Running Head: WHAT I HAVE LEARNED ABOUT TEACHING AND LEARNING

What I have learned about teaching and learning

Jonathan West

Reflective Paper 2, Spring 2010

ADLT 603 – Instructional Strategies for Adult Learners

Virginia Commonwealth University

Dr. Gretchen Schmidt

Due: 12 May 2010

WHAT I HAVE LEARNED ABOUT TEACHING AND LEARNING

How my views of teaching and learning have changed

There are several areas where my views of teaching and learning have changed as a result

of what has transpired through this semester’s course of Instructional Strategies for Adults. I

think that this course has provided new perspectives in regards to creating effective instructional

strategies for adults. Some of the key areas of change for me in regards to teaching are to

consider: the importance of assessing to learning objectives, how to integrate meaningful

assessment that helps learners learn, how to create opportunities for significant or meaningful

learning, and how to become more authentic, teaching as an act of care.

In regards to learning my views have changed in the following areas. I have a deeper

understanding of the importance of connecting with prior knowledge and experience. I consider

that learning takes place when assumptions are challenged and perspectives or habits of mind are

transformed. Dialogue, discussion, and reflection are important elements of learning that help to

discover assumptions and to create meaningful learning.

New perspectives on teaching

One of the first areas of change for me in regards to teaching is in the design stage of

creating learning strategies. I now have a clearer understanding of the importance of and

relationship of goals and outcomes (including learning objectives), assessment, and learning

activities. Previously I think my primary focus was to consider goals and objectives directly

related to learning activities. My experiences in the teaching and learning arena has primarily

been working with nonprofits in education and training programs. Many of the programs did not

have a formal assessment process, even for evaluating suitable candidates for roles or positions.

The assessment was usually on level one or two of Kirkpatrick’s evaluation scale. Sometimes
WHAT I HAVE LEARNED ABOUT TEACHING AND LEARNING

behavior and results were assessed but this occurred through continued work such as in a

mentoring role. I can see now that it is important for some kind of assessment that measures

learning objectives to be designed into the learning event. I’m not entirely clear how to do this

yet, but I have a deeper understanding of the need and importance.

This brings up the whole topic of assessment itself. Through our readings and discussions

this semester I have a new perspective on the role of assessment and its importance. However, I

also feel like I have much more to learn about assessment in order to use it effectively. Prior to

this course I had a couple of different views on assessment. I think one was a residual impression

going back to my earlier formal education process where assessment was primarily used to

determine grades but not necessarily meaningful learning.

One of the main points about assessment that I have received from the class is that it can

used to help learning. I see how both formative and summative assessment can help the teacher

determine the needs of the learners. I can also see how assessment can help learners identify gaps

in their knowledge and understanding. In this regard I see that is important to create

opportunities for self-assessment. From my readings and discussions in class I also see that there

are many diverse views about the topic. The primary view I have now of assessment is that it can

be used to help learning if designed with that intention. I discovered an interesting perspective on

assessment in the article by Torrance (2007) who cautioned how the use of explicit learning

objectives can lead to convergent learning or learners only focusing on what they need for grades

or certification and not promoting autonomous learning. I consider that assessment is an area that

I need to pursue further both in study and practice to gain more experience and perspective.

Teaching for meaningful learning is another area in which my views have changed during

this course. Prior to this class I would say that I was interested in meaningful learning, but my
WHAT I HAVE LEARNED ABOUT TEACHING AND LEARNING

understanding of the various aspects and considerations was limited. Taylor’s (2006) article on

brain function and adult learning had a significant impact on my views of teaching. When I wrote

my first reflective paper for this class, I mentioned that I considered to humanism and

constructivism to underpin my teaching philosophy. Taylor’s article deepens my understanding

of these preferences as well as gives some specific direction as to put these into practice to

encourage more meaningful learning. This article has also introduce me to the neuroscience of

learning and deepened my perspective on the significance of experience in learning,

transformative aspects of learning, and teaching as an act of care. All of these aspects are

significant for me and helped to point me in the direction of my research paper which is on the

topic of “teaching to transform.”

The various aspects of my research project also have changed my perspectives on

teaching and learning. I have had an interest in transformative learning since first being

introduced to the topic in my ADLT 601 class one and a half years ago. This semester’s research

project that included further inquiry into the literature of transformative learning, as well as an

observation of a class and interview with Terry Carter who aspires to practice transformative

learning in the classroom gave me a deeper perspective into both the theory and practice of

teaching to transform. As a part of this I gained insight into the importance of creating

opportunities for students to challenge their assumptions on respective perspectives they hold. To

do this it is important to connect with past experiences, explore new material and concepts

through study, dialogue, discussion, and reflective process. The reflective process can be in small

or large groups, or a written reflection like a blog, journal, or narrative. As a part of this the

attitude and relation of the teacher is important. I also gained deeper perspectives on the role of

the mentoring or nurturing relationship in supporting learners in the process of transformation.

