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Transformative College Curriculum A meaningful degree of understanding. Daniel J. Glisczinski, University of Minnesota Duluth, U.S.A dglisczi@d.umn.edu. The University As Knowledge Factory. The university has shaped itself into an industrial ideal—the knowledge factory.

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Transformative college curriculum a meaningful degree of understanding l.jpg

Transformative College CurriculumA meaningful degree of understanding

Daniel J. Glisczinski, University of Minnesota Duluth, U.S.A

dglisczi@d.umn.edu


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The University As

Knowledge Factory

  • The university has shaped itself into an industrial ideal—the knowledge factory.

  • Overloaded,top-heavy with expertness, information.

  • has become a know-how institution

  • ought to be a know-why institution.

  • goal should be deliverance from crushing weight of unevaluated facts,

  • from bare-bones cognition or ignorant knowledge:

  • knowing in fragments, knowing without direction, knowing without commitment (Rowe, 1990)


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Education: A “complementary convergence”

Between information and understanding

  • ecology between informational, cultural, and values-rich understanding

  • likely to empower those who understand it

  • contains potential to isolate those who choose not to learn it (Friedman, 2005).


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Types of Learning

Habermas (1984)

mastering tasks, solving problems, and learning how to manipulate environments and people toward specific ends

critical assessment of assumptions supporting the justification of existing norms in order to think and act in a self-authoring manner.

critically understanding context, history, social structures, and power structures which shape epistemological perspectives.

Emancipatory

Communicative

Instrumental


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Transformative Learning Quadrants

Mezirow (1970) and Herbers (1998)

IV.Action

I.Disorienting Dilemma

II.Critical Reflection

III.Rational Dialogue


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Research Questions

  • To what extent are higher education students experiencing transformative learning?

  • 2. How do transformative learning experiences affect higher education students’ present behavior?


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Transformative Learning Higher Education Findings

  • Preparing learners for present realities and future unknowns.

  • (Maslow, 1971)

Quadrant I.

Quadrant IV.

Disorienting Experiences(Mezirow, 1970; Herbers, 1998)

73% of population reported experiencing disorienting experiences

CommittedAction(Mezirow, 1970; Herbers, 1998)

35% of population reported trying to figure out ways to adopt transformed ways of acting

Instrumental Learning

(Habermas, 1984)

Emancipatory Learning

(Habermas, 1984)

Communicative Learning

(Habermas, 1984)

Quadrant III.

Quadrant II.

Critical Reflection(Mezirow, 1970; Herbers, 1998)

43% of population reported experiencing critical reflection that their assumptions don’t fit current reality

Rational Dialogue (Mezirow, 1970; Herbers, 1998)

47% of population reported experiencing rational dialogue about constructing more accurate assumptions


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Student Voices Reflecting Transformative Cycle

  • Quad I:

    • Do I think this? Do I think that? What do I do now?

    • Man, my marbles were rolling around.

  • Quad II:

    • The question “Why” became central

    • I realized there were other options than . . .

  • Quad III:

    • I’d listen, read, discuss, listen some more, read more...

    • Now I go to be taught by those things which confused me

  • Quad IV:

    • I’ve opened up my thinking and approach to . . .

    • And I try to do the same with my students and peers

D. Glisczinski | dglisczi@d.umn.edu


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Statements from Instrumentalists

  • I don’t think about other people’s assumptions.

  • What matters is what I want to achieve.

  • I used to think about what other people, but have learned that that’s not how the world works

D. Glisczinski | dglisczi@d.umn.edu


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Assessment of Learning

Wiggins & McTighe (1998) and Bloom (1976)

Self Knowledge

(Wiggins & McTighe ,1998)

Evaluation

(Bloom, 1976)

Disorienting Experiences

Action

Interpretation

(Wiggins & McTighe, 1998)

Comprehension,

Analysis

(Bloom, 1976)

Explanation

(Wiggins & McTighe,1998)

Knowledge, Comprehension

(Bloom, 1976)

Empathy:

(Wiggins & McTighe,1998)

Critical Reflection

Rational Dialogue

Application

(Wiggins & McTighe, 1998)

Synthesis

(Bloom, 1976)

Perspective

(Wiggins & McTighe, 1998)


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Transformative Learning Theory of Action and Assessment

Self Knowledge

(Wiggins & McTighe ,1998)

Evaluation

(Bloom, 1976)

Explanation

(Wiggins & McTighe,1998)

Knowledge, Comprehension

(Bloom, 1976)

  • Prepare learners for present realities

  • and future unknowns.

  • (Maslow, 1971)

Quadrant I.

Quadrant IV.

Action, Experimentation(Kolb,1984; Mezirow, 1970; Herbers, 1998)

Concrete, Disorienting Experiences(Kolb,1984; Mezirow, 1970; Herbers, 1998)

Assessment Methods

Assessment Methods

Quadrant II.

Critical Reflection, Observation assumptions don’t fit current reality(Kolb,1984; Mezirow, 1970; Herbers, 1998)

Quadrant III.

