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Class Six Presentation Foundation to Innovation: Adult Learning

Class Six Presentation Foundation to Innovation: Adult Learning. Linda Carling. What is a theory?. Logical explanation based on all of the available evidence Predictable future occurrences Not fact Peer-reviewed. Critiquing a Theory. Is there bios in the interviews or observations?

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Class Six Presentation Foundation to Innovation: Adult Learning

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  1. Class Six PresentationFoundation to Innovation: Adult Learning Linda Carling

  2. What is a theory? • Logical explanation based on all of the available evidence • Predictable future occurrences • Not fact • Peer-reviewed

  3. Critiquing a Theory • Is there bios in the interviews or observations? • How are the persons in the research sample selected? Do they represent the total population? • What measurement tools are used? Are they valid and reliable? • How are the statistics interpreted and presented? • What conclusions are drawn? Are they logical?

  4. Critiquing a Theory Relevance: • To what degree are the variables and circumstances similar across the research and the settings in which the research is to be applied? • Does the study involve a similar intervention and outcome to those of interest? • Were the participants and settings representative of those of interest?

  5. Lifelong Learning • Do adults think differently? (Malcolm Knowles) • Do adults find themselves in different circumstances to other age groups? • Does the accumulation of experience change things? What difference does having been through a greater range of things make?

  6. What is development?

  7. Development Defined • Systematic, organized, intra-individual change that is clearly associated with generally expectable age-related progressions and which is carried forward in some way that has implications for a person's pattern or level of functioning at some later time Rutter and Rutter (1992: 64)

  8. Reaction • The course of adult development is determined by the interaction of the body, mind, and cultural influences. • The world gets bigger as we go along. • Failure is cumulative.

  9. Developmental Theory Defined • “A developmental theory is one that describes and explains changes in behavior with age and also differences in such changes between individuals or groups” (Baltes & Willis, 1977).

  10. “Oh, that’s just a stage she’s going through.”

  11. Psychological Development – Stage Theory Assumption 1: Development is discontinuous.

  12. Psychological Development – Stage Theory Assumption 2: • The stages differ qualitatively. Quantum Leap

  13. Psychological Development – Stage Theory Assumption 3: • There is an invariant developmental sequence.

  14. Erikson’s Stage Theory of Socioemotional Development • Each stage characterized by challenge or crisis • The optimal resolution of a development crisis always involves a creative tension between two opposing extremes • Stages are cumulative – each builds on the last

  15. Critique?

  16. Daniel Levinson • Six stages of adulthood • Life structure: The underlying pattern or design of a person’s life at any given time • Key concepts: • Stable period • Transitional Period • Development and growth happens well into the adult years

  17. Activity • Reflect: • Based on your age, what stage are you in? • Do you feel this is accurate? • What transition occurred to get you to this stage?

  18. Transition • The potential for learning from a life event is linked to the timing of the event. • Not all life transitions become learning experiences

  19. Transitions – DisruptionsHolmes and Rahe scale has 43 items (Hopson 1981: 142-144)

  20. What are your reasons for engaging in learning?

  21. What does this mean for teaching adults? • Promote development • Provide a safe, supportive environment • Challenge learners with alternative ways of interpreting their experience

  22. Reflection • When you look back on your childhood and very early years, how do you believe you felt most of the time? • What activities currently are of the greatest interest to you? (e.g., friends, work, music, hobbies, family gatherings, religious activities, school, etc.) • How do you feel most of the time? (busy, overwhelmed, angry, peaceful, confused, happy, competent, tense, etc.) • What is most important to you in your life right now? What do you value?

  23. Reflection cont. • What are your fondest future dreams (could be regarding work, love, friendship, community, religion, children, marriage, personal achievement, wealth, material possessions, etc.) In other words, how do you envision your future life? • In what ways would you like your life to be like your parents and/or grandparents’ lives, and in what ways would you like your own life to be different from theirs? • How might fear of rejection or feelings from unresolved early conflicts get in the way of letting people get to know the real you?

  24. http://www.authentichappiness.org

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