Andragogy and McClusky’s Theory of Margin by Nick Davis

 Nick Davis

 

Project name: Developing a Life/Work Balance Plan

 

Goal: Create a lifestyle to complete necessary requirements when assigned.

 

Objective: To establish a routine of planning which will allow for a balanced life/work balance.

 

Rationales: 

Andragogy- Blake Seufert wrote that learning is hands on and “self-directed”, this theory will be tested when having to adjust day-to-day based on learning from previous events. 

McClusky’s Theory of Margin- This is the ratio of the load of life (tasks) and the ability to handle the load (task management) only it is stated as load of life and dealing with the load as power. Where power is in direct proportion to margin. The more power you have in life the greater margin in life.

Design:

Self Concept is demonstrated by taking control of planned events in life and becoming more independent.

Experience is demonstrated when making adjustments from past occurrences.

Application will be demonstrated with the implementation of adjustments.

McCluskey’s Theory of Margin is shown by taking control of the plan (load) of life, and the reactions to the occurrences of events(power).

References:

Merriam, S. B., & Baumgartner, L. M. (2020). Learning in Adulthood (4th ed.). Wiley Professional Development (P&T). https://reader.yuzu.com/books/9781119490494Links to an external site.

 

https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/self-directed-learning-four-step-processLinks to an external site.

McClusky's Theory of Margin by Julianne Harter

 Name: Julianne Harter

Project Title: The Adult Self-Directed Learner- Navigating Stressors

Goal:  When experiencing stressors will identify cognitive distortions and understand how those thoughts affect well-being.

Objective: Upon completion of the domains, learners will:

• Identify tendencies or patterns of thinking
• Identify distortions
• Motivated to reframe their thoughts.

 Rationales: 

The main theoretical idea:

McClusky believed adults face continuous growth and transformation resulting in a steady effort to use the energy available to meet ordinary living responsibilities. Adults have no control over many issues in their lives; they must discover ways to prepare themselves to meet erratic emergencies or predicaments as they arise (Merriam & Baumgartner, 2020).

I will apply these ideas by creating a design for learners to identify their negative thinking patterns are imbedded in their stressors, identifying cognitive distortions, by reframing those thoughts, and to manage stressors related to life’s responsibilities.

Andragogy reflects the importance of intrinsic motivation. The learners benefit by increasing their ability to navigate every day stressors, which enhances their ability to embrace self-directed learning.

 Design: Individual will identify cognitive distortions.

• Domains: Troubleshooting, prioritization, and adaptation.
• Troubleshooting: Educating learner on 10 common thinking distortions.
• Prioritization: Change how the learner thinks and feels.
• Adaptation: Acquire new skills in reframing thoughts.

Tools that will be used:

• Checklist for learner to assess their cognitive distortions. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://arfamiliesfirst.com/wp-content/uploads/2013/05/Cognitive-Distortions.pdf
• Workbook introducing the learner to Cognitive Behavioral Therapy.

Cognitive Behavioral Therapy Workbook: For Adults

• YouTube videos to motivate learner to identify and change negative thinking patterns: https://www.youtube.com/watch?v=aAVGyRMS3gELinks to an external site.

 

 

References:

Burns, D. D. (2020). The feeling good handbook. Amazon. https://www.amazon.com/Feeling-Good-Handbook-David-Burns/dp/0452281326

Chang, B. (2014). Andragogy in the Virtual World. Bo Chang, Ball State University, Department

of Educational Studies.

Domains of learning - centers for disease control and prevention. (n.d.).    

https://www.cdc.gov/healthyschools/professional_development/videos/pd201/04Links to an external site.

domains_of_learning.pdf

McKay, J. (2021). Cognitive Behavioral Therapy Workbook - For Adults- Skills And Practical Exercises For Managing Anxiety and Depression, Reducing Emotional Pain and Promoting Change. Jennifer McKay in collaboration with Margaret M. Logan.

Merriam, S. B., & Baumgartner, L. M. (2020). Learning in adulthood: A comprehensive guide

4th ed.). San Francisco: Jossey-Bass Publishers.Presentation.doc

Theory of Margin by Shelbe M. Mann

 EDAC 634 Assignment 2

 

Shelbe M. Mann

 

Project Title: Positive Self-Talk for Adults

 

Goal: The goal of this program is to aid working adults in implementing positive self-talk into their daily life to encourage self-love and confidence.

