An Infographic by Open Colleges
This Guest Post was authored by Andrianes Pinantoan. Andrianes Pinantoan is part of the team behind Open Colleges. When not working, you can find him on Google+.
Tuesday, November 20, 2012
Guest Post - The Teacher's Apple
An Infographic by Open Colleges
This Guest Post was authored by Andrianes Pinantoan. Andrianes Pinantoan is part of the team behind Open Colleges. When not working, you can find him on Google+.
Monday, October 15, 2012
A Justification for Collaborative Learning Environments. Part 4 - Comparative Analysis
A Justification for Collaborative Learning Environments.
Part 4 - Comparative Analysis
INTRODUCTION
Collaborative learning, a form of active learning, is an alternative learning technique to the transitional lecture based styles. collaborative learning involves teams of students working toward a common solution through group discussion. This form of learning encourages active participation by the learners in the teams. In this style of learning, the instructor's role changes from one of knowledge transfer to one of knowledge facilitation. Instructors focus on encouraging engagement by team members and facilitating the learning process.
Teamwork is a requirement in today's businesses. Organizational structures have seen a change from the tall, formal hierarchies, to flatter, team-based structures. Bishop and Mahajan identified that business managers use teams to meet organizational goals 68% of the time (n.d.). Other studies identify that team development skills as the fourth most most cited required skills in organizations (Blanchard, n.d.). During the process of learning the course objectives in collaborative learning, students develop the teamwork skills organizations rely on so heavily. The process of the classroom is part of the learning.
Two different methods of teaching were used in the same course over different semesters. The purpose of the study was to compare the learning outcomes between lecture-oriented techniques and collaborative learning techniques in a similar course. The study evaluated student's average scores from an activity that was presented as a quiz in a lecture-oriented course against the same activity used as a collaborative learning team assignment in the following semester. Additionally, retention was measured by presenting the above mentioned activity a second time to the collaborative learning students.
METHODS
In the Spring of 2012, a Business Course was taught using a lecture-oriented method. In the Fall of 2012, collaborative learning was introduced for the same course for the purpose of this research. The student's learning outcomes will be evaluated by the following two methods:
1. The same activity was given in both semesters. A careful diagnosis of average scores and student performance between the two semester can be utilized to analyze students' learning outcomes
2. Students in the collaborative learning sections were asked to complete the activity a second time individually, in a later class, to identify retention of the assessed materials.
RESULTS/CONCLUSION
The results of this study indicate that collaborative learning techniques lead to an increase in learning and retention by students.
Although the students in the lecture-oriented course received a longer lecture covering the assessed materials, their average score was 11% lower than the collaborative course students. the average score for the assessed materials in the lecture-oriented course was a 63%. The students who received a more condensed version of the lecture, but collaborated on the activity, averaged 74%.
The second attempt at the activity by the collaborative learning students resulted in an average score of 70%. This indicates a strong level of retention, and again, an increased understanding for the assessed materials over the lecture-oriented method from the previous semester.
INTRODUCTION
Collaborative learning, a form of active learning, is an alternative learning technique to the transitional lecture based styles. collaborative learning involves teams of students working toward a common solution through group discussion. This form of learning encourages active participation by the learners in the teams. In this style of learning, the instructor's role changes from one of knowledge transfer to one of knowledge facilitation. Instructors focus on encouraging engagement by team members and facilitating the learning process.
Teamwork is a requirement in today's businesses. Organizational structures have seen a change from the tall, formal hierarchies, to flatter, team-based structures. Bishop and Mahajan identified that business managers use teams to meet organizational goals 68% of the time (n.d.). Other studies identify that team development skills as the fourth most most cited required skills in organizations (Blanchard, n.d.). During the process of learning the course objectives in collaborative learning, students develop the teamwork skills organizations rely on so heavily. The process of the classroom is part of the learning.
Two different methods of teaching were used in the same course over different semesters. The purpose of the study was to compare the learning outcomes between lecture-oriented techniques and collaborative learning techniques in a similar course. The study evaluated student's average scores from an activity that was presented as a quiz in a lecture-oriented course against the same activity used as a collaborative learning team assignment in the following semester. Additionally, retention was measured by presenting the above mentioned activity a second time to the collaborative learning students.
METHODS
In the Spring of 2012, a Business Course was taught using a lecture-oriented method. In the Fall of 2012, collaborative learning was introduced for the same course for the purpose of this research. The student's learning outcomes will be evaluated by the following two methods:
1. The same activity was given in both semesters. A careful diagnosis of average scores and student performance between the two semester can be utilized to analyze students' learning outcomes
2. Students in the collaborative learning sections were asked to complete the activity a second time individually, in a later class, to identify retention of the assessed materials.
RESULTS/CONCLUSION
The results of this study indicate that collaborative learning techniques lead to an increase in learning and retention by students.
Although the students in the lecture-oriented course received a longer lecture covering the assessed materials, their average score was 11% lower than the collaborative course students. the average score for the assessed materials in the lecture-oriented course was a 63%. The students who received a more condensed version of the lecture, but collaborated on the activity, averaged 74%.
The second attempt at the activity by the collaborative learning students resulted in an average score of 70%. This indicates a strong level of retention, and again, an increased understanding for the assessed materials over the lecture-oriented method from the previous semester.
A Justification for Collaborative Learning Environments. Part 3 - A Peer Review
A Justification for Collaborative Learning Environments.
Part 3 - A Peer Review
As part of our annual performance evaluation process, faculty are encouraged to invite other faculty to their class for peer evaluations. I was interested in hearing another instructor's opinion of my new collaborative learning environment as well. Below is a copy of the review from a fellow faculty member, providing yet another justification for this learning environment.
On the day that I observed class, Professor Kuhl returned and reviewed a recent exam and, afterwards, introduced a chapter that explored the circumstances under which parties to a contract can rescind it.
Nearly all students engaged the various topics that filled the class period, and attendance appeared to be at or very near 100%. As the class reviewed the exam, Professor Kuhl invited students to defend those answers for which she did not assign them credit. The exercise produced informed, spirited, and civil discussions filled with teachable moments that Professor Kuhl used to very good effect (even though she mostly—and, it seemed to me, rightly—resisted their attempts to add to their exam score).
Then, Professor Kuhl briefly introduced the new chapter. She aptly used a traditional format of talk and chalk and accompanied this with slides. She often asked students questions or prompted them for comments. The dead silence that instructors often confront in such situations was absent. Students were clearly comfortable speaking in class and several volunteered comments and questions. These exchanges most impressed me.
Professor Kuhl followed her brief lecture with an active-learning group activity, in which students worked through a series of case studies that required them to apply the concepts contained in the lecture. Students joined their pre-assigned groups and engaged the activity. Few if any students distracted themselves or others with tangential discussions and the like.
Throughout the exercise, Professor Kuhl visited each group and, when necessary, helped them along. Afterwards, groups shared and debated their responses. Like the earlier exercise, this activity produced informed and spirited discussions filled with teachable
moments. And, again, Professor Kuhl used these to terrific effect. Professor Kuhl assigned credit to each group based on their participation, rather than on the quality of their responses. If the credit that students receive for group exercises comprises a relatively small percentage (say 10% to 15%) of their final grade, then this assessment approach is, I think, an effective and low-cost way to stimulate discussion and maintain attendance; otherwise, Professor Kuhl may want to assess these outcomes more critically. In any case, the activity inspired me to try something similar in my courses.
In conclusion, Professor Kuhl is passionate about teaching. Her stage presence exudes confidence and control, while it comforts and earns the trust of her students. Most important, her hard work in the classroom (and in preparation for it) seems to contribute significantly to student learning. I applaud her efforts to balance active and more-traditional lecture-format learning approaches.
As part of our annual performance evaluation process, faculty are encouraged to invite other faculty to their class for peer evaluations. I was interested in hearing another instructor's opinion of my new collaborative learning environment as well. Below is a copy of the review from a fellow faculty member, providing yet another justification for this learning environment.
On the day that I observed class, Professor Kuhl returned and reviewed a recent exam and, afterwards, introduced a chapter that explored the circumstances under which parties to a contract can rescind it.
Nearly all students engaged the various topics that filled the class period, and attendance appeared to be at or very near 100%. As the class reviewed the exam, Professor Kuhl invited students to defend those answers for which she did not assign them credit. The exercise produced informed, spirited, and civil discussions filled with teachable moments that Professor Kuhl used to very good effect (even though she mostly—and, it seemed to me, rightly—resisted their attempts to add to their exam score).
Then, Professor Kuhl briefly introduced the new chapter. She aptly used a traditional format of talk and chalk and accompanied this with slides. She often asked students questions or prompted them for comments. The dead silence that instructors often confront in such situations was absent. Students were clearly comfortable speaking in class and several volunteered comments and questions. These exchanges most impressed me.
Professor Kuhl followed her brief lecture with an active-learning group activity, in which students worked through a series of case studies that required them to apply the concepts contained in the lecture. Students joined their pre-assigned groups and engaged the activity. Few if any students distracted themselves or others with tangential discussions and the like.
Throughout the exercise, Professor Kuhl visited each group and, when necessary, helped them along. Afterwards, groups shared and debated their responses. Like the earlier exercise, this activity produced informed and spirited discussions filled with teachable
moments. And, again, Professor Kuhl used these to terrific effect. Professor Kuhl assigned credit to each group based on their participation, rather than on the quality of their responses. If the credit that students receive for group exercises comprises a relatively small percentage (say 10% to 15%) of their final grade, then this assessment approach is, I think, an effective and low-cost way to stimulate discussion and maintain attendance; otherwise, Professor Kuhl may want to assess these outcomes more critically. In any case, the activity inspired me to try something similar in my courses.
In conclusion, Professor Kuhl is passionate about teaching. Her stage presence exudes confidence and control, while it comforts and earns the trust of her students. Most important, her hard work in the classroom (and in preparation for it) seems to contribute significantly to student learning. I applaud her efforts to balance active and more-traditional lecture-format learning approaches.
Wednesday, August 8, 2012
11 Active Learning Activities for Your Classroom
Below are a few of my favorite Active Learning activities that I have used in my undergraduate courses. Most of these are focused toward Business related content, however some can be customized for other areas. I have additional items that I can share such as handouts for students, instructor notes, etc.
Also, if you have a favorite active learning activity you would like to share, please add it to the comments at the end of this article.
1. Card Game - Game Theory.
Also, if you have a favorite active learning activity you would like to share, please add it to the comments at the end of this article.
