Journal

PIDP 3260: Journal #1:

Objective:

“Students want to know their teachers stand for something” (Brookfield, 2006, p.55).

The context for Brookfield for this particular quote relates to the characteristics that students value in educators, whereby they undertake the role of an authority figure while also being an ally for student learning. This relates to the two main characteristics, educator credibility and authenticity, both of which have significant implications for adult education. Credibility refers to the notion that the educator has values, a personal teaching philosophy and can offer a considerable benefit for the learner via skills, wisdom or insights. It is comprised of four components: expertise, experience, rationale and conviction (Brookfield, 2006).

Reflective:

The motive for choosing this particular quote is due to the importance placed on a personal teaching philosophy, which needs to be clearly conveyed to the learners. Whether it be rooted in humanistic, nurturing, developmental or transmission perspectives, the learners need to be aware of it and how it will impact their learning. I can personally identify with appreciating an educator that cares and stands for something such as student-driven inquiry, transformative learning or promoting critical thinking. One of my most memorable teachers was for grade 11 English, whereby he stood for students taking responsibility for their learning and did not “spoon-feed” content in the course, but rather promoted critical thinking and varying perspectives.

Interpretive:

This quote reveals the importance of conveying educator values, teaching philosophies, experience as well as educational goals, in order to increase educator credibility for learners. Furthermore, I can see how trust is the foundation of student/teacher interaction and relationship building, a significant factor influencing student achievement (Hattie, 2012). The challenge is that most “college teachers in general have no formal preparation for teaching” (Bowen, 2012, p.20) and as such are less inclined to view their role as facilitators or place little value on explicitly conveying what they stand for. They tend to teach in the manner in which they themselves were taught, where the educator was the unquestionable authority figure which did not require to make explicit their teaching philosophy. The transformative aspect of this quote is that everyone stands for something, whether they reflect on that or not, and that credibility is comprised of not only expertise, such as content knowledge yet also experience, rationale and conviction. A thoughtful educator will convey their rationale, which fits closely to adult education principles, where the learner appreciates knowing why certain learning activities are selected and implemented.

Decisional: 

In order to increase trust, educator credibility and improve the learning process, I will attempt to convey my personal values and teaching philosophy at the outset of a course. Furthermore, to ensure that my actions are perceived as they are intended, I will implement the use of a Critical Incident Questionnaire, whereby I can reflect on the learning processes and educator perceptions from my learners. Ideally, I can create a generalized Prezi which encompasses all of these aspects and can be used in different occasions and varying courses on a repeated basis. I also aim to rationalize my instructional decisions, based on expertise and experience, on a regular basis, in order to increase credibility, trust, and gain the learner’s respect and comprehension, as opposed to the frustration that can arise from perceiving a learning activity as pointless. Regular journal entries documenting learning will also allow for analysis of the incremental learning patterns.

PIDP 3240: Journal #3

Scholarship of Teaching & Learning

“There needs to be a consistent message that teaching is valued.” (Bowen, 2012, p.248)

Objective:

This quote conveys the paradigm shift that is occurring in higher education, the desire to move forward with innovative teaching strategies that foster intrinsic motivation, active learning and student engagement (Barkley, 2010). “The real product is learning” (Bowen, 2012, p.259) as opposed to content delivery and if higher education is to survive, it must encourage faculty to leap into this innovative realm and create a product that delivers, aligns with institutional learning outcomes and encourages lifelong learning. As a result, faculty whose primary concern is to focus on student-centered approaches that promote visible learning, need to feel encouraged, supported and valued. To promote a large-scale change there needs to be new infrastructure: new initiatives, encouragement, support systems and modeling (Bowen, 2012). Accountability to high standards of teaching is just as important as high standards in research, thus, if faculty fail to acknowledge the technological advances, critical thinking skills and meta- cognitive implications and remain attached to outdated behavioristic content delivery methods, new infrastructure is beyond essential. Institutions need to demonstrate that teaching is valued, that risk is supported and failure is tolerated. Faculty should be encouraged to experiment with innovative instructional strategies, curriculum design, hybrid courses and alternate means of assessments. Researching your practice through the use of guided written reflections, is an excellent means of gaining insight into the reality of the teaching quality and impact and in establishing a caring connection between educator and student.

