McClusky’s theory of margin by Donovan Mann Assignment 2

 

EDAC 634 Assignment 2

 

Donovan Mann

 

Goal: The goal of this program is to aid non-traditional collegiate students on how to navigate a proper balance of life and school in order to maximize learning.

 

Objectives: Upon completion of the program, students should be able to:

 

1. Create boundaries between their life and school.
2. Understand the difference between load and power.
3. Be able to determine a stress managing strategy that suits their needs.

 

Rationale: McClusky’s theory of margin will be used to design the training activities.

 

1. Learning in adult years must also take into consideration the commitments that adult learners have outside of their schooling. This includes careers, families and socio-econmic status.
2. Effective learning requires proper balance between “load” and “power.” Load consists of the internal (self-concept, goals, personal expectations) and external (tasks of life, career, socio-economic status). Power consists of physical (health, strength), social (support from family and friends), mental (ability to think), economic, and skills.
3. This theory also helps explain the developmental changes in adult life and learning is often a function of a change in responsibilities and roles as well as physical and mental development. The theory of margin can be used in to understand a link between changing social roles and learning.

 

Design

 

1. Educate: Provide the attendees with a brief lesson on McClusky’s theory of margin to help them better understand the objectives of the workshop.
2. Self-concept: Provide a worksheet to the attendees of a seesaw and as them to place their “load” on the left and their “power” on the right. Then have them write a brief description of how they feel their balance is and what they might do to better tip that balance to their favor.
3. Group breakout: have the attendees break out into small groups of three or four and discuss made up scenarios. They will need to identify the load and power balance and what they believe the person in the scenario might do differently to maximize learning.
4. Additional resources: provide the attendees with additional resources to help them manage stress.
5. Presentation for design

5. Links to an external site.

 

References

 

Merriam, S.B., & Baumgartner, L. (2020). Learning in adulthood (4th ed.). (pp. 129-135). San Francisco: Jossey-Bass.

 

Coping with stress. (2021). Center for disease control and prevention. https://www.cdc.gov/violenceprevention/about/copingwith-stresstips.html

 

11 healthy ways to handle life’s stressors. (2022). American psychological association. https://www.apa.org/topics/stress/tips