 

Objectives: Upon completion of the training, the participants will be able to:

1)    Identify Negative Self-Talk

2)    Utilize Positive Self-Talk

3)    Check-In With Your Emotions

 

Rationales:

§  McClusky’s Theory of Margin is about balancing Load (L) and Power (P) in adult life to help implement positive self-talk. The Load is internal with their self-concept and external with the tasks of life. Power is physical, social, mental, economical, and skills. 

§  If adults are unable to balance Load and Power they become more susceptible to negative self-talk. They will be unable to utilize positive self-talk or to check in with their emotions.

§  Providing a method of evaluation, along with a group discussion with other like-minded adults seeking to implement self-talk. According to McClusky’s theory, it is pivotal to everyday events and life transitions. Adults will increase their Power over the Loads they are experiencing in life.

Design:

§  Educate: Adults on McClusky’s theory of margin with the importance of balancing Load and Power to identify negative self-talk.

§  Self-Concept: Have adults keep a journal of their thoughts for a week with a focus on their self-talk. This is a free 5-minute journaling template available for download: 

o   https://www.canva.com/templates/EAEzqxL1svY-beige-lined-journal-page/

§  Resource: Then adults should read the following resource to help identify what types of self-talk they used in their journaling:

o    https://positivepsychology.com/positive-self-talk/#strategies

§  Group Breakout: Then work in a small group to work on an exercise to utilize positive self-talk. The participants then listen, learn, and think it through. They then reframe the negative self-talk statements to positive self-talk statements.

§  Follow Through: Then upon completion of the previous tasks it is important that the participants check in with their own emotions. Here is a template to guide checking in with emotions:

o   https://klinic.mb.ca/wp-content/uploads/2020/04/Checking-in-with-Emotions.pdf

 

References:

Checking in with emotions - klinic community health. (n.d.). https://klinic.mb.ca/wp-content/uploads/2020/04/Checking-in-with-Emotions.pdf

 

Mead, E. (2023, April 26). What is positive self-talk? (incl.. examples). PositivePsychology.com. https://positivepsychology.com/positive-self-talk/#strategies

 

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

 

 

 

Theory of Margin by Donovan Mann

 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 ask 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  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/tipsLinks to an external site.

Theory of Margin by Siobhan Gillespie

Assignment 2, ECAC634 

Siobhan Gillespie: 

Project name: Finding Your Learning Style

Goal: Assess 1st-year Physical Therapy Assistant student's learning styles. 

Objective: To help students increase barriers to learning and ultimately improve their ability to succeed in the Physical Therapy Assistant Program. 

Rationales: 

●      McClusky's margin theory characterizes the need to balance the load in a student's life and the power a student has to deal with the load. For example, a typical student in the program is taking two five-credit hour classes while working five days a week in their first year. 

●      If students are unaware of their learning style and cannot self-assess along the way, they are likely to increase their load over their power. Once that occurs, it is challenging to catch up in the coursework and receive the required seventy-eight percent passing grade. 

●      Providing a method of assessment, along with brainstorming with others who are similar, will help students learn how to reduce load early on in the coursework. According to McClucky's theory, this should then increase the power of the student to override their external and internal loads by limiting their learning comprehension load.  

Design: 

●      Educate the students on McClusky's theory of margin and its relation to finding their learning style. 

●      Assess the student's learning style on the first day of the program by using the University of Connecticut's What Type of Learner Are You? Pdf https://achieve.uconn.edu/wp-content/uploads/sites/391/2013/12/What-Type-of-Learner-Are-You2.pdf

●      Allow the students to form groups based on their assessment and brainstorm ideas to help each other promote a self-learning environment best suited for each individual's needs. 

●      See the attached slide show for a demonstration: Learning Styles 

 

 

 

 

 

References: 

Merriam, S. B. & Baumgartner, L. (2020). Learning in adulthood: A comprehensive guide (4th 

edition). San Francisco: Jossey-Bass Publishers.

University of Connecticut (n.d.). What Type of Learner Are You? Uconn.edu 

https://achieve.uconn.edu/wp-content/uploads/sites/391/2013/12/What-

Type-of-Learner-Are-You2.pdf

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