1. Card Game - Game Theory.
There are several options for using a deck of cards in the classroom. I like the Game Theory card game in which I found here: (Link). I have large classes and I can purchase several decks of cards at the local dollar store for a fun way to learn game theory other than the prisoner dilemma option.
2. Case Study - Several Topics.
2. Case Study - Several Topics.
This is one of my favorite "plan B" activities in my class (when I can't find something a little more engaging). I locate a case study that is relevant to my topic and customize it to meet the needs of the class. I start by having the students individually read the case study. Then as a group, I have them answer questions related to the topic that I have prepared in advance. You can also add additional questions from the book test bank to the case study to make it more challenging. You can find case studies on any topic - my favorite topics include ethics and leadership.
3. Deal or No Deal - Prospect Theory or Risk.
3. Deal or No Deal - Prospect Theory or Risk.
Finding unique games to play in the classroom adds fun and increases engagement. For example, we play deal or no deal to demonstrate prospect theory. I invite one student up to the front of the class before I announce what we are playing. Then I tell the class that to demonstrate prospect theory, we will be playing Bonus Point Deal or No Deal. The one student that volunteered is the player and can get advice from the class. Their decision to continue or take the bankers offer is up to them. Whatever they end up with as bonus points (zero is an option) is what the ENTIRE class will receive. I came up with this idea by reading these interesting statistics on the Deal or No Deal game found here - (Link). NOTE: you will need to have access to ERIC - an online database to read this article. I created a PowerPoint template that I use to move us through the game. After each decision the student makes during the game, I ask questions of the 'audience' - "now if prospect theory applied in all scenarios, what would the players decision be here?". I also bring in statistics from the article on women vs. men and risk taking. The students get really engaged and there tends to be a lot of 'support' from the audience as the players decision impacts all of them. This is a great way to get students moving and cheering and also a great way to get them to work together. I have an Excel file with the 'bankers' responses and I have a PowerPoint created to lead us through the game.
4. Communication Pyramid - Business Communication.
4. Communication Pyramid - Business Communication.
This is a unique activity in which you organize your students into a pyramid which signifies a typical tall organizational structure. The students are organized with one student in the front, one student directly behind the first and 3 - 5 students in the back row. The front student is the CEO, the second student is the middle manager and the back row of students are the workers. This hierarchy must be followed and students are only allowed to talk through email (in which we simulate using paper - text messages can be used as well). Each student receives an instruction sheet. The basic objective is to solve the problem, however only the CEO knows the problem and the objective. Each student's instructions contain a set of symbols. The CEO's instructions contain all the symbols with one extra. The CEO's instructions tell them the objective of the game and the purpose to find the one symbol on their sheet that does not appear on any of the other student's instruction sheets. They have to pass paper (email) with questions through the middle manager to get the answers they need. The middle manager will retype the message (write) and send it in their own words to the "workers" behind them. In almost every instance I have used this, the CEO's fail to share the "purpose" of the activity as they assume all participants have the same information they have. This causes the 'workers' to feel left out and a little lost. The students learn that tall organizational structures take a great deal of work to ensure proper communication happens at all levels, and they learn that email is not always the best method to communicate. I will often run two or three teams at once, making it a competition to see who can figure it out first. Then we discuss how the teams differed in their communication style. I always like to pick on the CEO a little and ask the workers if they knew what the purpose of the activity was. I have not yet had a CEO that has shared the purpose. Then I have the CEO read the purpose on their instructions to the workers. We will discuss the importance of the "why" in business delegation and communication. As the middle manager, many times they are more in the dark that the workers. We talk about how this role helps in the communication process (if at all). I have all the instructions sheets available on my blog: http://higheredandbeyond.com
5. Penny Slide - Quality Control/Control Charts.
5. Penny Slide - Quality Control/Control Charts.
This is an excellent activity to get students up and moving and working together in a team. In this exercise teams of students slide several pennies on a table that has been marked with tape with different distances. This simulates the manufacturing of a product. Each student on every team is asked to slide a penny 10 times, then they are to document the distance of each penny. The assumption is that because we are using the same people and the same penny 10 times it should land on the same length each time? Wrong.. we discuss common cause variations vs. special cause variations in organizational processes. I also have the teams draft a control chart of their production rates and identify if their process is "in control". You can also talk about reliability vs. stability. I have control chart templates and student instruction sheets if you are interested.
6. M & M's Production Activity - Quality and Inspection.
6. M & M's Production Activity - Quality and Inspection.
Because of the cost of this activity, I only do it with smaller groups or classes. I purchase a small bag of M & M's for every 2nd student in the class. I have them team up in pairs and hand a bag to each team. I give very detailed and specific instructions on how to open the bag, how to 'produce' each M & M, my expectations on how to move the M & M from the bag, etc. The second person in the pair is the inspector. I tell the students that I am only interested in my teams producing red M&M's. They are only to produce red ones. I have the teams 'produce' 10 red M&M's. Of course very few red ones are actually produced. I document these and give encouragement to do it again. Results are similar. Then I threaten them to do better - I tell them that they will fail this activity, and possibly the class, if they don't start producing as I expect (simulating a management style here). They start producing more M&M's, of course the results are the same. Then I show encouraging management posters in Power Point. Encourage them with words like "There is no 'I' in Team" "Quality is our Mission", etc. (we have had these posters in our office at sometime.. :)). I then ask them to produce their M&M's again, logging their outcome... of course the results are the same as the previous two activities. I use this to initiate a discussion on the value of inspection, the impact of management on the process, etc. We then talk about management theories and styles that actually do work in organizations.
7. Organizing Data Exercise - Balanced Scorecard.
7. Organizing Data Exercise - Balanced Scorecard.
In this activity I ask students to organize data into a balanced scorecard format. We select a topic we all know - for example the school they are attending. We talk about opportunities the school has to improve. I document this list on the board. We then identify four main categories of the business/school, for example - Financial, Customer, Business Process, Learning and Growth. You can adapt any categories here and there are plenty of examples of Balanced Scorecards on the internet to model from. We then talk about strategy - Objectives, Measures, Targets, Initiatives. Next, the students identify 4 main 'opportunities' from the board, one for each of the categories. We use each of these to fill in the objective, measure, target, and initiatives that can be done in support of that opportunity. Finally, they will evaluate the strengths and weaknesses of the measures used. This can be done as a large class discussion/activity, or with small groups and have them compare at the end of the class the scorecards.
8. Self Assessments - Several Topics.
8. Self Assessments - Several Topics.
Self assessments are a great way to engage the student by having them evaluate their own perspectives or skills in a topic area. For example, using Fiedlers Least Preferred Coworker scale to identify what type of leader they are. Or having them answer questions related to diversity to help them assess hidden biases they may have - I found a great set of questions here for that purpose -(Link). I then read back the answers and most students are very surprised by the answer. We then compare scores with each other, discuss the results - surprises, etc.
9. Current Events - Several Topics.
9. Current Events - Several Topics.
I like to find current events or newspaper articles and remove the ending/outcome from the article. I break the class into teams and have them evaluate it and decide how the situation could be resolved using different leadership techniques. For example, how would a scientific manager handle this situation? Or would a telling or participative manager work best here? Another great event to review is the NASA Challenger issue to talk about Group Think. For my business law class I like finding strange law cases, remove the decisions, then have the students use their knowledge of the materials they were asked to read prior to class to identify how the cases were decided. For a great activity in business communications I will find the same news article on Fox News and on MSNBC (for example) and identify the differences. This is also a good way to demonstrate how to be critical when evaluating online information.
10. SWOT Activity - Internal and External Strategy Analysis.
10. SWOT Activity - Internal and External Strategy Analysis.
One common activity related to organizational strategy is to have the students perform a SWOT analysis. I often have them perform the analysis on the school they are attending as most have several opinions and are familiar with it.
11. Videos - Several Topics.
11. Videos - Several Topics.
I love watching this video of Steve Jobs (Link) and have a discussion on how Apple is organized... are they a tall or flat organization. How does that structure align with their corporate strategy? Or watching this video that someone created on the stages of team development (Link). I will then ask the students to evaluate their own team (active learning team/sports team/etc.) and identify where they are at on the list. Or bring humor into the class and have fun watching this fun video on GroupThink (Link) . There are several groupthink active learning activities out there. One I found recently was to ask 5 students to come to the front of the class and give them all unmarked containers of plain flavored yogurt with the labels removed. Prior to the start of class however, I have already talked to 4 of the 5 students that volunteered. I told the 4 students that I was going to ask them to come to the front of the class and have them taste plain yogurt. However, when I ask them what flavor the yogurt is, I want them to answer strawberry. The fifth student that comes up will not be coached and will not be aware of this. In most cases the fifth student tasting the plain yogurt will answer strawberry because the four prior to them did. Finally, another favorite video to show is David Letterman talking about his transition to GE (Link). We then discuss the differences in the corporate culture between NBC and GE. What are some of the objects signifying the different cultures?
Interviewing Tips for the Graduate
So you have finally graduated college and are now looking for that first real job. I have found that many students facing graduation are often apprehensive about interviewing for that new career. Students have little interview experience, and often do not have the interviewing skills needed. With unemployment rates for the college grads averaging near 14% last year (see this link), it is important that you obtain these valuable skills if you want to compete for the available positions against people who have more experience. Also, it often takes between 15-20 applications to get one interview (of course this varies based on skills, experience, career field), so it is critical to not make any mistakes that may lower your impression with the interviewing manager. Below are a few key areas I mentor students in who are about to go into that interview.
Confidence
One of the most important things I can recommend to a student for their first interviews to remember is that they need confidence. Often in my interview experience, students discount themselves in the interviews by making comments like "I know I don't have experience in that", or "I know I just graduated" which makes them come off as weak or indecisive. Actually, graduating students have a lot to be confident about. Many of you have balanced jobs while attending school, some of you have also balanced family while attending. This is a strong demonstration of time management and prioritization skills. If you do not have specific experience in the position, you can definitely talk about how you were able to successfully manage a job while attending school - or lead this school committee while attending school, etc.
Another form of confidence you need to demonstrate in the interview is your ability to apply what you have learned in your classes. You need to identify specific examples in which you have lead something, have implemented something, have motivated people, etc. Again, these examples do not have to be specific to the job or position, but even the generic ones will go a long way in providing information on how you will interact in the organization.
Confidence goes a long way in the interview. To be able to look someone in the eye and speak with authority on a topic or on your experience is one of the first things you can do to help your chances of landing that job.
