1. Transforming teaching through Transformative Learning
Members of the Transformative Learning SIG

2. Transformative Learning SIG
an open and autonomous group of academics from all faculties
seeks to understand how Transformative Learning (TL) theory, or simply transformational learning, can be applied to practice
In this session:
What does Transformative Learning look like?
Watch the following video and ask yourself, “How do we construct a Transformative Learning environment?”

3. One answer Essie – a Graduate Student
1.31 – 3.29
“I learnt about myself… I decided to take on the world. I now know my own value. Dare to be different. Come out of your comfort zone.”
1.31 – 3.29
I learnt about myself… I decided to take on the world… I now know my own value… Dare to be different… Come out of your comfort zone.”
Thanks to Petra Klompenhouwer

4. Activity: Interactive Gallery
In pairs,
First
Review the gallery – agree one or two ‘pictures’ that you want to return to
Then
“What does it look like in practice?”
Using different colour Post-It notes
From my experience as a learner
From my experience as a teacher
From my imagination
Finally
We will discuss what you have written and what you have read
5 Minutes
10 Minutes
10 Minutes

5. What does this mean in practice?
Disorientation
The theory targets the adult student. The first stage intentionally creates a dissonance by identifying a problem or situation through which the student becomes aware that a belief they may have depended on is no longer viable.
A disorientating dilemma
Self-examination with feelings of fear, anger, guilt or shame
A critical assessment of assumptions
Recognition that one’s discontent and the process of transformation is shared
Exploration of options for new roles, relationships and actions
Planning a course of action
Acquiring knowledge and skills for implementing one’s plans
Provisional trying of new roles
Building competence and self confidence in new roles and relationships
A reintegration into one’s life on the basis of conditions dictated by one’s new perspective.
Mezirow,  J. & Associates (2000). Learning as transformation: critical perspectives on a theory in progress. Jossey-Bass

6. What does this mean in practice?
Self-examination
The student’s awareness of a fundamental dissonance in what they believe leads to self-questioning which can be unsettling, possibly inducing anxiety.
A disorientating dilemma
Self-examination with feelings of fear, anger, guilt or shame
A critical assessment of assumptions
Recognition that one’s discontent and the process of transformation is shared
Exploration of options for new roles, relationships and actions
Planning a course of action
Acquiring knowledge and skills for implementing one’s plans
Provisional trying of new roles
Building competence and self confidence in new roles and relationships
A reintegration into one’s life on the basis of conditions dictated by one’s new perspective.
Mezirow,  J. & Associates (2000). Learning as transformation: critical perspectives on a theory in progress. Jossey-Bass

7. What does this mean in practice?
Critical assessment
The student may need support from their tutor and their peers to find and apply methods to help them critically reassess their beliefs.
A disorientating dilemma
Self-examination with feelings of fear, anger, guilt or shame
A critical assessment of assumptions
Recognition that one’s discontent and the process of transformation is shared
Exploration of options for new roles, relationships and actions
Planning a course of action
Acquiring knowledge and skills for implementing one’s plans
Provisional trying of new roles
Building competence and self confidence in new roles and relationships
A reintegration into one’s life on the basis of conditions dictated by one’s new perspective.
Mezirow,  J. & Associates (2000). Learning as transformation: critical perspectives on a theory in progress. Jossey-Bass

8. What does this mean in practice?
Exploring options
Having critically explored their beliefs, each student needs to form new and viable logics cognisant of the implications they will have for new ways of being, including their own identity, how they work with others, and what they do.
A disorientating dilemma
Self-examination with feelings of fear, anger, guilt or shame
A critical assessment of assumptions
Recognition that one’s discontent and the process of transformation is shared
Exploration of options for new roles, relationships and actions
Planning a course of action
Acquiring knowledge and skills for implementing one’s plans
Provisional trying of new roles
Building competence and self confidence in new roles and relationships
A reintegration into one’s life on the basis of conditions dictated by one’s new perspective.
Mezirow,  J. & Associates (2000). Learning as transformation: critical perspectives on a theory in progress. Jossey-Bass

9. Committing to a course of action
What does this mean in practice?
Committing to a course of action
The student must plan to enact what they have learnt in a social context ensuring that the nature of their relationships (e.g. with peers, tutors, clients, etc) reflects what they now believe.
A disorientating dilemma
Self-examination with feelings of fear, anger, guilt or shame
A critical assessment of assumptions
Recognition that one’s discontent and the process of transformation is shared
Exploration of options for new roles, relationships and actions
Planning a course of action
Acquiring knowledge and skills for implementing one’s plans
Provisional trying of new roles
Building competence and self confidence in new roles and relationships
A reintegration into one’s life on the basis of conditions dictated by one’s new perspective.
Mezirow,  J. & Associates (2000). Learning as transformation: critical perspectives on a theory in progress. Jossey-Bass

