Barkey, E. (2010) writes:
‘Student engagement is a process and a product that is experienced on a continuum and results from the synergistic interaction between motivation and active learning.’ p.8

The two critical elements are motivation and active learning. If one is missing, then no engagement can occur. Barkley compares this synergistic interaction to the construct of a double helix, in which the two factors spiral and feed off each other over time, creating the stage for deep transformative learning.

Barkley, E. (2010), Student Engagement Techniques: a handbook for college faculty. San Francisco: Jossey-Bass

Defined by Derrick Meader as ‘all approaches that a teacher may take to actively engage students in learning’. This is a huge topic that encompasses all approaches of instruction and therefore includes curriculum and course planning, context, lesson planning and delivery, assessment and so on. All elements relate to each other, so strategy is very important.

Because most of the teaching occurs within the course, within each lesson, lesson-planning and delivery is paramount. Our text Student Engagement Techniques Barkley, E. (2010) is an Instructional Strategy resource for dozens of Tips and Strategies for: Fostering Motivation, Promoting Active Learning, Building Community, Challenging Students, and Holistic Learning. The textbook also provides 50 Student Engagement Techniques with examples.

The definition of Instructional Strategy includes ‘to actively engage’ the student. What is engagement? As shown by Barkley, engagement is the union of motivation and active learning. These topics are studied and vigorously researched within the field of education and training, to help teachers understand how students learn, and what strategies are suitable for the various types of learning opportunities.

Meader, D. Instructional Strategies. Retrieved from: http://teaching.about.com/od/A-ITeachingGlossary/g/Instructional-Strategies.htm

Barkley, E. (2010), Student Engagement Techniques: a handbook for college faculty. San Francisco: Jossey-Bass

‘Some where between ‘been there, done that’ and ‘dazed and confused’ lies the optimal level of challenge that engages students.’ Barkley, E. (2010) p. 27

Objective – what did I learn

By reflecting on this concept, I realize that learning occurs when a connection is created between existing knowledge and new information.

Elizabeth Barkley, in her book titled Student Engagement Techniques explains that the brain creates connections for information storage (retention) and retrieval, called schema. When we recall, we are accessing the relevant schema for the subject, task, or event. In developing a schema, our brain cells form neural networks with each other with axons, and receive new information with dendrites. The dendrites act as coat-hooks for new information, and become stronger and more numerous with repetition and deeper understanding. Barkley also states “When adults learn, they build on or modify networks that have been created through previous learning and experience.” p.18

I’ve learned it is critical that new information is connected to existing knowledge – that it has a relative ‘coat-hook’ – and can be attached. If the gap between a learner’s current understanding, and the understanding required for the new task or content is too large, then there is no relative coat-hook and no learning will occur, because a connection cannot be made.

Soviet psychologist Lev Vygotsky (1896–1934) describes that learning occurs in the zone created between ‘been there, done that’ and ‘dazed and confused’, and calls it the Zone of Proximal Development (ZPD). Each new block of content that is learned, becomes the platform for the next block, in essence creating a new base for further learning. In Situated Cognition learning theory, or contextual learning, this is referred to as scaffolding.
According to Wikipedia, scaffolding was first developed by Jerome Bruner, David Wood, and Gail Ross while applying Vygotsky’s concept of ZPD to various educational contexts. Scaffolding is a process through which a teacher or a more competent peer helps the student in his or her ZPD as necessary and tapers off this aid as it becomes unnecessary, much as a scaffold is removed from a building after construction is completed.

Reflective – my personal reactions, internal responses, associations

I totally agree. I feel this can be very profound for a learner. Learning in the ZPD can make or break a learner.

I have sat through classes in which I was already knowledgeable on the content, and it was boring. I had to really focus to try to isolate any content that I may be missing … but usually would zone out, because so far as content goes: I’ve been there, I’ve done that.

I have also sat through classes (Calculus!) where the content was WAY beyond my existing knowledge – and it truly was a ‘dazed and confused’ experience. I needed a course that built on my current knowledge (algebra & geo-trig) and connected it to a precursor of calculus. I could not make the leap myself; my understanding was a few steps below the level I was trying to learn. In other words, I was missing a platform or two in the scaffold I needed to learn calculus.