Reflective:

The immediate reaction to this quote is “Hallelujah!!”. I have been involved as a research assistant in the research project on the impact of Review & Reflect journals as a strategy to establish trust, increase communication and gain insight into ones teaching practices and their efficacy. Educator self-assessment and student evaluations can be significantly different, and it is important to occasionally adopt a learner perspective. The only impediment is the reluctance of institutions to adapt to the research findings and dismiss a manner of teaching that has been prevalent for decades. Educators that value current research findings in the improvement of their teaching along with technological advances, should be encouraged, supported and frankly even rewarded, as they are the cornerstone of institutional evolution, and only those institutions that adapt, restructure and innovate will remain in the ever changing landscape of higher education.

Interpretive:

Over 800 meta-analyses have been investigated by John Hattie, and all the research indicates that teacher-student relationships, meta-cognitive strategies and self-assessments are the top three factors with the greatest impact on student achievement (Hattie, 2009). Why is it then, that so few faculty use instructional strategies, curriculum design and technological enhancements to promote student success? Could it be perhaps that the same educators were not supported, encouraged or perhaps even criticized when taking the leap into innovation with the ultimate goal to improve their teaching? What professional development methods are in place to ensure that adaptation, restructure and innovation is valued? What reward system is in place for faculty that take risks and what tolerance level is there for failure? Are there workshops to introduce facilitation methods in online learning, examine learning management systems and keep up to date with the most innovative research in teaching and learning? Intrinsic motivation is just as important for faculty as it is for students, thus what real expectancy do institutions enforce if they do not provide the necessary support for their faculty to pursue better teaching practices? The power load formula by McClusky, refers to motivation as an equation, where desire, physical health, support and stability refer to power, and form a relationship with load, which refers to commitments, work responsibilities and goals (Merriam & Bierema, 2014). This formula has implications for educators, those that want to improve their teaching practices are constrained by accountability if a proper support system that tolerates failure is not in place. Educators also value autonomy, mastery and purpose, thus, constricting their innovative practices drastically reduces their motivation for meaningful learning outcomes, progression and evolution (Bowen, 2012). Naked teaching is a very good text that emphasizes the potential loss if improved learning is not an ultimate institutional goal.

 

Decisional:

As a result, how does one commence in the progress of being transparent in regard to the importance of valuing teaching. The road to success may be a slow and difficult one, yet it must start with the desire to focus on student-centered teaching. Educational materials such as textbooks can be purchased by the institution and made available at little to no cost to educators, in addition to technologies such as tablets or a personal laptop (Bowen, 2012). Furthermore, educational resources such as scholarly articles, podcasts, digital presentations and videos that highlight some of the most valuable instructional strategies should also be readily available and their use rewarded via simple systems such as badges, certificates or even a mere appreciative lunch. Collaborative workshops, conferences and other experiences should also be encouraged by the institution, and technological advances should allow for more interactions via web-conferencing and other platforms. One new platform I was recently made aware of was Blackboard collaborate, and upon using it, I was very pleased with it. Other tools such as GoogleDocs, which again, I was recently introduced to, allowed me to comprehend the potential for collaborative interdisciplinary learning for faculty all in the aim to enhance their current practices and adapt to better meet the diverse needs of their students. The research, the tools, the redesigns are all “means to an end” (Bowen, 2012, p.266), yet the ultimate goal is to foster improved and more meaningful student-educator interactions and occasionally you “have to learn by doing” (Bowen, 2012, p.273). This allows the opportunity to model the desire for change, the learning that occurs as a result of failure and the need for lifelong adaptation and research. The educators that value their students and seek to improve their teaching should be appreciated, recognized, encouraged and within time, the institution that makes student learning a goal and a priority, will use the appropriate techniques to convey that to faculty and offer them support in moving forward.

