Preparing for Instruction 5-Transformative Learning



 “What is transformational learning?” in this article it states, “transformation is a cognitive process that includes an examination of an adult’s thoughts, feelings, belief systems, and underlying assumptions. As an Instructional strategy, instructors may ask students to reflect on their belief systems and then challenge them to consider alternative views through discussions, self-assessments, and group problem solving”, (2016).

The educator’s role is to help foster transformative learning and some key components of engaging in this is to use group projects, role play, case studies ,simulations and storytelling.  I will try and incorporate most of these strategies in the future if not all when I’m teaching.   “The educator’s role is to establish an environment that builds trust and by demonstrating a willingness to learn and change.” as state in Wikipedia, (Transformative learning, 2016).

I have experienced being a student and an educator of the following strategies; engaging in critical reflection, peer learning, storytelling and dialogue.  I believe these strategies are great tools in fostering learning.  I read a journal online, where the writer asks himself, “How can I foster better transformative learning within my program?” (Journal, My Journey in PIDP, 2016).  I reflected on this question and felt that one of my weaknesses was in fact one of my greatest strengths. Getting feedback from my fellow classmates made me realize the act of wearing my heart on my sleeve and letting the students see the real me. I want the students to embrace their emotions. This is a strength that I can use to make me a better teacher and them a better student.

Link to article:

Reference Lists

Merriam, S. B., & Bierema, L. L.  (2014). Adult learning:  Linking theory and practice. San Francisco, CA:  Jossey-Bass.

Mortpec, C. (2016, February 27). My journey in PIDP: Journal category 3.  Retrieved on February 27, 2016 from

Johnson, B. A. (2016, March 7).  What is transformational learning?  Retrieved on March 7, 2016 from

Transformative learning.  (2016, February 20).  In Wikipedia, the free encyclopedia.  Retrieved on February 20, 2016 from

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Preparing for Instruction 4-Cognitive Science for Learning



 I decided instead of researching an article on intelligence, to find a piece that would not only improve my instruction, but also aid me in becoming a more successful student. This is why I chose memory strategies.

I found this article on “12 Great Memory Strategies For Better Grades”, (2016, March 6).  I found a quote that says, “We all need a little help remembering new things”, (Silbert, 2016).  When I read this I was intrigued and wanted to keep reading.  The twelve strategies mentioned, will help students memorize important information.

What I found interesting is that most of the memory strategies, are also great for instructional pieces; For example, visualization, storytelling and playing games. I  have experienced these strategies as an educator. These tools are great to use for instruction.  I will continue to use these instructional strategies and will find new and interesting ways to work these strategies into my lessons, to keep my students engaged.  I will briefly summarize the twelve strategies below.

Twelve Great Memory Strategies for Better Grades:

  1. Chunking-information broken into small chunks.
  2. Understanding-understand first before you memorize.
  3. Graphic Organizers-use graphic organizers.
  4. Visualize-see an image in your head without looking at it.
  5. Association-associate or connect each with a person, place or thing.
  6. Rhyming-use rhyming an example is the ABC song.
  7. Talking-talk about the information you have to learn.
  8. Storytelling-write a story by focusing on the key points of what you have to learn.
  9. Writing Sentences-make up a sentence using words that begin with the letters.
  10. Acronyms-acronym is a word made up from the first letters of a list of words.
  11. Rehearsing-practice the information you have to memorize.
  12. Playing Games-playing games is a great way to memorize information.

Link to Article:

Reference List

Silbert, L, & Silbert, A. (2016, March 6).  12 great memory strategies for better grades.  Retrieved on March 6, 2016 from


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Preparing for Instruction 3-Motivation



I found this article on the “Nine Strategies to Spark Adult Students’ Intrinsic Motivation”, (2014, January 13).  It talks about making the shift from the extrinsic reward mind-set to the long lasing intrinsic value.  The article goes on to mention that an individual will be motivated to pursue higher education only if their lower needs have been met as per Maslow’s Hierarchy of Needs (Maslow, 1970).


This article has motivated me to strive to be an encouraging instructor, to believe in and try to meet the individual needs of each of my students while still maintaining a classroom where learning takes place.  My goal is to help each student see how their own education can make a positive difference in how they see themselves.

I recently finished the PIPD 3220:  Delivery of Instruction; I now know why it is suggested by the college to do one course at a time.  My own motivation has been lacking of late because of the exhausting week I had of doing two courses at once, but I am back at it.

Nine Strategies to Spark Adult Students’ Intrinsic Motivation:

  1. Encourage students to draw on past experiences and facilitate a dialogue of discussion with regular active participation.
  2. Encourage students to share their own learning expectations and goals related to the course content
  3. Provide announcements and emails with information about the resources available for struggling students (i.e., mentorships, coaching, or counseling services).
  4. Provide real life applications through simulations, case studies, and role playing activities.
  5. Provide visual aids or even field trips that enhance the students learning and application of learning outcomes.
  6. Invite guest speakers that are experts in the field. Experts can pique students’ interests and highlight relevance of the learning concepts being taught.
  7. Talk with students about how the class assignments are relevant to future careers.
  8. Teach students to reflect and take control over their own learning by using weekly reflections (anonymously, if you like) to solicit feedback about their own performance and where they need to improve.
  9. Empower students by teaching them where to find materials and how to use resources in an online college platform that will help them in areas where improvement is needed.