To have had guidance that warned me of the gap between where I was, and where I needed to be, may have changed the course of my life. I was so discouraged, dazed and confused, that I quit, and never resumed my pursuit of architecture.

Interpretive – Meaning, value, significance – why?

The responsibility of teaching and learning within the ZPD lies not only with the teacher, but also with the student. The teacher needs to consider the ZPD when planning a course, and a lesson. The faculty also considers ZPD when structuring a curriculum, for a smooth sensible transition in course levels. The student must be wary of their own learning development, and responsible in their learning plan, to ensure the courses they are taking actually follow one another, and that there is no large gap in the level of content.
Wynne, R. (2003), in Learner Centered Methodologies states two characteristics of the adult learner that are pertinent to this discussion: 1) that learning must be relevant and 2) that adults are practical.
The relevance of content must be associated to, and appropriate to, existing knowledge. Because adult learners are practical, a lack of relevance will be de-motivating, and they may disconnect from the learning.
If the content cannot be readily connected or applied to existing knowledge, then the teacher must take the extra step to highlight the connection, so the learner’s motivation is not lost.

Decisional – resolution to make a decision about the future
I own a landscape company in which we sponsor apprentices in the Landscape Horticulturist program at Kwantlen Polytechnic in Langley. It is my intention to someday teach within the horticulture program. A group of adult students within the same class or course will usually have different levels of current knowledge. How can I teach (create a new scaffold) for all these different levels?

I think the answer is assessment. I can accommodate and differentiate the varying levels of current knowledge through assessment and feedback. To determine a student’s existing knowledge, the student can be guided to self-assess, and I can provide feedback based on my assessment of their current knowledge.

Steps to take in my classroom and my teaching to provide relevant assessment and feedback are:

• pre-assess at the beginning of the course, and within each lesson.
• check in with learning of new information; assess during delivery.
• feedback to guide learning.
• post assess – did they get it?
• provide authentic assessment if possible. This integrates the multiple elements of the new content or task.
• Allow for practice while providing timely coaching and feedback.

In summary, by considering where the students are at currently, I can revise the lesson to minimize duplicating what they already know, and get them all to the same level – the same platform. From there, I can build on the new platform and scaffold the learning while ensuring I stay within their ZPD for the task or content. It’s all about assessment!

References

Barkley, E. (2010), Student Engagement Techniques. Jossey Bass San Francisco

Learner Centered Methodologies, retrieved from:
Retrieved from: http://www.assetproject.info/learner_methodologies/before/characteristics.htm

Zone of Proximal Development. Retrieved from: http://en.wikipedia.org/wiki/Zone_of_proximal_development

Quote

“The flipped classroom is…essentially reversing the traditional order…this approach fits adult education’s values of active learner engagement and self-direction.” (Merriam & Bierema, 2014, p. 207)

Objective: What have I learned from reflecting on this particular quote? What has caught my attention?

I have learned the flipped classroom reverses or “flips” the traditional in-class and out-of-class setting. This is done by exposing students to curriculum material outside of the classroom with pre-class activities such as reading, lecture videos, and screencasts. In-class time is then re-structured to include interactive and active learning activities. In a flipped classroom, the in-class learning is considered to be where the deep learning happens (Kao, 2013). In a traditional classroom, the thinking required when attending a lecture is sometimes low level comprehension that goes from the ear to the writing hand, leaving the mind untouched (wiki.ubc.ca/Active_Learning).

Overall, flipped classrooms change the course structure in ways meant to make more use of students’ in-class time, and promotes the opportunity to experience active learning.  Learning is naturally an active process. It involves putting our students in situations which compel them to read, speak, listen, think deeply, and write; to be actively involved in their learning (Kao, 2013).

What has caught my attention is that the flipped classroom is experiential and will work well in my field of landscaping and horticulture. I see that technology can help deliver the ‘lecture’ part of the course for students to review outside the classroom. This opens up classroom time for experiential active learning, where students can collaborate, and teachers can guide and coach the learning.

Reflective: What did I realize about teaching as a result of this quote?

I realize teaching cannot be static, and that it requires on-going creativity and reflection. Flipping the classroom gives the teacher another way to enhance the delivery of course material, by essentially turning class time into lab time, where students can experientially learn through collaboration and classroom activities.