 

Journal Entry #2: PIDP 3240:

Transformative Learning

“…learning involves the testing of values in action. The correction of errors requires a double loop where the initial assumptions or governing variables are reexamined and changed.”(Bowen, 2012, p.80)

Objective:

This quote conveys the quintessential learning outcome of all higher education, transformative learning via the reexamination of governing variables, which extends beyond problem solving (single loop) and transcends into a reflective, critical thinking mode that reframes goals, values, beliefs and conceptual frameworks. The term double loop was initially coined by Chris Argyris, professor of psychology and organizational development and refers to the reflection, analysis, questioning and transformation of governing variables and “can be viewed as a distinctive educational strategy that contains high-level potential to shift the perceptions of learners” (Cartwright, 2002, p.69). Cognitive psychology reveals that a schema consists of ideas, associations and facts that are structured into a meaningful system and new information is better grasped within a comprehensive pre-existing framework, thus the more we know the easier learning becomes (Barkley, 2010). Intellectual development consists of various stages, starting with the dualistic model analogous to the absolutist, which is entirely objective, claiming that assertions are facts being either right or wrong, followed by the multiplicity and subjective model where assertions are merely opinions and all can be equally valid and progressing towards the final relativism model analogous to the evaluativist where assertions are judgements and some are better factually supported than others (Bowen, 2012). The evolution to the latter type of thinking will only occur if faculty promote it through appropriate engaging instructional strategies and carefully selected digital technology. Transformative learning will not occur merely as a result of content delivery and memorization for exam purposes. Bloom’s taxonomy and Krathwohl’s revision convey that students must evolve from mere recall to analysis, evaluation, justification, synthesis and formulation. These require metacognitive approaches and revisions of pre-existing conceptual frameworks resulting in the accommodation of new information and thus transformative learning (Barkley, 2010). This can be achieved via integrated course design that ensures alignment between learning outcomes, class activities, experiences and assessment tools and applications to the student life or work (Bowen, 2012).

Reflective:

The immediate reaction to this quote is being pleasantly surprised. Problem-solving is an important aspect for teaching, specifically within Science academia and I was surprised to see the encouragement to go beyond that (single loop) and dive into the realm of transformative learning (double loop), that can truly have a dramatic impact on the learner. Recently conversing with a PhD professor of philosophy, I learned that the most up to date preventative measure for mental illnesses in at risk patients is the teaching of critical thinking and philosophy that enables double loop learning and the realization that results pertain to actions which pertain to thoughts which pertain to conceptual frameworks which can be examined and altered, giving ultimate control as opposed to feelings of helplessness. This was incredibly transforming for me as well since Science only relieves the physical symptoms associated with mental illnesses and can provide temporary relief without addressing the underlying cause, which is why a combination of integrated treatments including psychotherapy and medications yield the best results.

Interpretive:

The implications for this quote are significant, as reflective practice can differentiate between espoused theories of action, which refer to what is consciously accepted and believed in, and the theories-in-use which act on a subconscious level and actually govern behavior. Such epiphanies allow us to “change habits of thinking, challenge and restructure deeply held assumptions, and act in new and unfamiliar ways” (Cartwright, 2002, p.70). How do we encourage double loop learning in our students? We as educators can begin to model this type of change by posing “problems instead of solutions and model how to suspend judgment until [there is] a better understanding of the context” (Bowen, 2012, p.90). This can be done using prompts on social media such as Twitter or Facebook, in Moodle or Blackboard learn discussions and diving into “inquiry-based dialogue, dialogue that questions the validity of underlying assumptions” (Cartwright, 2002, p.70) as part of a deeper discussion during face to face class time. If the discussion challenges a pre-existing assumption, one implication is that spontaneous, subconscious and automatic defensive reasoning will arise. This is an excellent moment to model intellectual, personal and moral values (Bowen, 2012). A colleague shared this experience, and upon conversing with his defensive student as to why the questions are asked and what the implications are, his student in now a renowned professor at UBC. Defensive reasoning is actually a barrier to double loop learning and will not result in the re-framing of assumptions and beliefs. Thus, learning strictly for exam purposes, even if the material challenges pre-existing beliefs, will result in temporary memorization and rapid dismissal, reverting to the old way of thinking. Thus analyzing objective, reflective, interpretive and decisional aspects is essential, which is why the focused conversation model is ideal. Transformative learning can be structured into several stages: challenging mental models, building trust, finding freedom and empowerment, deepening commitment to learning and the reframing of learning and the self (Tillapaugh & Curran, 2014). In order to achieve this, one can see how the teacher and student relationship is of crucial importance. Educators need to model care, consideration, respect and aim to inspire (Bowen, 2012). An inspirational video at the start of the course with a personal story is an excellent way, particularly in an exclusively on line course, to motivate, inspire, create a sense of community, convey approachability, establish trust as well as educator presence.

