Critical Reflection III. Rational Dialogue

Research Questions To what extent are higher education students experiencing transformative learning? 2. How do transformative learning experiences affect higher education students’ present behavior?

Transformative Learning Higher Education Findings Preparing learners for present realities and future unknowns. (Maslow, 1971) Quadrant I. Quadrant IV. Disorienting Experiences (Mezirow, 1970; Herbers, 1998) 73% of population reported experiencing disorienting experiences Committed Action (Mezirow, 1970; Herbers, 1998) 35% of population reported trying to figure out ways to adopt transformed ways of acting Instrumental Learning (Habermas, 1984) Emancipatory Learning (Habermas, 1984) Communicative Learning (Habermas, 1984) Quadrant III. Quadrant II. Critical Reflection (Mezirow, 1970; Herbers, 1998) 43% of population reported experiencing critical reflection that their assumptions don’t fit current reality Rational Dialogue (Mezirow, 1970; Herbers, 1998) 47% of population reported experiencing rational dialogue about constructing more accurate assumptions

Student Voices Reflecting Transformative Cycle Quad I: Do I think this? Do I think that? What do I do now? Man, my marbles were rolling around. Quad II: The question “Why” became central I realized there were other options than . . . Quad III: I’d listen, read, discuss, listen some more, read more... Now I go to be taught by those things which confused me Quad IV: I’ve opened up my thinking and approach to . . . And I try to do the same with my students and peers 4/19/2017 D. Glisczinski | dglisczi@d.umn.edu

Statements from Instrumentalists I don’t think about other people’s assumptions. What matters is what I want to achieve. I used to think about what other people, but have learned that that’s not how the world works 4/19/2017 D. Glisczinski | dglisczi@d.umn.edu

Assessment of Learning Wiggins & McTighe (1998) and Bloom (1976) Self Knowledge (Wiggins & McTighe ,1998) Evaluation (Bloom, 1976) Disorienting Experiences Action Interpretation (Wiggins & McTighe, 1998) Comprehension, Analysis (Bloom, 1976) Explanation (Wiggins & McTighe,1998) Knowledge, Comprehension (Bloom, 1976) Empathy: (Wiggins & McTighe,1998) Critical Reflection Rational Dialogue Application (Wiggins & McTighe, 1998) Synthesis (Bloom, 1976) Perspective (Wiggins & McTighe, 1998)

Transformative Learning Theory of Action and Assessment Self Knowledge (Wiggins & McTighe ,1998) Evaluation (Bloom, 1976) Explanation (Wiggins & McTighe,1998) Knowledge, Comprehension (Bloom, 1976) Prepare learners for present realities and future unknowns. (Maslow, 1971) Quadrant I. Quadrant IV. Action, Experimentation (Kolb,1984; Mezirow, 1970; Herbers, 1998) Concrete, Disorienting Experiences (Kolb,1984; Mezirow, 1970; Herbers, 1998) Assessment Methods Assessment Methods Quadrant II. Critical Reflection, Observation assumptions don’t fit current reality (Kolb,1984; Mezirow, 1970; Herbers, 1998) Quadrant III. Rational Dialogue, Abstract Conceptualization (Kolb,1984; Mezirow, 1970; Herbers, 1998) Empathy: (Wiggins & McTighe,1998) Interpretation (Wiggins & McTighe, 1998) Comprehension, Analysis (Bloom, 1976) Perspective (Wiggins & McTighe, 1998) Application (Wiggins & McTighe, 1998) Synthesis (Bloom, 1976)

