Beruflich Dokumente
Kultur Dokumente
GEL 607
Professional Learning
and Growth Leadership
Strand 1: Apply Learning Theories,
Research, and Models
• Focus is upon the “underlying beliefs and values that
drive professional learning and the common features
of robust learning environments that are informed
by theories, research, and models.”
• Effective learning design key components include:
active engagement, modeling, reflection,
metacognition, application, feedback, ongoing
support, and formative and summative assessment.
For Reflection and Discussion:
1. When designing learning in your context, which theories,
research, and models do you use to inform your design?
• Developmentalism
• Socializing
• Self-authoring
Strand 1: Apply Learning Theories,
Research, and Models
• A person’s way of knowing (meaning-making):
• shapes belief about what makes effective help,
successful practice, good teaching and effective
leadership.
• is stable and consistent.
• reflects a coherent system of logic.
Strand 1: Apply Learning Theories,
Research, and Models
• Holding Environments
• A developmental approach to designing and facilitating
professional learning takes into account adults’ different ways of
knowing.
• It helps us to shape learning experiences to be safe and productive
“holding environments.”
• Keagan maintains that we all need multiple forms of “holding”
throughout our lives.
• “Holding” means support, nourishment and care. We need this in
order to grow.
Strand 1: Apply Learning Theories,
Research, and Models
• Examining the most common ways of knowing helps us to
better understand how to think about and shape the best
holding environments in designing professional learning for
educators.
• Three most common ways of knowing in adulthood:
• Instrumental
• Socializing
• Self-authoring
Strand 1: Apply Learning Theories,
Research, and Models
• Each way of knowing has developmental strengths
and limitations.
• It is important to design learning experiences which
help adults understand, identify, and expand their
ways of knowing.
Strand 1: Apply Learning Theories,
Research, and Models
• The Instrumental Way of Knowing
• Characterized by a “what do you have that can help me-what do I
have that can help you” orientation to their work, teaching,
learning, relationships and the world.
• Understand the world in very concrete terms.
• Orient to rule following.
• Feel most supported when others provide specific, explicit advice
when dealing with decisions or responsibilities.
• Can be caring and loving, but in a concrete manner.
Strand 1: Apply Learning Theories,
Research, and Models
• Limitations to the instrumental way of knowing:
Inability to take others’ perspectives
Experiences should include chances to look beyond the “one right way” of
doing things.
Strand 1: Apply Learning Theories,
Research, and Models
• The socializing way of knowing:
• Have more complex developmental capacities for reflection
• Have the capacity to consider and reflect on other peoples’
perspectives and actions
• Can think abstractly
• Are “other” focused and often subordinate their needs to those of
others
• Interpersonal conflict perceived as a threat to the self
• Acceptance by authorities or valued others is of the highest
importance
Strand 1: Apply Learning Theories,
Research, and Models
• Supporting the growth of socializing knowers:
• Create opportunities to voice their own opinions
before adopting those of valued others.
• Invite and encourage them to share their
perspectives in pairs or small groups prior to large
group discussion.
• This allows them to clarify their own beliefs, values,
and standards before addressing a larger audience.
Strand 1: Apply Learning Theories,
Research, and Models
• The self-authoring way of knowing
• Generate their own internal value systems
• Can identify abstract values, principals and longer-term
purposes
• Can prioritize and integrate competing values
• Can assess other peoples’ expectations, standards, and
judgments and compare them to their own
• Have the capacity to reflect on and regulate interpersonal
relationships
Strand 1: Apply Learning Theories,
Research, and Models
• Supporting and challenging the self-authoring knower
• Provide opportunities to lead or express their
values and beliefs
• Provide gentle challenges to let go of their own
perspectives and embrace opposing points of view
Strand 1: Apply Learning Theories,
Research, and Models
• Constructive-developmental theory is an example of a
learning theory we can use when designing learning
experiences for adults.
• Educators need different supports and challenges to grow.
• A developmental vocabulary helps us understand how to
support adult and leadership development.
• Considering the developmental match between our
expectations and adults’ internal capacity to meet them
will help professional learning leaders.
For Reflection….
• Reflect back on the “ways of knowing” or “making
meaning” presented today.
• What would you identify as your way of knowing?
Provide support of your response.
• Reflect upon others you have worked with who make
meaning differently. Describe what you have observed.
• Describe any challenges or benefits this has presented in
PD or PLC situations.
• Discuss with your group. Journal your reflections.