Situational Interviews
One of the recent trends in interviewing is to ask situational questions. Chances are that you will get asked mainly situational questions in today's interviews. Questions like "What would you do if..." "Tell me about a time that", etc. are they type of questions I am referring to. Organizations like these types of interviews as it gives us more than the canned answers and provides a little insight into how the interviewee has reacted to situations in the past. This type of interview takes a great deal of prep for the interviewee. One recommendation I have for my students is to think back on their experience and write down at least 15 different situations they can use in the interview. At the least you should identify the following situations: one in which you lead something, one in which you motivated people, one in which you had a challenge that you overcame, one in which you went against the status quo and it worked in your favor, one in which you worked with a difficult person. You can use the same situation in several ways if necessary. For example, early in my career I was responsible for leading a team of people through a new implementation of a help desk call tracking system. I had to lead several people with different skill sets, I had to learn a new application, I had to work with a manager who was challenging and never satisfied, etc.
Once you have your 15 or more situations identified and written down, memorize them and identify in what scenarios they can apply. This will help greatly improve your confidence in the interview. This also gives the impression to the interviewer that you are well prepared.
There are a couple of important ground rules that you must follow with this type of interview:
1. Never, I mean Never, talk bad about someone else. If asked to talk about someone you worked with that you didn't like, talk about how that person made different choices than you did. Or how their personality was one in which they worked better alone and you are a team person. Then talk about how you overcame those differences. Talking bad about someone else only indicates that you can not get along with someone else and you are a difficult person to work with. It also makes you look as if you are not trustworthy.
2. Never leave a situation with a bad ending. For example, if they ask you to describe a situation in which you failed at something, do that, but talk about what you learned from that experience. Always turn a bad into a good. We all have failures, but we should always learn something from them. At the least you know that you will never make that same mistake again.
3. Never lie or mislead. A recent survey indicated that 80% of interviewees lie on their resume or during an interview. I have lead interviews in which the interviewee has attempted to mislead me about their skills. When I caught them in the lie they never make it past the next question. One example of this was several years ago - during an interview for a CAD designer (an entry level position), I asked them to describe their experience. Little did they know that I was also going to ask them to demonstrate their skills after the questioning. About 30% of the people who interviewed for that position were unable to perform the most basic functions. Those interviewees not only failed to get a position with me, they would not be considered for any other position within the organization. Although you are up against others who may lie or mislead to get a job, it is always better to take the high road here.
The Resume
Getting to that interview is important as well, so a few words about your resume. 90% of organizations who use online applications filter your information to find keywords matching their job needs. Because of this, I recommend to my students to create a new resume for each position they apply for. Again, the intent is not to mislead, but to clarify your skills based on the needs of the organization you are applying to. Review the job description carefully and use similar phrases and words as used by the description. For example, if the job description talks about having experience with Microsoft Word, don't say Microsoft Office in your resume, match their wording.
Always list your strongest points first. If you are most proud of your education, have that listed first on the resume. Catch their eyes right off the bat.
Some experts out there recommend having a resume that is only one page in length. Be careful with this. Depending on the position and the expected requirements, this can hurt you. When I have hired for technical or senior level positions, I want to see more detail than one page can provide. Use common sense here. If you can clearly write your resume to reflect all of your experience, education, and skills on one page, then do that. However, if you find yourself leaving off key items to get it to fit, expand onto another page or two. Some positions require more than one page as well, for example a teacher would never limit their resume to one page.
Negotiating the Salary
My final tip is probably the most controversial with the students I have mentored. However, if you want to earn the highest salary possible in your new position, my recommendation is to Never discuss salary amounts during the interview. If asked during the interview what your salary expectations are, the appropriate answer is "that is something I would love to discuss when you and I both know I am the right person for this job". Here is the reason why I say to do this. 1. If the position pays 50k and you say 60k, your resume gets thrown out right after you walk out the room. 2. If the position pays 50k and you say 30k, you will never get the 50k. You may get more than the 30k you requested (most organizations have done salary surveys and know what a fair market value is for the position your are applying for, and they do not want to much of a discrepancy between you and anyone else in the same department), but you most likely won't get the 50k. In ever position I have interviewed and hired for I have a salary range to work within. Either I determine what this range is or Human Resources gives you the range. I never make an initial offer at the top of this range, even if you are the best of the best.
Most of my students feel uncomfortable not giving a direct answer to a direct question in the interview, but trust me, there is no right way to answer that question. There is to much of an opportunity to give a wrong answer there. The safest way to handle it is to wait until you know they want you for the job. Then you have all the power. Take their offer and add at least 10% as a counter. The worst that can happen is that they counter with a lower amount, but often higher than the initial.
Good luck to all of you on your job search. Interviewing can be stressful, but with the proper preparation you can feel confident. Also, practice makes perfect. I know of several people who interview at least once a year to keep their interview skills current. They often have no intention of leaving their current organization, but want to know that they can still tackle an interview. And who knows, they may just get an offer of a lifetime in that 'practice' interview.
Confidence
One of the most important things I can recommend to a student for their first interviews to remember is that they need confidence. Often in my interview experience, students discount themselves in the interviews by making comments like "I know I don't have experience in that", or "I know I just graduated" which makes them come off as weak or indecisive. Actually, graduating students have a lot to be confident about. Many of you have balanced jobs while attending school, some of you have also balanced family while attending. This is a strong demonstration of time management and prioritization skills. If you do not have specific experience in the position, you can definitely talk about how you were able to successfully manage a job while attending school - or lead this school committee while attending school, etc.
Another form of confidence you need to demonstrate in the interview is your ability to apply what you have learned in your classes. You need to identify specific examples in which you have lead something, have implemented something, have motivated people, etc. Again, these examples do not have to be specific to the job or position, but even the generic ones will go a long way in providing information on how you will interact in the organization.
Confidence goes a long way in the interview. To be able to look someone in the eye and speak with authority on a topic or on your experience is one of the first things you can do to help your chances of landing that job.
Situational Interviews
One of the recent trends in interviewing is to ask situational questions. Chances are that you will get asked mainly situational questions in today's interviews. Questions like "What would you do if..." "Tell me about a time that", etc. are they type of questions I am referring to. Organizations like these types of interviews as it gives us more than the canned answers and provides a little insight into how the interviewee has reacted to situations in the past. This type of interview takes a great deal of prep for the interviewee. One recommendation I have for my students is to think back on their experience and write down at least 15 different situations they can use in the interview. At the least you should identify the following situations: one in which you lead something, one in which you motivated people, one in which you had a challenge that you overcame, one in which you went against the status quo and it worked in your favor, one in which you worked with a difficult person. You can use the same situation in several ways if necessary. For example, early in my career I was responsible for leading a team of people through a new implementation of a help desk call tracking system. I had to lead several people with different skill sets, I had to learn a new application, I had to work with a manager who was challenging and never satisfied, etc.
Once you have your 15 or more situations identified and written down, memorize them and identify in what scenarios they can apply. This will help greatly improve your confidence in the interview. This also gives the impression to the interviewer that you are well prepared.
There are a couple of important ground rules that you must follow with this type of interview:
1. Never, I mean Never, talk bad about someone else. If asked to talk about someone you worked with that you didn't like, talk about how that person made different choices than you did. Or how their personality was one in which they worked better alone and you are a team person. Then talk about how you overcame those differences. Talking bad about someone else only indicates that you can not get along with someone else and you are a difficult person to work with. It also makes you look as if you are not trustworthy.
2. Never leave a situation with a bad ending. For example, if they ask you to describe a situation in which you failed at something, do that, but talk about what you learned from that experience. Always turn a bad into a good. We all have failures, but we should always learn something from them. At the least you know that you will never make that same mistake again.
3. Never lie or mislead. A recent survey indicated that 80% of interviewees lie on their resume or during an interview. I have lead interviews in which the interviewee has attempted to mislead me about their skills. When I caught them in the lie they never make it past the next question. One example of this was several years ago - during an interview for a CAD designer (an entry level position), I asked them to describe their experience. Little did they know that I was also going to ask them to demonstrate their skills after the questioning. About 30% of the people who interviewed for that position were unable to perform the most basic functions. Those interviewees not only failed to get a position with me, they would not be considered for any other position within the organization. Although you are up against others who may lie or mislead to get a job, it is always better to take the high road here.
The Resume
Getting to that interview is important as well, so a few words about your resume. 90% of organizations who use online applications filter your information to find keywords matching their job needs. Because of this, I recommend to my students to create a new resume for each position they apply for. Again, the intent is not to mislead, but to clarify your skills based on the needs of the organization you are applying to. Review the job description carefully and use similar phrases and words as used by the description. For example, if the job description talks about having experience with Microsoft Word, don't say Microsoft Office in your resume, match their wording.
Always list your strongest points first. If you are most proud of your education, have that listed first on the resume. Catch their eyes right off the bat.
Some experts out there recommend having a resume that is only one page in length. Be careful with this. Depending on the position and the expected requirements, this can hurt you. When I have hired for technical or senior level positions, I want to see more detail than one page can provide. Use common sense here. If you can clearly write your resume to reflect all of your experience, education, and skills on one page, then do that. However, if you find yourself leaving off key items to get it to fit, expand onto another page or two. Some positions require more than one page as well, for example a teacher would never limit their resume to one page.
Negotiating the Salary
My final tip is probably the most controversial with the students I have mentored. However, if you want to earn the highest salary possible in your new position, my recommendation is to Never discuss salary amounts during the interview. If asked during the interview what your salary expectations are, the appropriate answer is "that is something I would love to discuss when you and I both know I am the right person for this job". Here is the reason why I say to do this. 1. If the position pays 50k and you say 60k, your resume gets thrown out right after you walk out the room. 2. If the position pays 50k and you say 30k, you will never get the 50k. You may get more than the 30k you requested (most organizations have done salary surveys and know what a fair market value is for the position your are applying for, and they do not want to much of a discrepancy between you and anyone else in the same department), but you most likely won't get the 50k. In ever position I have interviewed and hired for I have a salary range to work within. Either I determine what this range is or Human Resources gives you the range. I never make an initial offer at the top of this range, even if you are the best of the best.
Most of my students feel uncomfortable not giving a direct answer to a direct question in the interview, but trust me, there is no right way to answer that question. There is to much of an opportunity to give a wrong answer there. The safest way to handle it is to wait until you know they want you for the job. Then you have all the power. Take their offer and add at least 10% as a counter. The worst that can happen is that they counter with a lower amount, but often higher than the initial.