Interpretive: What was my ‘Aha!’ moment when I read this quote? In what way(s) did this quote change my mind about being an adult educator? What is one key insight I have as a result of this quote?

With some quick research I discovered the definition of a flipped classroom and my ‘Aha’ moment was realizing how well this fits with my field of landscaping and horticulture, and other trades. Because so much of trades learning is ‘hands on’, any opportunity to increase active learning and experiential learning is a benefit to the student.

This quote reinforces my ambition to become an adult educator. Flipping the classroom is beneficial when learning resources are readily available, and the teacher is creative in structuring active learning in class.

Accommodating the pre-class learning may be as simple as having the students read ahead in the textbook, but it can be much more. In our society we are fortunate to have broad access to information through the internet. This medium helps to make available the pre-class readings, research, and videos, that can support a flipped classroom.

Structuring creative active learning in-class will always be a challenge. One key insight I have gained is that while there is no lack of hands-on projects and equipment for much of trades learning, there is room in the theory and science behind the trade to explore more active learning in the classroom.

Decisional: How has this quote and the insight I have gained from reflecting upon it, influenced my notion of teaching, or how I will teach in the future?

            I will seek to incorporate the flipped classroom model wherever it is appropriate. For the instruction of skills, I can have the students prepare for class by researching the new task, present them with videos or other media to view and learn how the new skill looks, and why it is done the way that is shown. Then in-class we can use the time to truly learn and practice the task.

With theory and science that supports our field of horticulture practices, I can introduce new topics through media, much like I have experienced in PIDP. From there, I can guide the student to learning resources such as books, articles, research, videos and other media to do some pre-class investigation of the topic. Then in-class, I will use active learning methods to facilitate dialogue, learning, and reflection. I’ve found several methods and techniques within UBC’s Learning and Teaching Wiki that may work well, and will continue to research and practice these and others.

References

Kao, K., (2013). Student’s Guide to a Flipped Classroom retrieved from: http://learningcommons.ubc.ca/students-guide-to-a-flipped-classroom/

Merriam, S.B. & Bierema, L.L. (2014). Adult Learning: Linking Theory and Practice San

Francisco, CA: Jossey-Bass.

UBC Wiki. Active Learning retrieved from: http://wiki.ubc.ca/Active_Learning

“…learning from one’s experience involves not just reflection, but critical reflection.” (Merriam & Bierema, 2014. p. 117)

Objective: What have I learned from reflecting on this particular quote? What has caught my attention?

I have learned there is a difference between reflection, and critical reflection. Reflection is the precursor to critical reflection. When we reflect, we generally do it with our assumptions intact. To reflect critically involves the following steps (Brooksfield, 1990 cited in Kenny, N. 2010):

1. Identifying the assumptions (“those taken-for-granted ideas, commonsense beliefs, and self-evident rules of thumb” (pg. 177)) that underlie our thoughts and actions;
2. Assessing and scrutinizing the validity of these assumptions in terms of how they relate to our ‘real-life’ experiences and our present context(s);
3. Transforming these assumptions to become more inclusive and integrative, and using this newly-formed knowledge to more appropriately inform our future actions and practices.

Or more simply, (adapted from Brookfield 1990, 1995; Mezirow, 1990, cited in Kenny, N., 2010),

What?             Descriptive: describes situation and general reaction with little attempt to uncover personal assumptions/beliefs about the situation.

What if?         Analytical: integrates meaningful reaction to the situation based on assumptions/beliefs, feelings, and alternative perspectives/points of view.

What now?   Critical: uncovers the root causes of our knowledge, assumptions and beliefs. Discovers new meaning and suggests how this experience canimpact and inform the future.

What has caught my attention is that critical reflection is learning, and I think it is a process that I (and likely most people) use in daily life, and may not even be aware of it. When something I consider to be good or fortunate occurs, I try to re-create the framework so it can happen again, or more often. When something negative occurs, I likely don’t want it to re-occur, so I analyze why it happened, what are the contributing factors or points of view, and what can I do to reduce the re-occurrence, or understand the necessity of the situation.  

