EDAC 634, Assignment 6
Donovan Mann
Goal: The goal of this program is to foster transformative learning in non-traditional college students to aid them in their academic journey.
Objectives: Upon completion of the is master class, student will:
Have knowledge on the transformative learning theory.
Be able to apply critical reflection in their academic journey.
Change their perspective of learning and themselves as learners.
Rationale: The work of Jack Mezirow and other researchers in the field of transformative learning will be used to guide this program:
Mezirow’s psychocritical approach is about how adults make sense of their life experiences and defines learning as a process of using prior interpretations to put together a new or revised interpretation of one’s experiences to guide future actions. Transformative learning occurs when there are transformation beliefs and attitudes or a transformation of perspective.
There are four main components of Mezirow’s theory: experience, critical reflections, reflective discourse, and action.
Daloz’s psychodevelopmental perspective uses a mentor approach whose role is to challenge students to examine the world and conceptions of self to develop perspectives. Focuses on storytelling to promote these developments.
Mezirow differentiates between three types of critical reflection: content (actual experience), process (thinking about how to deal with experience) and premise (examining the long held beliefs, assumptions and values about experience or problem).
Design:
Design | Rationale |
Educate attendees on the basics of transformative learning, Mezirow’s psychocritical approach, Daloz’s pyschodevelopmental perspective and other researchers’ theories. Use this powerpoint. | Provide a foundation to the knowledge being used in the master class in order to help attendees better grasp the concepts. |
Provide attendees with a worksheet with three questions written on it. The first question is “what led to my decision to return to school?” The second question is “what resources do I need to help me successfully complete my degree?” The final question is “why do I want to (answer to the first question)?” | Merizow differentiates among three types of reflection. Content reflections (question 1), process reflection (question 2), and premise reflection (question 3). Premise reflection can lead to perspective transformation. |
Provide attendees with a worksheet that is a large square with four sections. The first will ask them for experiences that led to negative views for learning or what blocks they have developed towards learning. The second will ask them why they think their past experiences led to those blocks and how they view themselves as a learner. For the third square there will be grad-assistants, advisors, and professors in attendance who will take two of the attendees each. They will be a “challenger” to those viewpoints and help foster a change in perspective towards the experiences and, hopefully, themselves as students. The final section will have the attendees write down what actions they will take to better their learning journey and themselves as learners. | Mezirow’s transformative learning theory (which has 10 steps) has four main components: experience, critical reflection, reflective discourse, and action. Each will be defined prior to this activity.
There will also be the use of Daloz’s psychodevelopmental perspective here. |
Encourage students to get the contact information of the grad-assistant, advisor, or professor they were with during the last exercise and use them as a mentor going forward. | Daloz’s pyschodevelopmental perspective of using a mentor approach. |
References:
Betts, K. (2021). Transformative learning. Interact123. https://www.interact123.com/post/transformative-learning-the-future-of-education.
Martin, E. (2016). Transformative learning. https://www.youtube.com/watch?v=X_qiOpK1rC8.
Merriam, S. & Baumgartner, L. (2020). Learning in adulthood (4th ed.). (pp.166-195). Hoboken, NJ: John Wiley & Sons, Inc.
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