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High Performance Learning Design Model
In each part, the whole is represented. Patricia L. McMahon © Carlow University
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Engaging Educators as Scholar-Practitioners
Artist: Susan Hamilton ©2011 School of Education Carlow University
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Educators as Scholar-Practitioners
Artful teaching requires more than application of methods & techniques Artful teachers reflect upon and learn from their actions The continuing interplay between acting & knowing lies at the heart of scholarly practice School of Education Carlow University
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Six Qualities of Scholar Practitioners
Metacognitive Reflection Theoretical Understanding Pedagogical Wisdom Contextual Literacy Ethical Stewardship Aesthetic Imagination School of Education Carlow University
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Metacognitive Reflection
Careful observation of experience Discernment of significant aspects of experience Thoughtful analysis and interpretation Construction of meanings that inform future experience Awareness of one’s process for meaning making School of Education Carlow University
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Theoretical Understanding
Recognizes that multiple & competing theories exist in all fields Understands the arguments underpinning various theories Understands one’s own theoretical position School of Education Carlow University
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Pedagogical Wisdom The capacity to respond:
wisely, humanely, and ethically within “pedagogical moments” …in ways that promote continued engagement in learning School of Education Carlow University
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Contextual Literacy Understands that contexts are shaped by historical, political, cultural, economic, psychological forces Is able to “read” and interpret social contexts from multiple perspectives School of Education Carlow University
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Ethical Stewardship Commitment to the well-being of the profession and communities of practice Conserving the best of the profession Contributing to the development and growth of the profession Assuring that education as a social institution serves the public good School of Education Carlow University
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Aesthetic Imagination
Understands the potential of the aesthetic realm to “release the imagination”—to see beyond what is to what might be Reflects and assigns meaning to experience through the aesthetic modalities Embraces ambiguity Appreciates the role of artistic expression in coming to know oneself SOURCE: Maxine Green Releasing the imagination: Essays on education, the arts, and social change. (1995) School of Education Carlow University
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Scholar-Practitioner
More than an accumulation of skills A stance A way of being in the world A way of being with students that promotes respect, cultivates each individual's potential, instills a love of learning School of Education Carlow University
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Scholar - Practitioner
Contextual Literacy Ethical Stewardship Aesthetic Imagination Meta-cognitive Reflection Theoretical Understanding Pedagogical Wisdom Scholar - Practitioner
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How do we create an environment that supports the learner?
Political What is education for? Philosophical What is worth learning? Programmatic How do we create an environment that supports the learner? School of Education Carlow University Scholar - Practitioner
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Communities of Practice
Paradigm Shift Political taking on the mental models Digital Learning Environment Information sharing giving Information Confronting the meta-narrative: our schools are failing because teachers are bad; students are lazy, etc. fluid evolving Dynamic Nature Control Order Efficiency Complexity Learning Ambiguity Industrial Age Age of Ubiquitous Connected Personal Learning Network Philosophical Programmatic School of Education Carlow University Scholar - Practitioner
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Communities of Practice
Paradigm Shift The environment changed creating learning experiences (e.g., environment, curriculum, assessments, and engagements) that help each learner achieve optimum potential given her/his individual interests, capabilities, and motivations Social/Cultural Perspectives norms movements demographics Globalization world-wide personal connections economic interdependence education for social justice Brain neuroscience cognitive science learning processes High Performance Learning Philosophical Programmatic School of Education Carlow University Scholar - Practitioner
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Communities of Practice Political – Paradigm Shift
Philosophical The Learner’s Journey imagining possible selves Relational Practice culturally relevant pedagogy student dignity of the learner ENGAGEMENT We believe that all students are continuously in the process of learning; we help students recognize themselves as learners; and we help them think meta-cognitively: they process their learning journey and discern direction for themselves. teacher Meta-cognition Learner’s Journey Assessment embedded meaningful Programmatic School of Education Carlow University Scholar - Practitioner
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Communities of Practice Programmatic
Political – Paradigm Shift Philosophical - Learner’s Journey Relational Practice Meta-cognition Learner’s Journey Assessment embedded meaningful (DLE) Programmatic High Performance Learning School of Education Carlow University Scholar - Practitioner
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Communities of Practice
NEXUS Communities of Practice Disciplines Disciplines Scholar - Practitioner Programs of Study Programs of Study Courses Courses Modules Modules Reusable Learning Objects (RLOs) Reusable Learning Objects (RLOs) Scholar - Practitioner Reusable Information Objects (RIOs) Reusable Information Objects (RIOs) School of Education Carlow University
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RLO RIO RAO
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NEXUS Communities of Practice Political – Paradigm Shift
Philosophical – Learner’s Journey Programmatic − Curriculum Architecture NEXUS School of Education Carlow University Scholar - Practitioner
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Carlow University School of Education Strategic Pillars
The foundational modules and courses upon which we build our assault of the current (dominant) paradigm Foundations of High Performance Learning Learner Centrality in Performance Cognition/Brain-based Learning Assessment Learning Theory Educational Research and Analysis Deriving Meaning from Research on Teaching and Learning Curriculum Educational Systems and Policy Digital Environments Roles and Responsibilities: A Survey of Communities of Practice Symposium School of Education Carlow University
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Helping to Shift the Paradigm in Education
Program Master’s in High Performance Learning Intent to refocus learning on the learner. Opportunity Students in the program will be fully informed regarding the scope and profound nature of shaping and creating a learning environment and model where the learner’s ability to optimize her/his learning experience is the focus. Objective to redefine the concept of High Performance Learning as optimizing the individual learner’s performance.
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Communities of Practice
Political – Paradigm Shift Philosophical – Learner’s Journey Programmatic − Curriculum Architecture Recursive Dynamic Complex School of Education Carlow University Scholar - Practitioner
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“…fractals are generated through (potentially) infinite recursive processes—in contrast to Euclidean forms, which are built up through finite linear sequences of operations. At each stage in a recursive process, the starting point is the output of the preceding iteration, and the output is the starting point of the subsequent iteration:…every stage in this process is an elaboration, and such elaborations can quickly give rise to unexpected forms and surprising complexity. These recursive processes are noncompressible—meaning that there are no shortcuts to the eventual products…” (Complexity and Education: Inquiries into Learning, Teaching, and Research, Brent Davis & Dennis Sumara, 2006, p. 43) School of Education Carlow University
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