Reflective: What did I realize about teaching as a result of this quote?

As a result of this quote, I have realized that teaching, like any field, requires constant adaptation and learning. Critical reflection is an on-going process that is applied to any incident or event in or out of the classroom. It can be applied to every situation that could be changed and improved.

Interpretive: What was my ‘Aha!’ moment when I read this quote? In what way(s) did this quote change my mind about being an adult educator? What is one key insight I have as a result of this quote?

My ‘Aha!’ moment was discovering that critical reflection is something I do all the time, but perhaps not as well as I could, or should. I rarely critically reflect in a systematic way, being consciously focused on each step and factor. I see that critical reflection is something that is applied in steps to fully explore the situation and potential alternative results.

This quote has eased my mind about being a teacher. Knowing that by reflecting critically on much of what I do, I’m given a tool that allows me to learn and re-evaluate as I go. I of course would never want anything to go wrong, to have students disconnect, to deliver a poor lesson, to seem inexperienced or unprofessional.  I am a logistics perfectionist in my current field, and do everything possible in the planning stages to avoid complications and undesired results. But when these things happen, I consult with my staff (usually as it is happening) and the client, to make changes that will deliver the results we seek. Similarly, when expected outcomes in the classroom are not being met, I can invite the students (with me) to critically reflect on the situation and improve our learning going forward.

One key insight is that critical reflection can be a very powerful tool, and a companion in everything I do or experience: in business, at work, on my farm, in relationships, and teaching. When results don’t fall in line with an expected outcome (maybe better or worse), I can use and promote critical reflection to learn, impact and inform future situations.

Decisional: How has this quote and the insight I have gained from reflecting upon it, influenced my notion of teaching, or how I will teach in the future?

            I feel empowered. Identifying and understanding this process has provided me a valuable, relatively easy-to-use tool that I will bring to every facet of my teaching. Beginning with applying for a teaching position, what if I don’t get a response to my application, or the response is a rejection letter? Through critical reflection I can determine how my assumptions and beliefs did not suitably line up with the context they are seeking. Maybe I’ve applied for a position I am not yet qualified to teach. Maybe I need more experience, or education.

When teaching, I can use critical reflection in the delivery of my lesson plans, identifying problems and successes, investigating the contributing assumptions, empathetically and appropriately adjusting my own assumptions as I learn. Each lesson delivered can be critically reflected upon, even during the lesson. On a broader base, during and at the end of a course, I can critically reflect to improve the course for next time. What is going well and what isn’t, how can I adjust to maximize the outcome? All good questions I look forward to monitoring and answering.

References

Kenny, N. (2010). What is Critical Reflection?  Center for Open Learning and Educational Support, University of Guelph. Retrieved from: http://www.coles.uoguelph.ca/pdf/Critical%20Reflection.pdf.

Merriam, S.B. & Bierema, L.L. (2014). Adult Learning: Linking Theory and Practice San

Francisco, CA: Jossey-Bass.

Course Journal 2

“.. adults are problem-centered, not subject-centered, and desire immediate, not postponed application of the knowledge learned.” (Merriam & Bierema, 2014, p.53)

Objective: What have I learned from reflecting on this particular quote? What has caught my attention?

I have learned that problem-based learning is well suited to adult learners, and that I am definitely a problem-based learner as well. Mirriam-Webster defines a problem as “something that is difficult to deal with : something that is a source of trouble, worry, etc.”, so I would add the term ‘opportunity-based’ learning to the above quote, as I don’t think we seek learning solely due to encountering problems. Michelle Schwartz, Research Associate for the Learning and Teaching Office at Ryerson University writes,

“The distinctive feature of problem-based learning, and the one that makes it so well suited to adult learners, is “the focusing of the learning process on the identification, exploration, and attempted resolution of realistic problems” (Tight, 2003, p. 105). By presenting “a problem as a simulation of professional practice or a ‘real life’ situation… getting students to identify their own learning needs and appropriate use of available resources, and reapplying this new knowledge to the original problem and evaluating their learning processes,” the instructor has engaged adult learners in relevant problems, given them responsibility over their own learning, and valued their existing knowledge and experience (Tight, 2003, p. 105)”.