Link to Article:

Reference List

Battista, L, & Ruble, V. (2014, January 13).  Nine strategies to spark adult students’ intrinsic motivation.  Faculty  Retrieved on February 29, 2016 from

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Preparing for Instruction 2-Creating a Positive Learning Environment

Post Enviro

Creating a Positive Learning Environment

One of the key requirements that this article talks about for creating a positive learning environment is to understand the adult learner.  It then goes on and lists the hallmarks of a positive learning environment as trust, open communication and shared learning experiences.  I will keep these hallmarks in mind when I am teaching in the future.  I will become a better educator, if I actively involve my students in their learning process and be more of a facilitator rather than a supplier of facts.  Most importantly, I will treat my students as adults and recognize their existing skill and experience.

Reference List

Ballan, J., & Chinappi, J. (2011, November 7).Creating a positive learning environment for adults.  Retrieved on February 13, 2016 from

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Skype Call with Learning Partner




Frank Rensing and I first discussed some trends in our fields.  Frank went first and talked about a popular sales book that his company used to teach sales reps to ask Situation, Problem, Implication and Needs payoff (SPIN) questions to uncover needs for which they could provide solutions for their customers.  We both agreed that this SPIN focus also applies to the education of adults.  Next we discussed my blog about the electron health record and CST project; Frank had asked if clerical jobs would be lost due to the eHealth and CST project.  At the time, I had not made reference to this in my blog post.  I have now rectified this and the answer is no the clerical jobs will just change.

The next topic we discussed was trends in adult education.  Frank had blogged about flipped classrooms; we both agreed that eLearning was not only important in education but is also useful in the corporate world that he comes from.  MOOCs was what I blogged on and Frank had pointed out that “more is not necessary better”.   When doing research about MOOCs, I had read controversial material that stated the content was not usually the same caliber as higher educational institutions.

I learned that Frank had experience in coaching from past employment.  He had a lot of good points on how I could use my blog to promote myself to obtain the teaching promotion that I was hoping for.  We signed off of Skype with the mention that maybe we would see each other in the halls of VCC when we enrolled in the PIDP 3200:  Delivery of Instruction.  I got in for next week so hopefully I can thank Frank in person for all his helpful tips.

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Preparing for Instruction 1-Characteristics of Adult Learners


Characteristics of Adults vs. Children as Learners

I am going to discuss some key differences between adult and children learners.  For most adults, taking a course is an extra duty for them on top of working, having a family and being a part of society.   While a child’s full time job is going to school.  Adults have life experiences to aid them in learning; children’s day to day life of experiences is learning.  Adults seek out education to better themselves in life while children have no choice but to go to school.  Adult’s readiness to learn is linked to needs related to work, family and coping with life changes.  Children’s readiness to learn is linked to academic and biological development.

rear view of the students in computer class

Future Classroom Design for Adult Learners

I will design my future classroom with a power point presentation that will outline the material to be taught during the class.  A work book will be provided for the students to follow along with.  There will be time for group discussion.  Lots of hands on practice to make sure what was taught in the class was understood.  At the end of class, there will be time for any questions.  I will be attentive to the vibe of the class room to make sure no one is bored or loosing focus and change my teaching tactics as needed.

Reference List

Merriam, S. B., & Bierema, L. L.  (2014). Adult learning:  Linking theory and practice. San Francisco, CA:  Jossey-Bass.

Project Care. (2015, June 18).  Characteristics of Adults vs. Children as Learners.  Retrieved on January 30, 2016 from


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Trends in Adult Education

MOOCs_2 (2)

MOOC s are an example of a new trend in adult education.   Its definition is “Massive Open Online Course”.

An article that caught my attention about MOOC s was “MOOC s in 2015, breaking down the numbers.”  It starts off with this phrase, “Have massive open online courses emerged from the trough of disillusionment to the slopes of enlightenment?”  For me the answer is clearly yes, because of the sheer numbers of students across the globe who can access these courses for free and the only requirement is a computer with internet service.

The MOOC s main purpose is to educate more people and if these numbers stated are true, MOOC s have met and exceeded expectations.  One of the greatest benefits attributed to MOOC s is anyone globally can gain access to quality courses offered by top universities such as Harvard, Stanford or King’s college.  This article states that a company called Future-Learn grew its user base from 800, 000 students in 2014 to nearly three million students in 2015.  Wow!

Arguments against MOOC s are that you can’t guarantee that the students will actually learn anything, there is a high dropout rate and are said not to be good models of teaching.

Below is a graph of the growth of MOOC s in 2015.  1,800 new courses were announced, taking the total number of courses to 4,200 from over 550 universities.


Reference List

Shah, D.  (2015, December 28).  MOOC s in 2015, breaking down the numbers.  Retrieved on January 27, 2016 from

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