10. Preparing to act and provisional testing of knowledge
What does this mean in practice?
Preparing to act and provisional testing of knowledge
The student must think through the implications of their transformed thinking so that they can confidently enact their plan. This can be achieved by looking at, developing, and analysing problems or scenarios for example. Preparation and rehearsal allow the student to identify gaps in their knowledge and understanding, and to safely develop these areas.
A disorientating dilemma
Self-examination with feelings of fear, anger, guilt or shame
A critical assessment of assumptions
Recognition that one’s discontent and the process of transformation is shared
Exploration of options for new roles, relationships and actions
Planning a course of action
Acquiring knowledge and skills for implementing one’s plans
Provisional trying of new roles
Building competence and self confidence in new roles and relationships
A reintegration into one’s life on the basis of conditions dictated by one’s new perspective.
Mezirow,  J. & Associates (2000). Learning as transformation: critical perspectives on a theory in progress. Jossey-Bass

11. Confidence and fluency
What does this mean in practice?
Confidence and fluency
Student self-efficacy comes from engaging with opportunities to apply knowledge and enact beliefs in response to different and unpredictable situations.
A disorientating dilemma
Self-examination with feelings of fear, anger, guilt or shame
A critical assessment of assumptions
Recognition that one’s discontent and the process of transformation is shared
Exploration of options for new roles, relationships and actions
Planning a course of action
Acquiring knowledge and skills for implementing one’s plans
Provisional trying of new roles
Building competence and self confidence in new roles and relationships
A reintegration into one’s life on the basis of conditions dictated by one’s new perspective.
Mezirow,  J. & Associates (2000). Learning as transformation: critical perspectives on a theory in progress. Jossey-Bass

12. Reintegration of knowledge
What does this mean in practice?
Reintegration of knowledge
The final stage of transformation comes through the reintegration of beliefs evident in new disciplinary or professional habits. The student is aware of their transformation and readily applies their new knowledges and ways of thinking logically to new challenges.
A disorientating dilemma
Self-examination with feelings of fear, anger, guilt or shame
A critical assessment of assumptions
Recognition that one’s discontent and the process of transformation is shared
Exploration of options for new roles, relationships and actions
Planning a course of action
Acquiring knowledge and skills for implementing one’s plans
Provisional trying of new roles
Building competence and self confidence in new roles and relationships
A reintegration into one’s life on the basis of conditions dictated by one’s new perspective.
Mezirow,  J. & Associates (2000). Learning as transformation: critical perspectives on a theory in progress. Jossey-Bass

13. A Key Idea: Perspective transformation​
What does this mean in practice?
A Key Idea: Perspective transformation​
The process by which we transform our taken for granted frames of reference to make them more inclusive, discriminating, open, emotionally open to change, and reflective, so that they may generate beliefs and opinions that will prove more true and justified to guide future actions. ​ 
Learning involves discarding and reconstructing knowledge developed in pre-adulthood.
Transformative Learning offers a strategy for challenging students to think critically.
Mezirow,  J. & Associates (2000). Learning as transformation: critical perspectives on a theory in progress. Jossey-Bass

14. A Key Idea: Reflective discourse​
What does this mean in practice?
A Key Idea: Reflective discourse​
Reflective discourse is used when there is reason to question the comprehensiveness, truth, appropriateness or authenticity of what is being asserted, or to question the credibility of the person making the statement (Mezirow, 1997).​
Reflection in and on learning can be fostered as both a personal habit and socially-mediated discourse.
Critical reflection is of vital importance to transformational learning, distinguishing between critical self-reflection and the ability to exercise reflective judgment (Mezirow, 2003) ​
Reflection can focus on,
Content​
​Process​
Premise ​
​(Cranston, 2006)​
Reflective discourse promotes the learner's metacognitive skills and their critical thinking skills.
Cranston,  P. (2006). Understanding and promoting transformative learning. Jossey-Bass. 

15. A Key Idea: Individuation​
What does this mean in practice?
A Key Idea: Individuation​
The process of individuation may involve differentiating ourselves from significant others and the questioning of assumptions and perspectives that were uncritically absorbed through early socialization. (Cranston, 2006) ​
Learning is ultimately personal, though transformative experiences are likely to be social.
The challenge for the academic is to devise opportunities so that individual students consider how their learning affects their personal development and their sense of becoming.
Cranston,  P. (2006). Understanding and promoting transformative learning. Jossey-Bass.