What has caught my attention is that problem-based learning fits well with experiential learning and teaching. Tight’s description above mirror’s Kolb’s learning model. Although we may often already know the problem or challenge, it is through learning that we can further identify it  (concrete experience), be guided and discover solutions or answers (reflective observation), practice solutions (abstract conceptualization), and apply them (active experimentation), then renew the cycle.

Reflective: What did I realize about teaching as a result of this quote?

I have realized teaching is more effective when the needs of the student are placed front and center. My ability to understand the characteristics and needs of the learner will shape how I deliver the subject materials and information.

Interpretive: What was my ‘Aha!’ moment when I read this quote? In what way(s) did this quote change my mind about being an adult educator? What is one key insight I have as a result of this quote?

My ‘Aha’ moment when I read this quote was realizing immediately that I am also a problem-based learner. I desire to teach as I let go of the reins of my business, but I don’t know how. So to resolve my ‘problem’ I have enrolled in the Provincial Instructor’s Diploma Program. Through PIDP I hope to gain a basic set of tools for teaching, and through continuous learning and experience, I hope to always be able to add to my toolbox. Another example of problem-based learning for me is a health problem. My sister is becoming ill from the effects of a lifetime of diabetes, so I go to websites such as The Canadian Diabetes Association, or The Mayo Clinic, to learn and understand what she is going through, what can be done, and what to expect.

I don’t think this quote has changed my mind about being an adult educator. More so, it is a reminder of a significant characteristic of adult learners.

One key insight I have realized is that adult learners (myself included) are very practical. As problems or opportunities arise, I seek knowledge and relevance to help me understand what I am facing. I don’t want to eventually absorb the information, and be content that someday it will make sense. Rather, I want to learn now, and build on each tier of knowledge as I learn.

Decisional: How has this quote and the insight I have gained from reflecting upon it, influenced my notion of teaching, or how I will teach in the future?

            As a teacher, I will research, plan and deliver lessons that are practical and problem-(or opportunity) based, and will strive to show the learner how the lesson applies to the subject. This is real-time learning, and the students are here to make sense of the subject matter for immediate application.

Kolb’s model shows one way to approach the instruction of adults while fulfilling the need for immediate, or near-term, application. I experienced Kolb’s cycle very clearly in PIDP 3200, when I had the opportunity to deliver short lessons. Through self-assessment, coupled with  peer and instructor feedback, I could make changes to my delivery of the next lesson. It was very immediate application of my learning. I see that each lesson I deliver will be another opportunity to learn, and adjust my teaching of the next lesson. It is through this insight of building on levels of learning, that I see the value of teaching for immediate application of the subject.

References

Merriam, S.B. & Bierema, L.L. (2014). Adult Learning: Linking Theory and Practice San

Francisco, CA: Jossey-Bass.

Schwartz, M., Research Associate for the Learning & Teaching Office, Ryerson University.

Engaging Adult Learners. Retrieved from

http://www.ryerson.ca/content/dam/lt/resources/handouts/EngagingAdultLearners.pdf

“21st Century competencies” include “deep understanding, flexibility and the capacity to make creative connections” and “a range of so-called ‘soft skills’ including good team-working.” (Dumont & Istance, 2010, as cited in Merriam & Bierema, 2014, p. 4)

Objective: What have I learned from reflecting on this particular quote? What has caught my attention?

I have learned that to effectively contribute in the 21^st century, the students of today will need more than the core skills and knowledge of their field. They also need skills such as co-operation, collaboration, and teamwork. What caught my attention is the need to make creative connections. Instead of working solely within our chosen expertise, we need to co-operate and collaborate with other fields to be effective and innovative.

I watched a program on CNN last Sunday, November 30^th, 2014, titled Innovators: Driving the Future, presented by Fareed Zakaria. It struck me as very relevant to the quote above, and I present some of the content to you. Fareed Zakaria asks “What skill was most useful in business, that wasn’t much taught in college or graduate schools?” to Time Warner CEO Jeff Bewker. Mr. Bewker replied:

“Teamwork. You have to know how to work with people and get others to want to work with you. It’s probably the crucial skill and yet education is mostly about solo performances.”