Rational Dialogue, Abstract Conceptualization(Kolb,1984; Mezirow, 1970; Herbers, 1998)

Interpretation (Wiggins & McTighe, 1998)

Comprehension, Analysis (Bloom, 1976)

Empathy:

(Wiggins & McTighe,1998)

Application (Wiggins & McTighe, 1998)

Synthesis (Bloom, 1976)

Perspective

(Wiggins & McTighe, 1998)


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Transformative Learning Theory of Action and Assessment

Self Knowledge

(Wiggins & McTighe ,1998)

Evaluation

(Bloom, 1976)

Explanation

(Wiggins & McTighe,1998)

Knowledge, Comprehension

(Bloom, 1976)

  • Prepare learners for present realities a

  • nd future unknowns.

  • (Maslow, 1971)

and

Quadrant I.

Quadrant IV.

Action, Experimentation(Kolb,1984; Mezirow, 1970; Herbers, 1998)

35% of population reported trying to figure out ways to adopt transformed ways of acting

Concrete, Disorienting Experiences(Kolb,1984; Mezirow, 1970; Herbers, 1998)

73% of population reported experiencing Disorienting Experiences

Begin:

Instrumental Learning

(Habermas, 1984)

Assessment Methods

Emancipatory Learning

(Habermas, 1984)

Assessment Methods

and

and

Communicative Learning

(Habermas, 1984)

Quadrant II.

Critical Reflection, Observation assumptions don’t fit current reality(Kolb,1984; Mezirow, 1970; Herbers, 1998)

43% of population reported experiencing critical reflection that their assumptions don’t fit current reality

Quadrant III.

Rational Dialogue, Abstract Conceptualization(Kolb,1984; Mezirow, 1970; Herbers, 1998)

47% of population reported experiencing rational dialogue and abstract conceptualization about more accurate assumptions

and

Interpretation (Wiggins & McTighe, 1998)

Comprehension, Analysis (Bloom, 1976)

Empathy:

(Wiggins & McTighe,1998)

Application (Wiggins & McTighe, 1998)

Synthesis (Bloom, 1976)

Perspective

(Wiggins & McTighe, 1998)


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Transformative Learning Theory of Action and Assessment

Explanation

(Wiggins & McTighe,1998)

Knowledge, Comprehension

(Bloom, 1976)

Self Knowledge

(Wiggins & McTighe ,1998)

Evaluation

(Bloom, 1976)

  • Prepare learners for present realities

  • and future unknowns.

  • (Maslow, 1971)

Quadrant I.

Quadrant IV.

Action, Experimentation(Kolb,1984; Mezirow, 1970; Herbers, 1998)

Concrete, Disorienting Experiences(Kolb,1984; Mezirow, 1970; Herbers, 1998)

Assessment Methods

Assessment Methods

Quadrant II.

Critical Reflection, Observation assumptions don’t fit current reality(Kolb,1984; Mezirow, 1970; Herbers, 1998)

Quadrant III.

Rational Dialogue, Abstract Conceptualization(Kolb,1984; Mezirow, 1970; Herbers, 1998)

Interpretation (Wiggins & McTighe, 1998)

Comprehension, Analysis (Bloom, 1976)

Empathy:

(Wiggins & McTighe,1998)

Application (Wiggins & McTighe, 1998)

Synthesis (Bloom, 1976)

Perspective

(Wiggins & McTighe, 1998)


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Experiential Learning Cycle

Kolb (1984)

ActiveExperimentation

Concrete Experiences

Reflective Observation

AbstractConceptualization


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Transformative Learning Theory of Action and Assessment

Self Knowledge

(Wiggins & McTighe ,1998)

Evaluation

(Bloom, 1976)

Explanation

(Wiggins & McTighe,1998)

Knowledge, Comprehension

(Bloom, 1976)

  • Prepare learners for present realities

  • and future unknowns.

  • (Maslow, 1971)

and

Quadrant I.

Quadrant IV.

Action, Experimentation(Kolb,1984; Mezirow, 1970; Herbers, 1998)

35% of population reported trying to figure out ways to adopt transformed ways of acting

Concrete, Disorienting Experiences(Kolb,1984; Mezirow, 1970; Herbers, 1998)

73% of population reported experiencing Disorienting Experiences

Begin:

Instrumental Learning

(Habermas, 1984)

Assessment Methods

Emancipatory Learning

(Habermas, 1984)

Assessment Methods

and

and

Communicative Learning

(Habermas, 1984)

Quadrant II.

Critical Reflection, Observation assumptions don’t fit current reality(Kolb,1984; Mezirow, 1970; Herbers, 1998)

43% of population reported experiencing critical reflection that their assumptions don’t fit current reality

Quadrant III.

Rational Dialogue, Abstract Conceptualization(Kolb,1984; Mezirow, 1970; Herbers, 1998)

47% of population reported experiencing rational dialogue and abstract conceptualization about more accurate assumptions

and

Interpretation (Wiggins & McTighe, 1998)

Comprehension, Analysis (Bloom, 1976)

Empathy:

(Wiggins & McTighe,1998)

Application (Wiggins & McTighe, 1998)

Synthesis (Bloom, 1976)

Perspective

(Wiggins & McTighe, 1998)