Decisional:

“The naked classroom allows us the time to focus on creating significant learning experiences” (Bowen, 2012, p.213) that will contribute to the evolution of transformative learning. Activities that engage the whole brain, the sensory cortex, integrative cortex and motor cortex will be the most effective and reflection on all activities and actions will be the starting point toward double loop learning. Thus the creation of a positive learning community will be instrumental. In an exclusively on-line course in which body language and tone cannot be observed on a regular basis, introduction discussions in which learners introduce themselves, make reference to their culture, goals and vision for learning can contribute to the formation of a learning community (Schwier, 2002). As students do not absorb facts but rather incorporate them intro preexisting conceptual frameworks, personal epistemology is very important and relaying content to fit with students’ context will ensure participation (Bowen, 2012). Educators can use technology such as blogs, webinars, social media, videos, podcasts and other sources to allow learners to relate to and reflect on the content. Blogs are an excellent source for the educator to observe and assess the learning process and reflective practices, as opposed to a final paper or exam which is not necessarily an indication that transformative learning has taken place. From personal experience, I have witnessed numerous instances where strongly religious students dismiss scientific concepts, yet they are highly aware of their principles and implications for exam purposes. As a result they are very successful in the course while at the same time dismiss evidence based on the reluctance to challenge pre-existing beliefs. This can impact health policies and regulations if educated individuals did not experience transformative learning and continue with their prior theories-in-use which could even put subpopulations at risk, such as in anti vaccination movements. Another important aspect to consider is peer feedback, as it can guide students toward excellence, engage them in higher order thinking and provide alternate perceptions, points of view and conceptual models that can challenge governing variables and initiate transformation. Guided written reflections throughout the term can also shed insight into the reflective process and feedback rich in essential questions and prompts that focus on contexts, underlying assumptions and require various mental models can be particularly useful in encouraging transformative learning in an exclusively on-line environment. Moreover, studios, labs and capstone projects are best practices to allow this transformative learning to surface in decision making and action potential (Bowen, 2012). Transformative learning is a process that once initiated, needs nurturing and guidance to empower the learner to reframe the self and learning models. This continued support may be time restricted in numerous instances yet digital technology allows educators to keep in touch with learners and offer authentic feedback, particularly in an educator blog or Facebook page. The question arises as to how many educators take this additional step in creating and maintaining a blog or page while keeping contact with the learners or followers once their courses come to an end.

Journal Entry #1 PIDP 3240:

Creating Value

“It is at best a paradox, at worst appalling, that although we say we want to develop critical thinking skills, we structure most of higher education around delivery of content.” (Bowen, 2012, p.20).

Objective:

This quote conveys the current challenge in higher education, to align instructional strategies and use of class time with the learning outcome of developing critical thinking skills. This in itself insinuates the discontinuation of traditional behavioristic teaching methods where the educator is a content expert whose main purpose is to dispense knowledge (Merriam & Bierema, 2014). Although delivery of content has been the prevalent educational mode for decades, one crucial question is: “Are you fully convinced that what is familiar to you is really the better way?” (Bowen, 2012, p.31). Embracing technological advancement and incorporating it outside of the classroom can be a means to revert back to teaching naked, in a face to face, highly engaged medium conducive for problem solving and critical thinking. In order to create value, the institution must demonstrate this type of student engagement, which can be further defined by the double helix model of active learning and motivation (Barkley, 2010). As a result, the classroom needs to focus on relevance, intellectual curiosity development and autonomy in order to increase motivation as well as applications, higher-level cognitive processing, oral and written communication, information literacy, team-work, problem based learning and reflection on the significance of content, in order to increase active learning (Bowen, 2012).