Also in the program, Mr. Zakaria presents the book The Rational Optimist, in which the author Matt Ridley asks the question “When did human progress really take off?” He writes:

“When human beings began exchanging things: ideas, skills, goods, services. Once we began to benefit from the combined and collaborative efforts of groups of people, we found that two plus two started to equal five, and six, and twenty, even a hundred.”

This is true in today’s workplace, where the collaboration of fields combine to create results that no single field could previously do on its own. Mr. Zakaria also presents Steve Jobs, recorded at an Apple product launch, explaining how Apple works:

“It’s in Apple’s DNA that technology alone is not enough; that it is technology married with the liberal arts, married with the humanities, that yields us the result that makes our hearts sing.”

Engineers and programmers must be cognizant of these fields, just as designers and liberal arts and humanities practitioners need to collaborate with the sciences.    Finally, Mr. Zakaria presented Walter Isaacson’s book The Innovators, in which the author states:

“People who love the arts and humanities should endeavor to appreciate the beauties of math and physics… Otherwise, they will be left as bystanders at the intersection of arts and science, where most digital age creativity will occur. They will surrender control of that territory to the engineers.”

Reflective: What did I realize about teaching as a result of this quote?

I’ve realized that teachers have the opportunity to help the student understand how their learning is related not only to their core competencies, but also to other subjects and fields. As we make decisions in the workplace, and other areas of our lives, could we benefit from another viewpoint? What viewpoints or fields might we collaborate with? What are the collateral ramifications? How does what we do influence other fields, the community, the environment, our customers, suppliers, or the viability and sustainability of our own field? I’ve realized that it is in these creative connections and intersections that deeper understanding and innovation evolves. I’ve also realized that teachers can help improve teamwork skills by providing opportunities in class for students to work together.

Further in the document this quote originated from, The Nature of Learning: Using Research to Inspire Practice, found in Chapter 7 p.163, are several examples how teamwork might be applied and nurtured in the classroom. Some of these strategies are clearly K-12, but several can be used for the adult learner as well. Examples are shown for structured team learning, and informal group learning. A link to this resource is listed at the end of this document.

Interpretive: What was my ‘Aha!’ moment when I read this quote? In what way(s) did this quote change my mind about being an adult educator? What is one key insight I have as a result of this quote?

I did not initially experience an ‘Aha!’ moment when I read the quote. But later, the light went on when I was watching Fareed Zakaria’s program on CNN, and connected some of the content back to this quote. The leaders of dominating businesses are stating the necessity of teamwork and creative collaboration to be innovative in their field. A key insight I derive is that developing these skills in today’s teachers and learners will give each of them additional assets in the workplace, and other areas in life.

I am keeping an open mind as I work through PIDP and learn about what it takes to be an influential adult educator. I’ve realized that teamwork, and to a greater extent for me – collaboration, are fundamental to innovation. As much as these skills are important for the students, they are equally important for me as their teacher. I know I need to work on creating collaboration in my field, so I can develop my own skills, and can bring them with me to the classroom.

Decisional: How has this quote and the insight I have gained from reflecting upon it, influenced my notion of teaching, or how I will teach in the future?

Reflecting on this quote has further developed my notion of the teacher’s role by including and emphasizing the importance of practicing and reinforcing teamwork and collaboration. I will practice and develop making creative connections myself, so I can guide learners to make their own. Obvious connections I can work on are related to or influenced by my field such as societies and associations, vendors and clients, training authorities and institutions. Perhaps less obvious connections and collaboration can be explored with environmental groups and agencies, soil, water and plant scientists, community planners, farmers, architects and designers. I will use every practical opportunity to encourage and practice collaboration and teamwork in the classroom, so the students gain experience in these skills.

References

Dumont, H. Istance, D. & Benavides, F. (Eds.), The Nature of Learning: Using Research to Inspire Practice OECD

Publishing: Organization for Economic Co-operation and Development.

Link: http://www.educ.ethz.ch/pro/litll/oecdbuch.pdf

Fareed Zakaria GPS Special Innovators: Driving the Future aired on CNN 10am Sunday November 30, 2014

Merriam, S.B. & Bierema, L.L. (2014). Adult Learning: Linking Theory and Practice San Francisco, CA: Jossey-Bass.