WHAT I HAVE LEARNED ABOUT TEACHING AND LEARNING

There are other aspects of the course that also have brought a change my perspective on

teaching and learning. Some of these are a deeper insight into engaging the learner actively

through class discussion, lectures that provide an opportunity for dialogue, perspectives on

teaching and learning styles that keep learners engaged, small group dialogue/discussion,

concept maps, hands on learning, experiential activities, and concept maps. Through these I now

have a broader perspective on different ways that learners can be engaged.

New perspectives on learning

In regards to learning my views have changed in the following areas: a deeper

understanding of the importance of connecting with prior knowledge and experience, that

learning takes place when assumptions are challenged and perspectives or habits of mind are

transformed. I have learned the importance of dialogue, discussion, and reflection in order to

create more meaningful learning. In understand some of the factors that contribute to meaningful

learning, and how it is important to be aware of and possibly integrate the findings of the field of

neuroscience and learning.

I see my new perspectives on learning are interconnected with my new perspectives on

teaching which I have mentioned above. In summary the main areas of where my views have

changed about learning are in what constitutes meaningful learning, the introduction to the

neuroscience of learning, and that assessment can promote learning if used appropriately.

Theories and models that will have the greatest impact

The theories or models that will have the greatest impact on how I practice in the future

are humanism, constructivism, and transformative learning theories and the experiential learning

model developed by Kolb. The reasons I find these theories relevant are as follows.

Humanism
WHAT I HAVE LEARNED ABOUT TEACHING AND LEARNING

One of the key points of humanism is that it considers the goal of learning to be self-

actualization where the learning rises to their full potential as a human being. Another is that the

goal of education is the facilitation of learning or change rather than imparting knowledge. To

enable this humanism suggests the relationship between the instructor or facilitator and the

learner be one of genuineness or realness so that learning would come alive. The reason I find

the humanist theory relevant is because it recognizes that there is potential in each human being

for development regardless of the state of their needs. I have found that if I have an attitude and

view of respect and trust in another’s perspectives and potential then there is more likelihood that

the other person will be open to learning. Humanism suggests that the relationship between

teacher and learner should be one of interest and care. I find this important

Constructivism

The underlying principle of constructivism is that knowledge is created within the learner

through his or her experiences either through an individual or social process. This is an active

process where the learner engages with learning material in some way or another to make

meaning. Constructivism considers the learner responsible for their own learning. A teacher or

instructor is considered to be more of a facilitator that helps a learner discover their own

meaning. I consider constructivism relevant for a number of reasons. It respects the individual

learner and also places responsibility for learning and meaning making in the learner’s hands.

One of the main reasons I support this approach is from my own experience with teaching and

learning. I have found learners seldom like to be told something in an authoritarian manner.

Rather, they seem to form their own opinion about things according to their own interests,

learning, and experiences.

Transformative learning
WHAT I HAVE LEARNED ABOUT TEACHING AND LEARNING

The goal of transformative learning is to create opportunities for a transformation of

perspective in the learner. This is done by focusing on practices that make meaning based on

discourse and critical reflection. Through this process the learner discovers and challenges her

and other’s assumptions, develops new meaning perspectives as well as more complex ways of

knowing and understanding. The reason I consider transformative learning relevant is because I

think that by seeking to discover and challenge assumptions more meaningful learning can occur.

I have found it is often the tacit assumptions that learners (including me) have that hinder them

from considering an alternative perspective. By creating opportunities where assumptions are

explored and challenged, I think there is potential for deeper and more meaningful learning. A

part of transformative learning theory includes the educator also engaged in a process of

transformative inquiry through discussion and dialogue with fellow educators, critical reflection,

and critical self-reflection in the effort of becoming a more authentic teacher.

Kolb’s experiential learning model

Kolb’s experiential learning model proposes that natural learning occurs in a cycle that

includes concrete experience, reflective observation, abstract conceptualization, and active

experimentation. The experiential learning model is considered a form of constructivism (Taylor,

2007). I find that having a model like this is helpful to refer to when in framing the learning

experience both when planning and facilitating learning strategies. I believe it can also be helpful

to a learner to better understand learning how to learn. In particular, I have found that beginning

a learning activity either with an actual experience or with recalling prior experiences and then

reflecting on the experiences helps to learners more engaged and ready to consider new material.

According to some neuroscientists this process is also similar to the process the brain undergoes

when learning (Taylor, 2007).

WHAT I HAVE LEARNED ABOUT TEACHING AND LEARNING

Conclusion
This semester’s course on instructional strategies for adult learners has opened up new

areas of interest that I consider an important part of the teaching and learning process. My

perspective has also broadened on many topics for which I had already some exposure and

knowledge. The course has actually provided me with some answers about the topics addressed

while at the same time created an interest in me to further study and explore the topics I have

mentioned herein. I understand that extensive research has been undertaken on many topics of

effective adult learning and at the same time there are diverse viewpoints. I plan to continue my

efforts to study and practice effective ways to create opportunities for meaningful and

transformative learning.

References

Taylor, K. (2006). Brain Function and Adult Learning: Implications for Practice. New Directions

for Adult and Continuing Education,110, p.71-85. DOI: 10.1002/ace.221

Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives,

assessment criteria and feedback in post-secondary education and training can come to

dominate learning. Assessment in Education, 14:3, p. 281-294.