Good luck to all of you on your job search. Interviewing can be stressful, but with the proper preparation you can feel confident. Also, practice makes perfect. I know of several people who interview at least once a year to keep their interview skills current. They often have no intention of leaving their current organization, but want to know that they can still tackle an interview. And who knows, they may just get an offer of a lifetime in that 'practice' interview.
Friday, July 20, 2012
Top 5 Places to Find Active Learning Activities
1. Google Searches -
This is one of the easiest and best ways to find ideas on your topics. For example, if you want to find an active learning activity on Game Theory, I recommend using search terms like "game theory classroom activities" or "game theory group activities".
2. Text Book -
Often the final few pages of the text book chapter will contain discussion questions or team activities. I often customize these (or even combine a few of these) to make them more challenging or more focused on a certain objective.
3. Active Learning Books -
There is a growing library of active learning related books. One I picked up from our local library was very helpful - Active Learning: 101 Strategies to Teach Any Subject by Silberman. Another book that I have used often is called Classroom Assessment Techniques: A Handbook for College Teachers by Angelo and Cross. This was a book required by a class I completed for my PhD on classroom assessment, but it contains 100 ways to assess student learning. The ideas are generic enough to provide ways to make any topic active.
4. The test bank included with the text book -
I go specifically to the essay questions and will adjust or customize them to make them longer and more challenging. I often like to use open ended questions that don't contain a 'right' answer to increase student engagement during the discussion time.
5. Websites dedicated to team building activities -
My favorite is Business Balls for my business courses (Link Here) however many of these activities can overlap to other fields. Another one is Wilderdom. It has fewer activities but they can be useful (Link Here) Another website dedicated to primary education, however some activities can translate to higher education is Share My Lesson (Link Here)
6. One bonus idea - Merlot.org -
This has to be one of my favorite websites for classroom activity ideas. Although I find fewer ideas here than the other places listed, the idea of a knowledge sharing site like Merlot is fantastic. When I do find a resource here I know that it has been peer reviewed and is high quality.
Want more? Click Here to see my favorite 11 active learning activities that I have used in my classes.
Wednesday, July 18, 2012
Teacher of the Year Wisdom
Earlier this week the CBS morning show invited the 2012 Teacher of the Year - Rebecca Mieliwocki - to discuss her five things that make a great teacher. It was refreshing to hear her discuss these five areas in relation to primary education, however I see similar application to higher education. (Watch Here)
Her first item deals with enthusiasm about children. Early in my education I realized quickly that teaching younger children was not where my passion exists. Rather, I was passionate about business and alternative teaching techniques. As I progressed through my education, I came to realize that the traditional lecture failed to provide me with knowledge I needed to learn the required course objectives. I had already gained several years of business management experience prior to returning to finish my education and had the practical experience and knowledge, yet lacked theory. Listening to a hour lecture on theory did not cut it. I learned most through application and collaboration. This required enthusiasm about adult learners and their unique way of learning.
Enthusiasm for children can also be realigned in Higher Education as an enthusiasm for the topic. As a long time business manager it was easy to identify with the lack of formal training that I and my employees had in leadership and management techniques. This fueled my passion as an educator to improve the knowledge level of the graduates in these areas. Poor leadership is often cited as the number 1 reason organizations lose good people - their most important asset. The costs of turnover because of an organizations inability to provide solid leadership is significant, ranging from 50% to 200% of the replaced employees salary. This is a waste that can be reduced with proper education.
One important point to mention is that it is not enough to just say we are enthusiastic about a particular topic or technique, we need to let that enthusiasm show through in the classroom. Let your students in on the importance of the information, the reason for your passion. Get excited and get them excited. Be memorable.
Ms. Mieliwocki's second item was to personalize the education for the class. I love this idea, however I have not yet done this on a personal level. A friend of mine, and fellow educator, did this for a small seminar class she held last semester. It was a great way to engage the students from the beginning. She spent the first session asking the students about their interests in that particular topic area and then she structured her future activities and lectures on the list the student's provided. Each student had at least one topic that they selected. It was an amazing way to customize the learning. She has admitted that there were a few topics suggested that she was not strong in, however she had a great time researching and preparing for these areas. The students were more engaged and enthusiastic about the materials as they drove the course.
Next the topic of strong communication was listed as an important strength of a good teacher. I love that in the interview she mentions the use of social media in our public schools. I am so tired of visiting outdated and hard to read teacher websites in my son's schools. Give me timely and real time notifications through email, text AND Facebook. As an educator in Higher Education this applies as well, maybe not directly with parents, but with our students. I keep a Facebook page for my course and encourage students to make posts and comments. I keep the page updated with course reminders and even upcoming University events. My students have posted items like interesting articles and questions about upcoming tests. I have found this an excellent way to stay in touch outside of the classroom.
Flexibility is also important to education. I spend a great deal of time working out a syllabus and determining how long to spend on each objective in the class. However, if an assessment given identifies a lack of knowledge in a covered area, I backup and go through it again. Being willing to have a living, breathing syllabus allows us to focus on the needs of the students, rather than 'getting through the book'.
Her final topic mentions compassion. This is critical in higher education as well. We need to put ourselves in the shoes of our students and see the world from their eyes every once in a while. They face unique challenges - room mates, first time away from home, jobs, families, life challenges, etc. We need to be fair, but also be understanding of their needs and challenges. It is surprising how far a little compassion will go with these students who are trying to make it on their own for the first time. They are often in need of an advocate and mentor, and who better than an educator who has experience in not only these areas, but also in advising.
Her first item deals with enthusiasm about children. Early in my education I realized quickly that teaching younger children was not where my passion exists. Rather, I was passionate about business and alternative teaching techniques. As I progressed through my education, I came to realize that the traditional lecture failed to provide me with knowledge I needed to learn the required course objectives. I had already gained several years of business management experience prior to returning to finish my education and had the practical experience and knowledge, yet lacked theory. Listening to a hour lecture on theory did not cut it. I learned most through application and collaboration. This required enthusiasm about adult learners and their unique way of learning.
Enthusiasm for children can also be realigned in Higher Education as an enthusiasm for the topic. As a long time business manager it was easy to identify with the lack of formal training that I and my employees had in leadership and management techniques. This fueled my passion as an educator to improve the knowledge level of the graduates in these areas. Poor leadership is often cited as the number 1 reason organizations lose good people - their most important asset. The costs of turnover because of an organizations inability to provide solid leadership is significant, ranging from 50% to 200% of the replaced employees salary. This is a waste that can be reduced with proper education.
One important point to mention is that it is not enough to just say we are enthusiastic about a particular topic or technique, we need to let that enthusiasm show through in the classroom. Let your students in on the importance of the information, the reason for your passion. Get excited and get them excited. Be memorable.
Ms. Mieliwocki's second item was to personalize the education for the class. I love this idea, however I have not yet done this on a personal level. A friend of mine, and fellow educator, did this for a small seminar class she held last semester. It was a great way to engage the students from the beginning. She spent the first session asking the students about their interests in that particular topic area and then she structured her future activities and lectures on the list the student's provided. Each student had at least one topic that they selected. It was an amazing way to customize the learning. She has admitted that there were a few topics suggested that she was not strong in, however she had a great time researching and preparing for these areas. The students were more engaged and enthusiastic about the materials as they drove the course.
Next the topic of strong communication was listed as an important strength of a good teacher. I love that in the interview she mentions the use of social media in our public schools. I am so tired of visiting outdated and hard to read teacher websites in my son's schools. Give me timely and real time notifications through email, text AND Facebook. As an educator in Higher Education this applies as well, maybe not directly with parents, but with our students. I keep a Facebook page for my course and encourage students to make posts and comments. I keep the page updated with course reminders and even upcoming University events. My students have posted items like interesting articles and questions about upcoming tests. I have found this an excellent way to stay in touch outside of the classroom.
Flexibility is also important to education. I spend a great deal of time working out a syllabus and determining how long to spend on each objective in the class. However, if an assessment given identifies a lack of knowledge in a covered area, I backup and go through it again. Being willing to have a living, breathing syllabus allows us to focus on the needs of the students, rather than 'getting through the book'.
Her final topic mentions compassion. This is critical in higher education as well. We need to put ourselves in the shoes of our students and see the world from their eyes every once in a while. They face unique challenges - room mates, first time away from home, jobs, families, life challenges, etc. We need to be fair, but also be understanding of their needs and challenges. It is surprising how far a little compassion will go with these students who are trying to make it on their own for the first time. They are often in need of an advocate and mentor, and who better than an educator who has experience in not only these areas, but also in advising.
Tuesday, July 3, 2012
A Justification for Collaborative Learning Environments. Part 2 -Student Engagement and Response
This is part 2 of a series on my experiences implementing a collaborative learning environment in a theory based course. Please be sure to refer to Part 1 prior to continuing.
Collaboration in the classroom has additional benefits beyond an active way of learning course objectives. Although many students at the beginning of this semester reported disliking teamwork, their feedback at the end of the course identified a very positive experience. It is also important for educators to prepare our students for the real world. Most businesses - as many as 80% - report relying heavily on teams and teamwork when accomplishing organizational goals. Engaging students in teams in the class will help them develop leadership, conflict management, and teamwork skills needed for the business world.
Students in my collaborative learning class were provided with a survey at four weeks into the course asking them to evaluate the format of the collaborative learning environment and the teaching style. The survey included specific questions on the use of active learning and understanding course materials, level of comfort with the expectations of the course, qualitative feedback on changes/improvements, qualitative feedback on areas the student liked about the course, and qualitative feedback on the active learning format of the course.
The class of 54 students all replied that they were comfortable with the expectations of the course. There was also very positive qualitative feedback related to the collaboration/active learning portion of the course. Specific comments included the following:
"This course actually makes me stay awake"
"I love the active learning"
"The team activities are excellent"
"I am learning so much in this class"
"This is the best course I have taken to date!"
"I was worried about the teams at first, however now I know that I have two people to help me through the course activities every time I come to class"
"I don't want to miss a class, the classes are interesting and fun!"
Ok, so I am not so sure if the first comment is a positive or negative?, but I will take it. There were two common concerns that the students documented in the survey as well. One was on the speed of my lectures. I tend to talk fast when I am passionate about a topic, and partner that with trying to get all major topics into a shortened lecture time... well, I did go to fast. The second concern was that the students, whose only assignments by week 4 were the in-class activities, were concerned that they were not "getting it". Several comments were made that they understood the lectures and could complete the in-class activities, but they had anxiety about how that would translate to the first exam. (more on grades and attendance in an upcoming post). Because of these documented anxieties I have decided in future classes to provide optional quizzes so the students can assess their knowledge prior to the exams. (See A Time to Reflect.... With Online Learning)
The feedback provided in these early semester surveys provided me with enough evidence to continue using the method for the remainder of the semester. However, I had another major milestone to pass that semester before I would be convinced that active learning really benefited the students - their first exam. I purposely created the exams using the same test bank as another instructor to ensure continuity and provide me with a performance standard to compare with. But more on that in an upcoming post... My next post will include the feedback provided from the formal end-of-course evaluations and will include information on attendance and grading.
