Transformative Learning Assignment 6
Project Name: Homelessness: A Transforming View
Names: Julianne Harter & Shelbe Mann
Roles: Julianne- topic, research, references, YouTube Video, & Assessment
Roles: Shelbe- research, Power Point, Word document, citations, & etc.
Group: goals, learning objectives, rationale, design, modules, implementation, room arrangement, & materials needed.
Goals: Upon completion of this training, the participants will use critical thinking skills, have a new understanding of homelessness, and how to promote change.
Learning Objectives:
1) Discuss preconceived notions of homelessness.
2) Adult learners reflect on differing power/social dynamics, matters of control, and challenge their beliefs about homelessness.
3) Guide the learners to having sensitivity and awareness of other viewpoints.
4) Acting upon the new knowledge they have gained in their communities.
Rationale:
Mezirow (1991) goes on to point out that “transformation is not a stage theory, but it emphasizes the importance of the movement toward reflectivity in adulthood as a function of intentionality and sees it advanced through increased ability and experience, which may be significantly influenced by education interventions.”
Mezirow defines learning as “the process of using prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action” (2000, p. 5).
- Experience- Learners are prompted to contend with preconceptions.
- Critical Reflection- Learners make meaning of an experience using reflective discussion and self-examination.
- Reflective Discourse- Learners reflect on past assumptions and develop new thoughts.
- Action- Learners come up with a plan of action after assessing past beliefs.
Design: This presentation has six modules in which adult learners recognize past assumptions about homelessness and develop new ideals.
Pre-Requisite Before Course:
- Please view documentary on slide two of the Power Point Presentation
- Then take this Inventory Link
- Links to an external site. before attending course.
Module #1: Welcome
Content/Activity:
- Presenters will have the first slide of the Power Point projected on the screen. Power Point Presentation
- Links to an external site.
- Learners will be directed to sit at one of the small tables as they walk into the room.
- Presenters then will introduce themselves briefly and then switch to the second slide of Power Point.
- Presenters then prompt the learners to introduce themselves to the other people at their table after they are done with the inventory.
Module #2: Discussion
Content/Activity:
- Presenters then switch to slide three.
- Presenters inform learners that they are in a safe judgement free zone and that every learner needs to participate.
- Learners then will endeavor in a group discussion about preconceptions of homelessness.
Experience:
“Our experiences include things that happen to individuals in the present and these events can be informed by and interpreted through past experiences” (MacKeracher, 2012).
Module #3: Contemplation
Content/Activity:
- Presenters then proceed to slide four which has a list of preconceptions people have about homelessness.
- Presenters then present slide five that has a short video which challenges those viewpoints.
- Presenters then switch to slide six then explain to learners about the next activity.
- Learners then are asked to take a few minutes to use the journal and pen provided to write examples of how they have witnessed and participated in that mental mindset.
Critical Reflection:
“Focuses on unearthing power dynamics, issues of control and challenging “hegemonic assumptions” that appear to serve individuals’ interest but actually work against them” (p. 298).
Module #4: Dialogue
Content/Activity:
- Presenters switch to slide seven.
- Presenters then explain to learners that they will be engaging in a dialogue.
- Learners are informed that this is not a debate or argumentative.
- Presenters then facilitate a dialogue for an empathetic understanding of what has been learned in the presentation.
Reflective Discourse:
“Discourse, in the context of transformation theory, is that specialized use of dialogue devoted to searching for a common understanding and assessment of the justification of an interpretation or belief” (Mezirow, 2012, p. 78).
Module #5: Action
Content/Activity:
- The presenter then proceeds to slide eight and explains the actions that can be taken to help the homeless.
- Learners should start locally, check into shelters, soup kitchens, and charities.
- Learners can donate items that are needed.
- Learners can contact an organization to see if they can use someone with their skillset.
- Learners can lead a donation campaign at a school, work, and/or church.
- The presenter then asks the learners if they can think of any other ways to help homeless people.
Action:
“Mezirow believed that individual transformation preceded social transformation” (Cranston, p. 171).
Module #6: Conclusion
Content/Activity:
- The presenters proceed to slide nine and pass out another copy of the inventory they took at the beginning of the course.
- The presenters inform the learners that they can keep the journal, pen, and fidget toy.
- The presenters inform the learners they will receive a follow up email with the Power Point that includes an additional slide with a documentary.
- Learners are asked to respond to email if they are willing/wanting to continue the discussion.
- The presenters then ask learners to collect their belongings.
Implementation:
Prerequisites: Adult learners that are college level or older.
Presenters: People who work with various charities and organizations that help the homeless population.
Room Arrangement:
This learning event will take place in a small conference room with tables that sit three people to have group discussion. There is a small table in the corner of the room with coffee, tea, and pastries to enjoy.
Materials Needed:
The presenters will need a projector, screen, and the ability to connect to their computer.
The learners will be provided with a small journal, ink pen, and a small fidget toy. The journal will be used for any notes, thoughts, doodles, and/or questions.
Transformative Learning Image Links to an external site.
References:
Communications, N. W. (2019, September 24). The 12 biggest myths about homelessness in America. NYU. https://www.nyu.edu/about/news-publications/news/2019/september/HomelessQandA.html
Dream Instrument - Researchgate. (n.d.-b). https://www.researchgate.net/profile/Adriana-Foster-4/publication/284901027_ATHI_Instrument/links/565a326b08aeafc2aac5159b/ATHI-Instrument.pdf
Fullerton, James R., "TRANSFORMATIVE LEARNING IN COLLEGE STUDENTS: A MIXED METHODS STUDY"(2010). Public Access Theses and Dissertations from the College of Education and Human Sciences. 65.https://digitalcommons.unl.edu/cehsdiss/65
Google image result for https://cdn.elearningindustry.com/wp-content/uploads/2022/04/adccab31e765da4af9393b1ba109566e.jpeg?id=633979. (n.d.). https://images.app.goo.gl/8JFX2r7zk5uoq3s9A
Merriam, S. B., & Baumgartner, L. M. (2020). Transformative Learning. In Learning in Adulthood A Comprehensive Guide (Fourth, pp. 166–195). essay, Jossey-Bass.
Nerstrom, Norma (2014). "An Emerging Model for Transformative Learning," Adult Education Research
Conference. https://newprairiepress.org/aerc/2014/papers/55
YouTube. (2014, June 26). Cardboard stories | Homeless in Orlando. YouTube. Cardboard Stories | Homeless in Orlando
YouTube. (2023, March 9). Homeless in the United States 2023 ~ what being homeless looks like in American cities. YouTube. Homeless In The United States 2023 ~ What Being Homeless Looks Like In American Cities
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