Msg. #0797 Teaching for Transformation: From Learning Theory to Teaching Strategies
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| Audience/Grade: | College Freshman-College Senior |
| Discipline(s): |
All Science and Engineering Engineering Education Research General Engineering, Engineering Science |
| Special Topic(s): |
Teaching and Learning Research Center |
| Learning Resource Type: |
Reference - Article/Document |
| Author(s): |
Richard Reis |
| Description: | "Transformative learning is in clear contrast to the more common process of assimilative learning, the type of learning that takes place when students simply acquire new information that can easily fit into their preexisting knowledge structures. Whereas some college-level courses are aimed at assimilative learning, most courses require at least some level of transformative learning." This posting is a substantial look at how to encourage transformational learning in your students . It is by Kelly McGonigal, Ph.D. and is from the newsletter, Speaking of Teaching, produced by the Center for Teaching and Learning (CTL), Stanford University , http://ctl.stanford.edu/Newsletter/ Spring 2005, Vol. 14, No.2. Speaking of Teaching is compiled and edited by CTL Associate Director Mariatte Denman at [mdenman@ stanford.edu.] |
| Rating: |
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| Related Resources | |
| Keywords: | transformational learning |
| Usage Tip | |
| Related ABET Criteria: |
Intellectual development |
| Use of Resource: |
Closing paragraph Closing Paragrpah: "For transformative learning to occur, the instructor must strike a careful balance between support and challenge. Trust among students and the instructor is especially important in any course that uses writing and discussion as a primary strategy for critical reflection and discourse. On the other hand, Cranton (2002, p. 66) argues that although student empowerment and support are important, an "environment of challenge" is the central ingredient for transformative learning. Students must have their beliefs and assumptions actively challenged. Boyd and Myers (1998) recommend that instructors practice "seasoned guidance" and "compassionate criticism." Push too hard and students resist; push too little and the opportunity for learning quickly fades. To be an agent of change, you must understand the process of change and provide both the catalyst and support necessary for transformative learning." |
| Difficulty: |
Easy |
| Interactivity Level: |
Very low |
| Version Info | |
| Publication Date: | June 2007 |
| Platform/Format: |
WWW |
| Cost: |
Free |
| Download URL: | http://ctl.stanford.edu/Tomprof/postings/797.html |
| Metadata: |
IEEE LOM Record |
| Collection: |
Tomorrow's Professor
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