Thank you for reading part 2. I would welcome any comments, questions, feedback you have on active learning or the techniques I have discussed in this article.
This is part 2 of a series on my experiences implementing a collaborative learning environment in a theory based course. Please be sure to refer to Part 1 prior to continuing.
Collaboration in the classroom has additional benefits beyond an active way of learning course objectives. Although many students at the beginning of this semester reported disliking teamwork, their feedback at the end of the course identified a very positive experience. It is also important for educators to prepare our students for the real world. Most businesses - as many as 80% - report relying heavily on teams and teamwork when accomplishing organizational goals. Engaging students in teams in the class will help them develop leadership, conflict management, and teamwork skills needed for the business world.
Students in my collaborative learning class were provided with a survey at four weeks into the course asking them to evaluate the format of the collaborative learning environment and the teaching style. The survey included specific questions on the use of active learning and understanding course materials, level of comfort with the expectations of the course, qualitative feedback on changes/improvements, qualitative feedback on areas the student liked about the course, and qualitative feedback on the active learning format of the course.
The class of 54 students all replied that they were comfortable with the expectations of the course. There was also very positive qualitative feedback related to the collaboration/active learning portion of the course. Specific comments included the following:
"This course actually makes me stay awake"
"I love the active learning"
"The team activities are excellent"
"I am learning so much in this class"
"This is the best course I have taken to date!"
"I was worried about the teams at first, however now I know that I have two people to help me through the course activities every time I come to class"
"I don't want to miss a class, the classes are interesting and fun!"
Ok, so I am not so sure if the first comment is a positive or negative?, but I will take it. There were two common concerns that the students documented in the survey as well. One was on the speed of my lectures. I tend to talk fast when I am passionate about a topic, and partner that with trying to get all major topics into a shortened lecture time... well, I did go to fast. The second concern was that the students, whose only assignments by week 4 were the in-class activities, were concerned that they were not "getting it". Several comments were made that they understood the lectures and could complete the in-class activities, but they had anxiety about how that would translate to the first exam. (more on grades and attendance in an upcoming post). Because of these documented anxieties I have decided in future classes to provide optional quizzes so the students can assess their knowledge prior to the exams. (See A Time to Reflect.... With Online Learning)
The feedback provided in these early semester surveys provided me with enough evidence to continue using the method for the remainder of the semester. However, I had another major milestone to pass that semester before I would be convinced that active learning really benefited the students - their first exam. I purposely created the exams using the same test bank as another instructor to ensure continuity and provide me with a performance standard to compare with. But more on that in an upcoming post... My next post will include the feedback provided from the formal end-of-course evaluations and will include information on attendance and grading.
Thank you for reading part 2. I would welcome any comments, questions, feedback you have on active learning or the techniques I have discussed in this article.
The class of 54 students all replied that they were comfortable with the expectations of the course. There was also very positive qualitative feedback related to the collaboration/active learning portion of the course. Specific comments included the following:
"This course actually makes me stay awake"
"I love the active learning"
"The team activities are excellent"
"I am learning so much in this class"
"This is the best course I have taken to date!"
"I was worried about the teams at first, however now I know that I have two people to help me through the course activities every time I come to class"
"I don't want to miss a class, the classes are interesting and fun!"
Ok, so I am not so sure if the first comment is a positive or negative?, but I will take it. There were two common concerns that the students documented in the survey as well. One was on the speed of my lectures. I tend to talk fast when I am passionate about a topic, and partner that with trying to get all major topics into a shortened lecture time... well, I did go to fast. The second concern was that the students, whose only assignments by week 4 were the in-class activities, were concerned that they were not "getting it". Several comments were made that they understood the lectures and could complete the in-class activities, but they had anxiety about how that would translate to the first exam. (more on grades and attendance in an upcoming post). Because of these documented anxieties I have decided in future classes to provide optional quizzes so the students can assess their knowledge prior to the exams. (See A Time to Reflect.... With Online Learning)
The feedback provided in these early semester surveys provided me with enough evidence to continue using the method for the remainder of the semester. However, I had another major milestone to pass that semester before I would be convinced that active learning really benefited the students - their first exam. I purposely created the exams using the same test bank as another instructor to ensure continuity and provide me with a performance standard to compare with. But more on that in an upcoming post... My next post will include the feedback provided from the formal end-of-course evaluations and will include information on attendance and grading.
Thank you for reading part 2. I would welcome any comments, questions, feedback you have on active learning or the techniques I have discussed in this article.
Wednesday, June 13, 2012
A Justification for Collaborative Learning Environments. Part 1 - Structure and Prep
At the start of a previous semester I was asked to take on an additional course after long-term faculty member had decided to retire. I spent the first week of the semester trying to identify how I could effectively teach the course and ensure my new students received the best possible education. The course - Business Law - was very theory/knowledge based but had the opportunity to incorporate many case studies. During that same week, the University I work for offered a short seminar on Active Learning. They had invited an instructor to campus to talk about how they had arranged a Chemistry course into a more active format for the students. Essentially this Chemistry instructor would lecture on an activity and then facilitate an activity over the lectured materials. It was obvious to me that active learning would work well in classes with lab components/requirements, but could it work in a course that was theory/knowledge based like Business Law?
To be honest one of the reasons I was willing to try active learning was because I was attracted to the shorter lecture. I was nervous about lecturing on topics in which JD's usually were hired to teach, and thought using active learning techniques would allow me to cut back on the time I needed to prep and lecture. I was very wrong about that, however. Prep for each class averaged 5-6 hours. Prep included identifying the appropriate material to cover in the lecture, identifying the best way to present that material, creating a challenging activity to use in the 'active' portion of the class, and developing my own responses and answers to the activity.
The other reason I was interested in trying the technique was based on feedback I had received in other courses. This feedback included requests for more activities and less lecture. After doing reading and research on the adult learner (see my other blogs on this topic) I felt that a change in the classroom was needed. I now refer to my teaching method as collaborative learning (a version of active learning). It was a way to 'flip' the class, requiring the students to do the reading and research on the class materials prior to class (outside of class), and allow me to focus the class time on targeted, concentrated topics most directed toward the course objectives.
I started the first class by having the students stand up and introduce themselves to someone in the class they did not know. I allowed them approximately 3 minutes to do this. Then I asked them to switch and find someone else in the class they did not know, again for three minutes each. I asked the student to repeat this several times until they had each talked to at least 4 or 5 people. I then asked them to identify 3 to 4 people they would want to work with in a team. I gave them approximately 10 minutes to complete this activity. I did have to do some rearranging of students but the teams were set during this first class. I explained to them that this team would be their 'partners' for the rest of the semester. They would rely on each other for help, answers, and the final project. I explained that each member was important as the teams were small. If one member was out, it would put a strain on the other members of the team. I also discussed a free-rider clause. If one member of the team was not performing actively, the other members could request a free-rider review and I would address this individually with the accused. If they were found to be a free-rider, they would lose all points for the classes in question.
I need to step back here and talk about how the class was organized. This course was also being taught be another instructor (a JD) who had several years of experience with this, and other law courses. She was a valuable resource to me during the semester. She had an outline of the chapters that were typically covered and when assessments were normally administered. I followed her outline to ensure continuity in the content between the courses. I also used the same test banks for the tests. The questions were different, but based on the same materials. I did move slower in the course that the other instructor recommended. Because of the shorter lectures, and more concentrated focus on the objectives, the chapters/topics were often spread out over two, some even three, class periods. I would assess the students after approximately 3 - 4 chapters. There was a final exam and a presentation on a class objective also required. (more on this later).
This particular class met on Tuesdays and Thursdays, so I had more time than the traditional 50 minutes. I would lecture approximately 15 - 20 minutes at the start of each class. This was a refresher or a clarifier as the students were expected to have reviewed the materials prior to class. The next 30 - 40 minutes was an in-depth and challenging activity. Some examples of activities included case analysis, case studies, and what would you do type questions. For example, I would find a case in which the subject matter coincided with the materials being covered that session and I would hide the decision to the case. I would ask the teams to evaluate the facts, evaluate the laws that applied, and come to a decision. I would try and find unusual and fun cases to evaluate to peak their interests. During this activity time, I would walk around the class, going to each team, and participate in their discussions. Student would ask questions, share their answers and challenge me on the topics. For me, this was one of the most rewarding portions of class.
One of the concerns I originally had incorporating active learning was the fear that teams would not put forth effort. They would make a few guesses and spend the rest of the time chatting or checking their phones for the latest gossip. To overcome this issue, I decided that at the end of each class I would randomly select a team and ask them share their answers with the rest of the class. I would ask the first question and they would respond with their answer. I would then ask if anyone else in the class had any other answer. We would have a discussion on the differences. In some cases, if there was a 'right' answer, I would share this with them and explain the reasoning. This is the 'collaboration'. The students loved this part. I often had to ask students to hold their answers or comments until another student finished. We had a lot of good discussion during this part of the class.
The most controversial part of the class is how I graded these activities. I have talked with several other instructors on this and many of them expressed concern with the method I used. However, I am adamant that the class would not have been so successful any other way. I would give each student who 'participated' and was in attendance 10 points for each activity. They had an opportunity to earn up to 40% of their overall grade by just coming to class and participating in the activity and discussion. So many of the activities we covered did not have 'right' answers, it was unfair for me to critically evaluate each answer. Instead I would ask each student who was in attendance to sign the worksheet and they would each earn the 10 points. I know some of you who have experience teaching had the same reaction to the 40% as my peers did - first a gasp and then a negative response similar to "that is way to high, you are watering down their real grade". I have some pretty strong feelings on what some of you call grade inflation - and what I call pay for participation. But I will save those for another upcoming post. Irregardless of your position on this, I have evidence that it worked. Attendance was over 98% for the semester (and that includes excused absences).
Finally, each team was to select a topic from the list of course objectives and go into detail on that particular item. As someone who has several years of experience in business and business management, presentation skills are a must for an organizational manager/leader. The students had to present their topics to the rest of the class. These presentations were done at the end of the semester and were graded based on topic depth, use of examples, presentation skills, etc. It allowed a team to specialize in a topic of their choice and was a great way to end the course.