Reflective:

The immediate reaction to this quote is hope! My previous learning experience has been with the traditional behavioristic teaching method, with a content expert filling the student vessels, which was highly ineffective. My continued success is attributed to self-directed learning, self-motivation via the growth mindset mentality (Smilkstein, 2011), formation of peer study groups, discussions and role reversal teaching activities. It is within this format that I was able to be one of the few successful mathematics and advanced immunology female students in fourth year undergraduate courses. As a result, I am hopeful, that since this “paradox” is recognized, it will be adequately addressed within due time, such that intellectual curiosity, active learning and engagement can be effectively incorporated within Science academia.

Interpretive:

The implications of this quote are significant within higher education, specifically with respect to the role of the educator. Most “college teachers in general have no formal preparation for teaching” (Bowen, 2012, p.20) and as such are less inclined to view their role as facilitators. They tend to teach in the manner in which they themselves were taught and although they may support the learning outcome of critical thinking and problem solving, few take the time to reflect on their practice and its impact on student achievement. Some may even use the “common sense” analogy, that if their students have high achievement it must be due to their successful teaching method, when in fact this could be due to the self-directed nature of the learner that is essentially educating himself without much aid from the professor. Thus, the incorporation of assessment is essential, using various techniques such as reflective student journal entries, educator evaluations, suggestions for improvement and honest educator/learner communication. All of the above mentioned strategies can be applied outside of class time, in a Moodle or Blackboard learn course format. Furthermore, some strategies to increase intrinsic motivation and create intellectual curiosity are as follows, and this is in no means an exhaustive list: storytelling: which engages students and renders the educator more approachable and less fearful, relevance and value: which showcases applicability beyond the lecture hall, clear expectations: which allow the learner to expect, with a reasonable amount of effort, to succeed and the creation of a positive learning community: which can increase motivation via peer interaction and learning (Barkley, 2010). These strategies can be employed on-line via youtube, Skype, social media, webinars, educator blogs and digital presentations (Bowen, 2012). As a result, active learning can then be supported via case studies, problem-based studies, experimental design, portfolio composition, presentations, task-centered activities, role-reversal teaching activities, brainstorming and group discussions of essential questions. Essential questions are key in promoting active learning as they serve to instill the desire of pursuing inquiry, which in turn brings the willingness to learn content (McTighe & Wiggins, 2013). All of these activities should comprise the naked teaching, face to face portion of the class, in order to achieve the critical thinking learning outcome and provide justification for the added expense of the on campus higher education courses. Technology has advanced at such a rapid rate that it seems only logical to take advantage of it outside of class time, in such a manner that would facilitate instruction and encourage problem-based learning and critical thinking during class. This differentiates the expert educator that moves beyond surface knowledge and memorization to deep conceptual understanding via higher cognitive processing and autonomy. Educators thus cannot merely dispense knowledge, they can facilitate its acquisition, once the fire has been kindled and the learner has actively made the conscious decision to pursue learning (Pelz, 2012).

Decisional:

In order to address the “paradox” and transcend into a student-centered learning mode, I propose the educator commence by relaying the course goals, expectations, guidelines and course format. This can be done via an out loud class reading, where the students have an opportunity to increase their reading and communication skills and realize the role of the educator as that of a facilitator. Moreover, in order to minimize the tedious delivery of content, the educator can establish a “flipped classroom” where the lecture is delivered via an external media source prior to class time (Larsen, 2013). These videos do not have to merely stop at content, they can be motivational, show relevance, spark interest and can even be created by previous students, not exclusively the educator. Although the video making process can be laborious, it will prove useful in future courses alleviating the load of preparation in the long term. In order to promote critical thinking in curriculum integration and alignment, in addition to case studies, problem-based and task-centered learning, one can also use customized games in the classroom (Bowen, 2012). Games can be highly educational when properly designed to be challenging, engaging, complex, require problem-solving and autonomy, are interactive and provide identity and motivation. They can bridge the gap between theory and practice via applicability, requiring systems and lateral thinking, sequential problem solving, cross-functional team work and productivity (Bowen, 2012). Designing college analogous to a video game is indeed revolutionary yet it could possibly address the paradox of supporting critical thinking learning outcomes via outdated content delivery methods. Technology has advanced in such a manner that it can revolutionize content delivery, teacher office hours, online motivation, student engagement and discussion and free class time for critical thinking for unprecedented success.

