In this tutorial, I'll walk you through the process of aligning your professional development to transformational learning theory. We'll begin with a review of transformational learning theory. Then I'll give you an overview of the alignment process. And finally, I'll share some specific questions that you can ask yourself about your professional development. Let's get started.
First, let's begin with a review of transformational learning theory. Recall that transformational learning theory is one of several adult learning theories. Transformational learning theory was first defined as a cognitive process in 1978. In the process of transformational learning, learners are critically reflecting on their experiences, and they have meaningful discourse on those experiences. The point of the reflection and the discourse is to prompt the necessary changes that will come about as a result of the learning.
So another way to describe transformational learning theory is that transformational learning is a learning process in which one is making meaning out of their experiences. Transformational learning can occur when learners are provided with opportunities to critically reflect on both their environment and their learning. This intense reflection can really help learners to change how they think and to alter their perspectives on the world.
So through this process, learners are making new meaning out of their learning experiences. This really is central to the theory of transformational learning. So really transformational learning can take place, not just within the individual learner, but it can occur within a group of students who are working together in a classroom. It could occur in an online environment, or in the workplace, or in the community.
So let's identify the components of transformational learning theory that we could identify in any of those different learning environments. The first component of transformational learning theory is one's own individual experiences. The next component is the learner's individual ability to engage in that required critical reflection. The third component is reflective discourse, having meaningful discussion about the learning experiences. And finally, the fourth component of transformational learning theory is taking action.
Steps two through four in this process of transformational learning are really where the true significance of adult learning is shown. It's in steps two through four where the learners are going to begin that process of re-evaluating and eventually even remaking their lives. And this process takes precedence over whatever was intended as the original content of the learning.
So let's discuss how transformational learning can apply to professional development plans, and how we can begin that process of aligning our professional development to transformational learning theory. Needs for transformation may be identified at both the individual level and at the school level. In order for schools to transform, the individuals in those schools also are going to need to transform.
These various needs for transformation may be based on identified issues at the school, or they may be related to particular topics or dimensions. For example, if a school is considering implementing competency-based education as a school-wide initiative, they may consider incorporating transformational learning theory into the professional development that is surrounding this initiative.
That process of reflection and discourse around the topic really could help teachers to understand the potential benefits, not only to their students, but also to themselves as classroom teachers, and can also just help to create that sense of unity and the buy-in that is needed in order to successfully implement such a broad and wide-ranging paradigm shift such as this one.
Another example of a need for transformation at the school level may occur at the kickoff of an anti-bullying initiative at a particular school. Again, in this case, teachers and other stakeholders would be allowed the opportunity to engage in meaningful discourse and to really critically reflect on the current situation in the school environment. And that can help to give them the perspective that they need in order to fully jump into this program understanding the potential benefits for the school and for the individual students.
It definitely is possible for these initiatives of transformation to actually be scaled up and out from the individual level to the classroom level, to the school level, and even to district-wide implementation. You'll just often see that this transformation may start with an individual teacher and his or her individual classroom. And then the change can progress across maybe grade level classrooms or content area classrooms.
And again, that can bridge then to a school-wide transformation and perhaps even to a district-wide transformation. When you are looking at scaling up and out to the school or district level, you want to consider the sustainability of that implementation, and also the longevity of that transformation at the school or district level.
So keeping in mind that understanding of how transformational learning theory really can be applied to professional development, let's go through the process of aligning professional development more closely to that theory of transformational learning. Step one in the alignment process is to identify the areas of existing alignment. So here are some specific questions you can ask yourself about your professional development plan.
First, if there is alignment, do teachers understand what transformational learning is? Do they understand how to incorporate transformational learning theory into professional development? Does the professional development plan incorporate a transformation of the actual culture of learning for teachers and for students as well? Does the professional development include opportunities for all four of those components of transformational learning theory? Does the professional development include ongoing opportunities that will help to improve the sustainability of the effort?
Step two in the alignment process is to identify areas of misalignment. Here we are looking for areas in which the theory is violated or where it simply is not applied properly to the professional development plan. So here are some questions you can ask yourself about your professional development plan for step two.
If there isn't alignment, what changes would help to allow for the possibility of transformational learning for those teachers who are participating? Does the professional development include any activities or other opportunities that do align with the desired transformation outcomes? If the professional development is targeting a specific transformation or innovation, do the professional development activities help to build capacity and skills that support those targeted elements?
And finally, step three of the alignment process is to identify areas for enhancement. Note that in this step, you may be identifying areas in which the approach to the professional development is just fine, but the design could still be altered in order to create even better alignment. So here are some questions that you might ask about your professional development plan for step three.
What specific changes could be made in order to help transformational learning to take place? Which aspects of the professional development plan could be revised in order to better support the transformational learning opportunities? So now it's your turn to stop and reflect. Examine your professional development plan for alignment to transformational learning theory, keeping in mind those elements of critical reflection and reflective discourse that are so important in the transformational learning process.
For more information on how to apply what you learned in this video, please view the Additional Resources section that accompanies this video presentation. The Additional Resources section includes hyperlinks useful for applications of the course material, including a brief description of each resource. Thanks for joining me today. Have a great day.
(00:00 - 00:24) Introduction
(00:25 - 01:56) Review Transformational Learning Theory
(01:57 - 03:02) Components of Transformational Learning Theory
(03:03 - 05:59) Aligning Professional Development to Transformational Learning Theory
(06:00 - 08:42) Questions to Ask
(08:43 - 09:24) Stop and Reflect
Professional Development as Transformative Learning: New Perspectives for Teachers of Adults
This text by Patricia Cranton outlines how adults should be engaged in the transformative learning process. She uses case studies to to illustrate how adult learners learn and how that learning applies to professional development.
http://www.wiley.com/WileyCDA/WileyTitle/productCd-0787901970.html
Lesson 13: Transformational Learning Practices
This lesson focuses on the learner, the educator, and the role of professional development on the educator.
https://canvas.instructure.com/courses/803402/pages/lesson-13-transformational-learning-practices