Although I had ulterior motives for the active learning, and was naive about the prep time required, it turned out better than can be expected. The students assessment scores were very high and attendance was nearly perfect. Their feedback on the layout of the course was also very positive. They were attending, participating, engaged, and learning. What more could an instructor ask for?
I plan on continuing this series with the next topic covering the responses I received from the students during the class and contained in the student evaluations, including more information on attendance and overall scores. I also had another instructor attend one class and do a peer review of my course and I will provide his feedback. Finally, I hope to present the comparison of attendance and grades between the course I taught and the other business law course taught by the other instructor. The results of this class were so strong, I am converting all my courses to this format in the Fall. Thankfully I have all summer to prepare the activities and lectures, but I will be interesting to see if a new group of students have the same positive experiences in a different course.
To be honest one of the reasons I was willing to try active learning was because I was attracted to the shorter lecture. I was nervous about lecturing on topics in which JD's usually were hired to teach, and thought using active learning techniques would allow me to cut back on the time I needed to prep and lecture. I was very wrong about that, however. Prep for each class averaged 5-6 hours. Prep included identifying the appropriate material to cover in the lecture, identifying the best way to present that material, creating a challenging activity to use in the 'active' portion of the class, and developing my own responses and answers to the activity.
The other reason I was interested in trying the technique was based on feedback I had received in other courses. This feedback included requests for more activities and less lecture. After doing reading and research on the adult learner (see my other blogs on this topic) I felt that a change in the classroom was needed. I now refer to my teaching method as collaborative learning (a version of active learning). It was a way to 'flip' the class, requiring the students to do the reading and research on the class materials prior to class (outside of class), and allow me to focus the class time on targeted, concentrated topics most directed toward the course objectives.
I started the first class by having the students stand up and introduce themselves to someone in the class they did not know. I allowed them approximately 3 minutes to do this. Then I asked them to switch and find someone else in the class they did not know, again for three minutes each. I asked the student to repeat this several times until they had each talked to at least 4 or 5 people. I then asked them to identify 3 to 4 people they would want to work with in a team. I gave them approximately 10 minutes to complete this activity. I did have to do some rearranging of students but the teams were set during this first class. I explained to them that this team would be their 'partners' for the rest of the semester. They would rely on each other for help, answers, and the final project. I explained that each member was important as the teams were small. If one member was out, it would put a strain on the other members of the team. I also discussed a free-rider clause. If one member of the team was not performing actively, the other members could request a free-rider review and I would address this individually with the accused. If they were found to be a free-rider, they would lose all points for the classes in question.
I need to step back here and talk about how the class was organized. This course was also being taught be another instructor (a JD) who had several years of experience with this, and other law courses. She was a valuable resource to me during the semester. She had an outline of the chapters that were typically covered and when assessments were normally administered. I followed her outline to ensure continuity in the content between the courses. I also used the same test banks for the tests. The questions were different, but based on the same materials. I did move slower in the course that the other instructor recommended. Because of the shorter lectures, and more concentrated focus on the objectives, the chapters/topics were often spread out over two, some even three, class periods. I would assess the students after approximately 3 - 4 chapters. There was a final exam and a presentation on a class objective also required. (more on this later).
This particular class met on Tuesdays and Thursdays, so I had more time than the traditional 50 minutes. I would lecture approximately 15 - 20 minutes at the start of each class. This was a refresher or a clarifier as the students were expected to have reviewed the materials prior to class. The next 30 - 40 minutes was an in-depth and challenging activity. Some examples of activities included case analysis, case studies, and what would you do type questions. For example, I would find a case in which the subject matter coincided with the materials being covered that session and I would hide the decision to the case. I would ask the teams to evaluate the facts, evaluate the laws that applied, and come to a decision. I would try and find unusual and fun cases to evaluate to peak their interests. During this activity time, I would walk around the class, going to each team, and participate in their discussions. Student would ask questions, share their answers and challenge me on the topics. For me, this was one of the most rewarding portions of class.
One of the concerns I originally had incorporating active learning was the fear that teams would not put forth effort. They would make a few guesses and spend the rest of the time chatting or checking their phones for the latest gossip. To overcome this issue, I decided that at the end of each class I would randomly select a team and ask them share their answers with the rest of the class. I would ask the first question and they would respond with their answer. I would then ask if anyone else in the class had any other answer. We would have a discussion on the differences. In some cases, if there was a 'right' answer, I would share this with them and explain the reasoning. This is the 'collaboration'. The students loved this part. I often had to ask students to hold their answers or comments until another student finished. We had a lot of good discussion during this part of the class.
The most controversial part of the class is how I graded these activities. I have talked with several other instructors on this and many of them expressed concern with the method I used. However, I am adamant that the class would not have been so successful any other way. I would give each student who 'participated' and was in attendance 10 points for each activity. They had an opportunity to earn up to 40% of their overall grade by just coming to class and participating in the activity and discussion. So many of the activities we covered did not have 'right' answers, it was unfair for me to critically evaluate each answer. Instead I would ask each student who was in attendance to sign the worksheet and they would each earn the 10 points. I know some of you who have experience teaching had the same reaction to the 40% as my peers did - first a gasp and then a negative response similar to "that is way to high, you are watering down their real grade". I have some pretty strong feelings on what some of you call grade inflation - and what I call pay for participation. But I will save those for another upcoming post. Irregardless of your position on this, I have evidence that it worked. Attendance was over 98% for the semester (and that includes excused absences).
Finally, each team was to select a topic from the list of course objectives and go into detail on that particular item. As someone who has several years of experience in business and business management, presentation skills are a must for an organizational manager/leader. The students had to present their topics to the rest of the class. These presentations were done at the end of the semester and were graded based on topic depth, use of examples, presentation skills, etc. It allowed a team to specialize in a topic of their choice and was a great way to end the course.
Although I had ulterior motives for the active learning, and was naive about the prep time required, it turned out better than can be expected. The students assessment scores were very high and attendance was nearly perfect. Their feedback on the layout of the course was also very positive. They were attending, participating, engaged, and learning. What more could an instructor ask for?
I plan on continuing this series with the next topic covering the responses I received from the students during the class and contained in the student evaluations, including more information on attendance and overall scores. I also had another instructor attend one class and do a peer review of my course and I will provide his feedback. Finally, I hope to present the comparison of attendance and grades between the course I taught and the other business law course taught by the other instructor. The results of this class were so strong, I am converting all my courses to this format in the Fall. Thankfully I have all summer to prepare the activities and lectures, but I will be interesting to see if a new group of students have the same positive experiences in a different course.
Saturday, May 26, 2012
It's Andragogy, Not Pedagogy
I cringe every time I hear an educator or administrator in higher education use the word pedagogy when referring to instruction of students. For a long time, I thought it was just me who felt this way, but as I did research for this article, I found others with the same ear for differentiation between the two 'gogy' terms. My favorite review was done by Forrest and Peterson (2006) in their article "It's Called Andragogy" that appeared in the Management Learning & Education Journal. I agree and sympathise with their andragogy plight. Even the spell checker in blogger.com doesn't recognize the word! For me, it was one of my "ah ha" moments in my PhD education and now it is a passion of mine to identify the differences between the two philosophies as a way to improve my teaching techniques.
The difference between these two words should be critical to educators. "Peda" meaning 'child' and "andra" meaning 'adult'. Pedagogy originates from the word pedagogue, which according to Websters is a "dull, formal, or pedantic teacher". Further origins relate to the original Greek translation of the word paidagogos which means to lead the child. Interestingly the word Pedagogy was originated by monks between the seventh and twelfth centuries as a means to train young boys (Kelly & Perkett, n.d.). The monks used repetition as a means to educate the boys.
Andragogy has had an oppositional history. Early documented uses of this word leads us to a German Teacher - Alexander Knapp (Kelly & Perkett, n.d.). Knapp used the word to help develop the understandings of the differences in education in relation to Plato and his adult theories on education. These theories were controversial for his time so the word had limited exposure, and hence has been overshadowed by the much overused - Pedagogy.
Why is the difference between adult and child (or andra and peda) so important to educators in higher education? It deals with the way we educate adults versus the way we can educate children. Adults bring lived experiences with them into the classroom. They often have their own judgements and perceptions about the world that they gained through these lived experiences. "Learning is not an isolated experience but it is inextricably bound up with other life experiences" (Bloomer & Hodkinson, 2000, p. 3). In other words, we can not ignore the adult learner's lived experiences when we educate. What shocked me most about this transition from peda to andra is the age in which it happens. Many researchers cite the ages of 19 - 24, however some identify ages as young as 15. As an undergraduate educator, these are the ages I work with everyday.
It is important to ensure that we are meeting the needs of our adult learners in the classroom. Merriam's research identifies that adults, as they increase in maturity, increase in their desire for self-directed learning (2004). They have the desire and motivation for results and are more intrinsically motivated. Pedagogy, and the focus on the child learner, uses techniques in the classroom that may attempt to appeal to the student, however they are based on the traditional use of lecture, repetition and directed learning. Instructors who use the andragogy philosophy look to emphasize the "why" in the objectives, provide more facilitation than direction, and encourage collaboration and sharing of student's experiences. We find ways to incorporate lived experiences into the learning process and promote self-directed learning.
These techniques include discussions, collaborative learning environments, challenging case and topic analysis. It also includes the ability for adult learners to identify with the topic, finding how this relates to their current career, future career, etc. Allowing the adult learner to express their own experience and knowledge of a topic in the classroom helps develop the trust and relationship, and allows the adult learner to develop a relationship between the material being taught and their life. This relationship helps the adult learner identify application potential.
It is not enough to only design classroom techniques to appeal to one age group or another. As I mentioned earlier, we transition from childhood learning to adulthood learning between the ages of 19-24. Most of the students in undergraduate courses are within this age range so we must, as educators, consider the needs of all learners. We face a classroom of students in which some want to be directed and some want to be facilitated. It can be a challenge to incorporate both extremes in the same learning environment. Careful consideration must be made on the appropriate level of lecture vs. the appropriate level of application and discussion. Finding this right balance will help all your students gain as much as possible from the material.
Finally, using the term pedagogy as a 'catch all' for all teaching philosophies is not appropriate. We must identify that there are differences in the way our students learn and retain the materials we are teaching. This difference is best described by the separation of andragogy and pedagogy teaching techniques. By helping educators realize that there is a difference may help them develop alternative techniques in the classroom that help all levels of our students.
