Byron Ballard – Theory Review

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Theory Review Paper

Introduction

            No matter what process of learning is employed, there will always be some themes that will promote successful learners when employed by the thoughtful instructor. The following themes presented are only a sample of the many themes and ideas gathered from the readings referenced below.

Themes

            Learning should be seen a continuous journey that is cyclical and repetitive. According to Kolb, learning is best conceived of as a process that is more than just the achievement of a specific outcome (Kolb, p.194). Cox likened the learning process to more of a coaching experience where potential is unlocked, alliances are formed, lives are transformed, and collaborations are made (Cox 28). Taylor’s complexity allows for there to be a much longer process stretching out for multiple days, weeks or even months while Kolb’s simplicity allows for greater clarity of place (Mackereacher, p. 67). Taylor is also more thorough and might be viewed as less repetitive. But the constant movement between disorientation and orientation shows the continuous journey.

 Learning requires portions of the existing learning to be replaced by something different to what the learner has experienced or used. According to Knowle’s theory of Andragogy, Adults have an abundance of prior life and work experience as well as being more life-centered in their orientation to learning (Cox, p. 29-30). Basically, adult learners’ experiences have created levels of experience they might define as too difficult or not worth the effort to change. This could come from both positive and/or negative experiences. Both Kolb and Taylor acknowledge the need for changing course or adjusting in their learning processes, but it’s Taylor’s development of exploration and reorientation phases promote relearning.

The adult learner must have the motivation to learn. This usually comes from combining dissatisfaction with the hope for better.  "Fannie Lou Hamer once said that she was “sick and tired of being sick and tired.” That frustration led her to make changes in her life where she became a civil rights activist in the South. Mezirow called it “recognizing that discontent and the process of transformation are shared” (Cox, p.32). The two tend to work hand in hand. Taylor would say that without disorientation there would be no need to make progress towards orientation. Kolb argued that it was the concrete experience leads to the need for reflection and the formation of different abstract concepts/generalizations (Mackereacher, p. 67).

Finally, one must get back on the horse after a failure, disappointing result, or limited success. Reintegration is the term Mezirow used to say that transformational learning required integrating a new perspective into the lives of learners. This solidly relates to Kolb’s Active Experimentation that should have a safe environment as testing in new methods takes place (Mackereacher, p. 67). It cannot be just sticking the toe in the water, but a full attempt at trying again. Bloom argued that the aim of mastery over competence should be the goal of a learner and the educator because striving for “percentage cutoffs” could be deceptive to learning where percentages could lead to misunderstandings about the quality of learning (Guskey and Anderson, p.21). Kolb even argued that space must be made for “students to take control of and responsibility for their learning” (Kolb, p. 205)

Implications

After reviewing these themes, some thoughts became abundantly clear in being an effective educator of adults.

Benchmarks are important. It is also important to recognize that learning is a never-ending process and efforts should probably look to also secure the learner's ability to continue individual growth. It all goes back to teaching the man to fish analogy. If there is an opportunity to help the learner gain more experience and confidence in a new process, it should be taken.

If learning is to take place, some amount of time must be taken to help the learner unlearn or better understand why previous experiences are not the desired path moving forward. Explaining ‘how’ should never be the full extent of education, but there must be the explanation ‘why’ a path should be taken or considered. Of all groups of learners, adults are probably the most difficult to help adjust their trajectory for a myriad of reasons from experience to their brains being resistant to change.

To ensure that adult learners are comfortable with previous frustrating or disappointing results, efforts must be made to normalize these feelings through personal example, stories or metaphors. Because there are more experiences for adult learners, distracting thoughts, perceptions, or views must be tamped down through making situations relatable. Too often we view ourselves as the unique misfit toy in the need of repair while others are doing wonderfully. A story that shows the educator a relatable and understanding of possible struggles allows for the possibility the learner can be more receptive.

There needs to be the opportunity for the learner to achieve success multiple times so that they do not just get back on the horse, but know how to stay on the horse. Even though the reintegration is necessary, many theories do not fully flesh out the difficulty in sometimes trying again. The education must serve as the head cheerleader to not just motivate another attempt, but also to keep trying until there is success.

Reflections

The highlights for me helped me understand, that I am actually learning and developing a level of comfort with educational theory. My degree was in comparative religion and having, not taken any type of education course, a trepidation is consistently present in all I am doing. I am starting to relax more and just try. Since the assignments are not overwhelming, while still expecting thought has been encouraging.

This task was accomplished by the secondary instructions provided for this assignment. It would probably be a good idea to include these in future assignments. It would also be nice to have a better understanding of your standards. I am also studying Sociology as well as Adult and Community Education. There seems to be two different standards for what is acceptable work. It is not doing something wrong but needing examples of how educators research. Sociology research was so much easier with some guidance to start us down the path before being released to our own devices.

IDEAS	IMPLICATIONS / APPLICATIONS
Learning is best conceived as a process	While benchmarks are important, it is also important to recognize that learning is a never-ending process and efforts should probably look to also secure the learner's ability to continue individual growth.
All learning is relearning	If learning is to take place, time sometimes must be taken to help the learner unlearn or better understand why previous experiences are not the desired path
Recognizing that discontent and the process of transformation are shared	To ensure that adult learners are comfortable with previous frustrating or disappointing results, efforts must be made to normalize these feelings through personal example, stories or metaphors.
Reintegration	There needs to be the opportunity for the learner to achieve success multiple times so that they do not just get back on the horse, but know how to stay on the horse.

References

Cox, E. (2015). Coaching and adult learning: Theory and practice. New Directions for Adult and Continuing Education, 2015(148), 27-38.

Gagne, R. M., L. Briggs, and W. Wager. 1988. Principles of instructional design. New York: Holt, Rinehart, and Winston.

Hunter, M. 1984. Knowing, teaching and supervising. In Using what we know about teaching, edited by P. L. Hosford. Alexandria, Va.: ASCD.

Joyce, B., and M. Weil. 1980. Models of teaching. 2d ed. Englewood Cliffs, N.J.: Prentice-Hall.

Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of management learning & education, 4(2), 193-212.

Korthagen F. Inconvenient truths about teacher learning: towards professional development 3.0. Teachers & Teaching [serial online]. May 2017;23(4):387-405. Available from: Academic Search Premier, Ipswich, MA. Accessed October 1, 2017.

MacKeracher, D. (2004). Making Sense of Adult Learning (2^nd ed.).  Toronto, Canada: University of Toronto Press.

Rosenshine, B. 1983. Teaching functions in instructional programs. Elementary School Journal 83(4): 335-51.