Transformative Learning Theory of Action and Assessment Self Knowledge (Wiggins & McTighe ,1998) Evaluation (Bloom, 1976) Explanation (Wiggins & McTighe,1998) Knowledge, Comprehension (Bloom, 1976) Prepare learners for present realities a nd future unknowns. (Maslow, 1971) and Quadrant I. Quadrant IV. Action, Experimentation (Kolb,1984; Mezirow, 1970; Herbers, 1998) 35% of population reported trying to figure out ways to adopt transformed ways of acting Concrete, Disorienting Experiences (Kolb,1984; Mezirow, 1970; Herbers, 1998) 73% of population reported experiencing Disorienting Experiences Begin: Instrumental Learning (Habermas, 1984) Assessment Methods Emancipatory Learning (Habermas, 1984) Assessment Methods and and Communicative Learning (Habermas, 1984) Quadrant II. Critical Reflection, Observation assumptions don’t fit current reality (Kolb,1984; Mezirow, 1970; Herbers, 1998) 43% of population reported experiencing critical reflection that their assumptions don’t fit current reality Quadrant III. Rational Dialogue, Abstract Conceptualization (Kolb,1984; Mezirow, 1970; Herbers, 1998) 47% of population reported experiencing rational dialogue and abstract conceptualization about more accurate assumptions and Empathy: (Wiggins & McTighe,1998) Interpretation (Wiggins & McTighe, 1998) Comprehension, Analysis (Bloom, 1976) Perspective (Wiggins & McTighe, 1998) Application (Wiggins & McTighe, 1998) Synthesis (Bloom, 1976)

Transformative Learning Theory of Action and Assessment Self Knowledge (Wiggins & McTighe ,1998) Evaluation (Bloom, 1976) Explanation (Wiggins & McTighe,1998) Knowledge, Comprehension (Bloom, 1976) Prepare learners for present realities and future unknowns. (Maslow, 1971) Quadrant I. Quadrant IV. Action, Experimentation (Kolb,1984; Mezirow, 1970; Herbers, 1998) Concrete, Disorienting Experiences (Kolb,1984; Mezirow, 1970; Herbers, 1998) Assessment Methods Assessment Methods Quadrant II. Critical Reflection, Observation assumptions don’t fit current reality (Kolb,1984; Mezirow, 1970; Herbers, 1998) Quadrant III. Rational Dialogue, Abstract Conceptualization (Kolb,1984; Mezirow, 1970; Herbers, 1998) Empathy: (Wiggins & McTighe,1998) Interpretation (Wiggins & McTighe, 1998) Comprehension, Analysis (Bloom, 1976) Perspective (Wiggins & McTighe, 1998) Application (Wiggins & McTighe, 1998) Synthesis (Bloom, 1976)

Experiential Learning Cycle Kolb (1984) Active Experimentation Concrete Experiences Reflective Observation Abstract Conceptualization

Transformative Learning Theory of Action and Assessment Self Knowledge (Wiggins & McTighe ,1998) Evaluation (Bloom, 1976) Explanation (Wiggins & McTighe,1998) Knowledge, Comprehension (Bloom, 1976) Prepare learners for present realities and future unknowns. (Maslow, 1971) and Quadrant I. Quadrant IV. Action, Experimentation (Kolb,1984; Mezirow, 1970; Herbers, 1998) 35% of population reported trying to figure out ways to adopt transformed ways of acting Concrete, Disorienting Experiences (Kolb,1984; Mezirow, 1970; Herbers, 1998) 73% of population reported experiencing Disorienting Experiences Begin: Instrumental Learning (Habermas, 1984) Assessment Methods Emancipatory Learning (Habermas, 1984) Assessment Methods and and Communicative Learning (Habermas, 1984) Quadrant II. Critical Reflection, Observation assumptions don’t fit current reality (Kolb,1984; Mezirow, 1970; Herbers, 1998) 43% of population reported experiencing critical reflection that their assumptions don’t fit current reality Quadrant III. Rational Dialogue, Abstract Conceptualization (Kolb,1984; Mezirow, 1970; Herbers, 1998) 47% of population reported experiencing rational dialogue and abstract conceptualization about more accurate assumptions and Empathy: (Wiggins & McTighe,1998) Interpretation (Wiggins & McTighe, 1998) Comprehension, Analysis (Bloom, 1976) Perspective (Wiggins & McTighe, 1998) Application (Wiggins & McTighe, 1998) Synthesis (Bloom, 1976)