The difference between these two words should be critical to educators. "Peda" meaning 'child' and "andra" meaning 'adult'. Pedagogy originates from the word pedagogue, which according to Websters is a "dull, formal, or pedantic teacher". Further origins relate to the original Greek translation of the word paidagogos which means to lead the child. Interestingly the word Pedagogy was originated by monks between the seventh and twelfth centuries as a means to train young boys (Kelly & Perkett, n.d.). The monks used repetition as a means to educate the boys.
Andragogy has had an oppositional history. Early documented uses of this word leads us to a German Teacher - Alexander Knapp (Kelly & Perkett, n.d.). Knapp used the word to help develop the understandings of the differences in education in relation to Plato and his adult theories on education. These theories were controversial for his time so the word had limited exposure, and hence has been overshadowed by the much overused - Pedagogy.
Why is the difference between adult and child (or andra and peda) so important to educators in higher education? It deals with the way we educate adults versus the way we can educate children. Adults bring lived experiences with them into the classroom. They often have their own judgements and perceptions about the world that they gained through these lived experiences. "Learning is not an isolated experience but it is inextricably bound up with other life experiences" (Bloomer & Hodkinson, 2000, p. 3). In other words, we can not ignore the adult learner's lived experiences when we educate. What shocked me most about this transition from peda to andra is the age in which it happens. Many researchers cite the ages of 19 - 24, however some identify ages as young as 15. As an undergraduate educator, these are the ages I work with everyday.
It is important to ensure that we are meeting the needs of our adult learners in the classroom. Merriam's research identifies that adults, as they increase in maturity, increase in their desire for self-directed learning (2004). They have the desire and motivation for results and are more intrinsically motivated. Pedagogy, and the focus on the child learner, uses techniques in the classroom that may attempt to appeal to the student, however they are based on the traditional use of lecture, repetition and directed learning. Instructors who use the andragogy philosophy look to emphasize the "why" in the objectives, provide more facilitation than direction, and encourage collaboration and sharing of student's experiences. We find ways to incorporate lived experiences into the learning process and promote self-directed learning.
These techniques include discussions, collaborative learning environments, challenging case and topic analysis. It also includes the ability for adult learners to identify with the topic, finding how this relates to their current career, future career, etc. Allowing the adult learner to express their own experience and knowledge of a topic in the classroom helps develop the trust and relationship, and allows the adult learner to develop a relationship between the material being taught and their life. This relationship helps the adult learner identify application potential.
It is not enough to only design classroom techniques to appeal to one age group or another. As I mentioned earlier, we transition from childhood learning to adulthood learning between the ages of 19-24. Most of the students in undergraduate courses are within this age range so we must, as educators, consider the needs of all learners. We face a classroom of students in which some want to be directed and some want to be facilitated. It can be a challenge to incorporate both extremes in the same learning environment. Careful consideration must be made on the appropriate level of lecture vs. the appropriate level of application and discussion. Finding this right balance will help all your students gain as much as possible from the material.
Finally, using the term pedagogy as a 'catch all' for all teaching philosophies is not appropriate. We must identify that there are differences in the way our students learn and retain the materials we are teaching. This difference is best described by the separation of andragogy and pedagogy teaching techniques. By helping educators realize that there is a difference may help them develop alternative techniques in the classroom that help all levels of our students.
Saturday, May 5, 2012
A Time to Reflect...with Online Learning
Earlier this week I was asked to evaluate an online training program developed by a firm for employees. Like so many other online programs I have reviewed or written myself, there was a heavy emphasis on discussion boards. Research on this topic state that social activities increase motivation and satisfaction in the classroom (Richardson & Swan, 2003) and discussion boards are an obvious way in an online program to replicate the social experience. However, this is not the only tool that should be used in these types of programs. Alternatives are required to allow students time to reflect and to ensure appropriate levels of understanding.
Discussion between students through the use of forums is a great way to encourage engagement and social learning in online classrooms. However, engagement with instructors through this tool can be spotty and intermittent. Online classrooms are known for large student enrollment. Most of the courses I have taught online average 35 - 40 students. I typically require 2 discussion boards a week, two responses for each discussion by each student. In a class of 35 students, that would require me to read and respond to 70 discussions a week and review upwards of 140 responses. It takes approximately 15 - 20 minutes to respond to a graded discussion with feedback. This is nearly 23 hours a week on discussion grading alone! This can vary, of course, depending on the length and content. For many of us we have more than one class we are teaching, and we like to enjoy a little bit of personal life as well. It is difficult for the instructor to provide relevant, real-time feedback on every student's discussion board. What ends up happening is that instructors grade on participation, and provide feedback to only one or two discussions a week. And the grading feedback doesn't happen until the topic being graded has completed and the students have moved onto a new topic. Not very relevant or real-time. If the student does read the feedback given, they quickly disregard it as they have moved onto something new.
Students need consistent and timely feedback to ensure they truly understand the objectives of the course. It is to easy to fall through the cracks when discussions are the only tool used to assess learning in online courses. It is not feasible to add another assessment that requires review and grading feedback by instructors. This just adds to the original issue. Rather, instructors need to identify other assessment methods that allow the students to reflect on what they have learned and gain instant and automatic feedback on their progress.
I often provide critical reflection questionnaires (CRQ) to my students throughout the course to gain their feedback on what is working well, and what they would recommend changing, in regards to the class structure and instruction. This semester a student asked a great question that helped me identify a way to provide this automatic and and instant feedback. I was using a collaborative learning environment for one of the first times and the student asked that I provided them with ungraded tests each week so they can validate that they are "getting it". As the collaborative environment was team based, the student wanted to ensure that they were understanding the materials discussed on an individual level.
A month after getting that feedback I was asked to join a group of students and another instructor on a trip to an entrepreneurship conference. Although my interest areas are leadership and education, I attended because I was told that a well-known instructor would be speaking there. She taught entrepreneurship, but I was more interested in her teaching techniques. She had a history of providing unique and alternative teaching methods in her classroom. The university she worked for is known for developing some of the best entrepreneurs in the country. I had an opportunity to discuss with her some of my experiences in the classroom and she made a comment to me that hit home. She stated that students need a time to 'reflect' on what they have learned. It is not only important to provide them with the knowledge, reinforce it through discussions and assignments, but to allow them to look back on what they have done and reflect on what they have gained.
I applied these two pieces of knowledge to my online classes first. One of the easiest ways to incorporate reflection and instant and automatic feedback in the classes was to develop (as my student recommended) ungraded quizzes each week that included application driven questions on the current topics. It not only provided the students with a safe method for them to identify immediately if they were 'getting it', but it also provided me with instant feedback on their progress. I now had the ability to identify trends in learning and a method to evaluate if the reading, discussions, and recorded lectures were helping the students understand the required objectives. If I noticed that several students were missing a few of the questions on a particular topic, I could reinforce that in a later week, or add a supplemental lecture on it. These quizzes were optional for the students each week, and I realized approximately a 50% participation rate. I may adjust that in future classes to see if I can get better participation. I also plan on incorporating the same technique in my bricks-and-mortar classes.
The time I spent creating the assessments averaged 30 minutes per test. In a traditional semester of 16 weeks (with a few weeks off for midterms/special projects/etc) I average approximately 20 hours of total development time. This is a much smaller impact than changing my grading behavior on discussions. I can now continue to leverage the social rewards of discussions, while giving the students time to reflect on the topic of the week. I also now had a method of measuring student progress in a way that was more objective than just student interaction and participation.
Discussion between students through the use of forums is a great way to encourage engagement and social learning in online classrooms. However, engagement with instructors through this tool can be spotty and intermittent. Online classrooms are known for large student enrollment. Most of the courses I have taught online average 35 - 40 students. I typically require 2 discussion boards a week, two responses for each discussion by each student. In a class of 35 students, that would require me to read and respond to 70 discussions a week and review upwards of 140 responses. It takes approximately 15 - 20 minutes to respond to a graded discussion with feedback. This is nearly 23 hours a week on discussion grading alone! This can vary, of course, depending on the length and content. For many of us we have more than one class we are teaching, and we like to enjoy a little bit of personal life as well. It is difficult for the instructor to provide relevant, real-time feedback on every student's discussion board. What ends up happening is that instructors grade on participation, and provide feedback to only one or two discussions a week. And the grading feedback doesn't happen until the topic being graded has completed and the students have moved onto a new topic. Not very relevant or real-time. If the student does read the feedback given, they quickly disregard it as they have moved onto something new.
Students need consistent and timely feedback to ensure they truly understand the objectives of the course. It is to easy to fall through the cracks when discussions are the only tool used to assess learning in online courses. It is not feasible to add another assessment that requires review and grading feedback by instructors. This just adds to the original issue. Rather, instructors need to identify other assessment methods that allow the students to reflect on what they have learned and gain instant and automatic feedback on their progress.
I often provide critical reflection questionnaires (CRQ) to my students throughout the course to gain their feedback on what is working well, and what they would recommend changing, in regards to the class structure and instruction. This semester a student asked a great question that helped me identify a way to provide this automatic and and instant feedback. I was using a collaborative learning environment for one of the first times and the student asked that I provided them with ungraded tests each week so they can validate that they are "getting it". As the collaborative environment was team based, the student wanted to ensure that they were understanding the materials discussed on an individual level.
A month after getting that feedback I was asked to join a group of students and another instructor on a trip to an entrepreneurship conference. Although my interest areas are leadership and education, I attended because I was told that a well-known instructor would be speaking there. She taught entrepreneurship, but I was more interested in her teaching techniques. She had a history of providing unique and alternative teaching methods in her classroom. The university she worked for is known for developing some of the best entrepreneurs in the country. I had an opportunity to discuss with her some of my experiences in the classroom and she made a comment to me that hit home. She stated that students need a time to 'reflect' on what they have learned. It is not only important to provide them with the knowledge, reinforce it through discussions and assignments, but to allow them to look back on what they have done and reflect on what they have gained.
I applied these two pieces of knowledge to my online classes first. One of the easiest ways to incorporate reflection and instant and automatic feedback in the classes was to develop (as my student recommended) ungraded quizzes each week that included application driven questions on the current topics. It not only provided the students with a safe method for them to identify immediately if they were 'getting it', but it also provided me with instant feedback on their progress. I now had the ability to identify trends in learning and a method to evaluate if the reading, discussions, and recorded lectures were helping the students understand the required objectives. If I noticed that several students were missing a few of the questions on a particular topic, I could reinforce that in a later week, or add a supplemental lecture on it. These quizzes were optional for the students each week, and I realized approximately a 50% participation rate. I may adjust that in future classes to see if I can get better participation. I also plan on incorporating the same technique in my bricks-and-mortar classes.
The time I spent creating the assessments averaged 30 minutes per test. In a traditional semester of 16 weeks (with a few weeks off for midterms/special projects/etc) I average approximately 20 hours of total development time. This is a much smaller impact than changing my grading behavior on discussions. I can now continue to leverage the social rewards of discussions, while giving the students time to reflect on the topic of the week. I also now had a method of measuring student progress in a way that was more objective than just student interaction and participation.
Saturday, April 21, 2012
Transformational Learning
The understanding that adults go through significant
changes throughout their life has been around for a very long time. We
have all experienced changes in our life that have caused us to be critically
reflective of our situation and make the decisions necessary to change. All
adults go through these life changes and are impacted by the result of these
changes, "change is fundamental to adult life" (Merriam, 2005, p. 3). Only
recently, in the past few decades, has this assumption of adult change been
incorporated into adult learning.
As
the development of adult educations theories grow, one cannot ignore the transitions
that adults go through as a process of their education. Mezirow as a
pioneer of the transformative learning theory and has documented significant
research on the topic since the 1990's. "Mezirow's work in this
area that transformational learning has achieved the status of a major theory
of adult learning" (Merriam,
(in press), p. 206).
Personally,
I have found that I have been transformed through my education career. This
transformation has allowed me to become a more mature learner. Without
the transformations I have had, I feel that I would not have been able to
develop my skills and abilities in my chosen career field. These
transformations have also helped me identify my career goals in life.
Transformational Learning Theory
Origins
Transformational
learning theory is an adult theory that has been around for more than two
decades. Transformational learning theory "continues to be the
most researched and discussed theory in the field of adult education" (Taylor, 2007, p. 173). This
theory, has strong influences in adult education future theory development and
is a critical theory for educators of adults to understand and research.
To
begin understanding the origins of transformation al learning, one must first
evaluate adult transformations and how impact adult life. An
adult has two types of periods in their life that impact events and their
outcomes. Stable periods in the adult life are when "life
structures are solidified"(Merriam,
2005, p. 3). Transitional periods in an adult life is when we
question and challenge our current situation and make changes in our life
structures (Merriam, 2005). These
transitions can be planned or unplanned responses to the situations we are in.
When
adults make transitions, they often do so in full awareness of the situation
and with support from friends and family. For example, when my
husband and I decided to have children, we did so with an understanding that we
would experience a transition from our current environment to a new and
different environment that involves kids. These transitions come
with the expectation of change.
Often,
however, changes happen during unexpected times throughout the adult life and
are not associated with an event or planned transition. These
"non event" transitions come in several forms. Merriam (2005)
identifies these nonevents into the following categories:
Personal nonevents are the aspirations a person has about his or
her life that do not materialize. Ripple nonevents are unfulfilled
expectations of someone close to us. Resultant nonevents are the
result of another event. The delayed event is an event that still may happen,
like getting pregnant after giving up trying (p. 5).
Merriam continues stating that there are two responses a person
can have to any of these events. When an adult identifies a
transition, they can choose to "move toward this new understanding"(Merriam, 2005, p. 6), or the
person experiencing the transition can revert back to the original
environment.
As mentioned earlier, Mezirow was a founding researcher in the
transformational learning theory. Mezirow associates change and
transformation in adult learning based on the adults meaning structures. These
"meaning structures are two-dimensional"(Mezirow, 1994, p. 223) and
involve meaning perspectives and an adults meaning scheme. Meaning
perspectives are "broad sets of predispositions resulting from
psychocultural assumptions which determine the horizons of our
expectations"(Mezirow, p.
223). Mezirow defines meaning schemes as our beliefs, judgments,
values, and feelings that shape our personal interpretation. For
example, as a women who has worked in several men oriented environments, I have
a strong belief in the value of a nurturing environment in a workplace. These
meanings, based on the perspectives and values of adult learners, draw the
learner toward similar and supportive teachings. Teaching or
learning that it is conflict with the adult learners perspectives and values
have the potential of turning the learner away or challenging those
meanings.
When we challenge our meaning structures, we have the ability to
react in a manner that is critically reflective and allows us to transform from
our original structure to a new structure based on the new information. "We
reflect on the unexamined assumptions of our beliefs when the beliefs are not
working well for us, or where old ways of thinking are no longer
functional" (Mezirow,
1994, p. 223). Mezirow defines that personal crisis leads an
individual to reevaluate their situation. This reevaluation causes
the adult to discover that past assumptions based on our meaning structures may
not be accurate and a need for transformation is initiated. (Merriam, (in press))
Transformational Learning Theory
and Adult Education
Merriam confirms that development happens during adult education
and transformation events. This type of development that is linked
to a life event is "linked to the timing of the event"(Merriam, 2005, p. 5). When
transitions happen unexpectedly, the potential for learning is greater than
from the expected transitions. "These events are likely to be
especially stressful; at the same time, their potential for stimulating
learning and subsequent development may be greater than the more normative,
anticipated life events"(Merriam,
p. 5). An educator may be able to take advantage of this type of
transitional development through the introduction of new materials in a course.
In a learning environment, the use of transformational learning
helps students critically reflect on their existing assumptions, challenge them
and identify new ways of thinking. "The goal of transformational
learning is independent thinking"(Merriam, 2004, p. 61). Merriam
believes that these challenges help the adult learner become more independent
and therefore critically reflect on the learning and meaning. "For
learning to occur, an experience needs to be discomforting, disquieting, or
puzzling enough for us not to reject or ignore it, but to attend to it and
reflect on it" (Merriam,
2005, p. 8). This reflective action allows the learner to
evaluate the meanings in the context of the learners existing knowledge and
identify how to cope with this new understanding.
Educators need to understand this method of transformation and
take the appropriate steps to ensure the learning environment is in support of
the transition. "To facilitate transformational learning,
educators must help learners become aware and critical of their own and others'
assumptions"(Mezirow, 1997, p. 10). Adult learners look to educators to help facilitate the
process of becoming critical aware of their assumptions and providing a safe
environment to do this. One method that educators can use to
facilitate this critical reflection is to not directly challenge the
perceptions of the students. Instead, the educator can help
communicate "validity, or justification for the belief"(Mezirow, 1994, p. 225). Educators
have an advantage, according to Mezirow, as they can be seen as an authority
figure and an expert on a topic. This relationship must not be
overused or abused in an adult education environment. "Educators
can also facilitate reflective action by helping learners overcome situational,
knowledge or emotional constraints"(Mezirow, p. 225).
The expected outcome of transformational learning is the change in
the learners perspective that supports development. "Both the
process and the outcome of transformational learning are developmental. That
is, the ability to reflect critically"(Merriam, (in press), p. 207). this
critical reflection tool is primarily a function of the adult learner and can
be related to other learning theories.
Transformational Learning Theory
in Relation to other Adult Education Theories
The transformational learning theory has strong ties to other learning
theories. For example, self-directed learning begins with the
learner "self-diagnosing learning needs" (Merriam, (in press), p. 205). This
critical reflection of needs could lead to a transformation and
development. With self-directed learning, the student determines
their needs for growth and development and pursues this knowledge
independently. This desire for new learning could also be due to a
recent transformation where the learners perspectives were challenged and
initiated the need for new learning.
The adult learning theory of andragogy also has similarities to
transformational learning theory. Andragogy is based on a set of
five assumptions about an adult learner. These five assumptions
includes the adult learner "having an independent self-concept who can
direct their own learning"(Merriam,
(in press), p. 203). This assumption is similar to self-directed
learning as well. Adult learners possess the ability to challenge
their current perspectives and have the ability to develop, independently, the
need or desire to further inquire about the challenged perspective. Another
similarity to transformational learning theory from one of the five assumptions
is the learners motivation to learn through internal factors (Merriam). Internal
motivations assume that the adult learner has an internal desire to change or
inquire further on a perception.
Challenges to Transformational Learning Theory
There are several challenges to the transformation learning
theory, especially in the area that Mezirow focuses on event life
changes. For example, Merriam challenges Mezirow from the point that
transformational learning requires "a rather high level of cognitive
functioning is a prerequisite for transformational learning" (Merriam, 2004, p. 61).
There have also been questions raised about the type of life
events that impact transitional learning. This concern centers
around normal life events should not be categorized into the transformation
theory or thought. "Expected life course changes should not be
confused with perspective transformation as proposed by Mezirow"(Tennant, 1993). These
events, according to Tennant and Pogson "are more accurately portrayed as
changes in an individual's location within an overarching taken-for-granted
world view"(Tennant &
Pogson, 1995, p. 114)
Another challenge to Mezirow theory focuses on the need for
rationality (Imel, 1998). Mezirow
suggests that meaning schemes are based on experiences that can be
deconstructed and acted upon in a rational way. However, Taylor
comments that "critical reflection is granted too much importance in
perspective transformation, a process too rationally driven" (Taylor, 1998, p. 33-34).
I feel that respect plays a crucial role in adult education. Treating
the adult learners as if they have relevant knowledge that is helpful to the
course helps my students understand the respect I have for their knowledge and
experience. Many of my assignments are designed in a way that asks
the learner to present their own knowledge of a topic.
All adults experience change events in their life. Some
of these events are expected and normal; some are more unexpected and can have
profound impacts on a person's foundational beliefs and core values.
Mezirow was influential in the study of how transformations help or support the adult learner in overall development. He identified that adult learners use critical reflection to evaluate and challenge their perceptions and beliefs. Once they realize that there are differences, or challenges to their original perceptions, they can choose to accept the new perceptions or revert back to the old ones. Either way, the transformations can be stressful and life changing for many adults. Understanding transformation in adult learners is critical to educators. It is critical that educators support the transformational process and understand the effects on development. "Transformative learning may not always be a goal of adult education, but its importance should not be overlooked and all adult educators should strive to understand it, even if they do not choose to foster it"(Imel, 1998).
Mezirow was influential in the study of how transformations help or support the adult learner in overall development. He identified that adult learners use critical reflection to evaluate and challenge their perceptions and beliefs. Once they realize that there are differences, or challenges to their original perceptions, they can choose to accept the new perceptions or revert back to the old ones. Either way, the transformations can be stressful and life changing for many adults. Understanding transformation in adult learners is critical to educators. It is critical that educators support the transformational process and understand the effects on development. "Transformative learning may not always be a goal of adult education, but its importance should not be overlooked and all adult educators should strive to understand it, even if they do not choose to foster it"(Imel, 1998).
References
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