Journal Entry #3 PIDP 3250:

Visible Learning

 Objective:

John Hattie, Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, has conducted some of the largest meta-analyses of quantitative measures of the effect of different factors on educational outcomes and revealed the results in the book he called Visible Learning. The in depth analysis ranks the effects of both instructional strategies and other influences on student achievement, with the average effect of 0.40. The implications of this study are grand, to say the least, when determining what strategies have the greatest impact on student achievement. Below is a tabulation of some of the results, which I find very illuminating, as we shall discuss the implications in the interpretive section.

Reflective:

The immediate personal reaction to this research and tabulation is excitement! I want to rejoice and exclaim : “finally!” someone has done actual research and was able to tabulate what works and what does not. This will be instrumental in addressing the gap between theory and practice and enlightening the means of how education should evolve. The concern I have is that the movement towards visible learning will be a difficult one, specifically with applications to University undergraduate studies, within Science academia, where behaviourist teaching methods are largely prevalent, where the educator is the content expert ready to fill the vessel.

Interpretive:

As previously mentioned, the implications of this research are grand, to say the least. It reveals that factors such as class size, teacher content knowledge, co-teaching and matching teaching with learning styles have a below-average effect, and thus should not be our focal point. As a result, from the video, it is not surprising that Teacher Subject Matter Knowledge is merely 0.09. A few of the reasons can be that although the teacher is very knowledgeable about the subject, they may lack the Instructional Strategies that foster a positive learning community, self-directed learning, meta-cognition and Feedback (Barkley, 2010), which is why the PID Program is highly recommended to educators with all educational backgrounds and from all disciplines. Moreover, it reveals the average effects of peer influence, student-centered teaching, teacher expectations and inquiry-based teaching. Of most importance, however, are the influences with the highest effect such as metacognitive strategies, feedback, problem-solving teaching and classroom discussions. Thus, let us consider the importance of the Teacher-Student relationship, which has an effect of 0.72. It is crucial that this relationship develop for improved student achievement. A caring connection, an approachable attitude and a respectful atmosphere are all means of building a solid foundation for a strong student-teacher relationship. Furthermore, another important aspect to consider is metacognition, with an effect of 0.69. It involves the identification of learning gaps and the identification of proper learning techniques required to fill those learning gaps. If students are taught about meta-cognition they will have the necessary tools to address learning in all aspects of life and be able to have a growth mindset (Smilkstein, 2011) where they can literally “learn anything.”. A last aspect of crucial importance is Feedback, so that it may be prompt and act as a guide to significantly improve student achievement yet also play a significant role for the educator, allowing the opportunity for teaching adjustments to better meet the needs of the learners. All of these high effect factors should be implemented across all disciplines!

Decisional: In order to implement the high effect factors in my classroom, I explore various strategies. Thus, to begin, I would create a positive learning environment and a learning community, where introverts can express themselves in writing if they wish, in on-line discussions, and extroverts can participate in classroom discussions. I will also try to acknowledge the demands of the students outside of class, specifically within adult education, as they are individuals with roles and commitments and not merely numbers. This has been a very transformational experience, as I myself struggle with the demands of life simultaneously with the need for “intellectual safety” and the realization that it is non existent, only life long learning and the ability to evolve and adapt providing a basis for security. Other strategies, such as team-concept maps, provide effective means of getting students engaged and promote creativity. This is also a great pre-assessment tool. Furthermore, other strategies such as student generated rubrics would be very effective in helping with meta cognition and helping students internalize the meaning of high standards. It can increase intrinsic motivation as well, since they are actively involved in their grades. Think Again also promotes critical thinking and collaborative communication with the educator and the dissection of topics. Prompt, authentic feedback is also essential and I would regularly gather feedback to asses student learning. Effective feedback should be referenced to goals, be tangible and transparent, it should provide actionable information, be prompt and consistent. As a result, with proper implementation, I believe there is an opportunity to create learning environments that foster student achievement, in all areas, not merely on exams and surface knowledge. The factors with a high effect on student achievement should comprise the goals that every institution aims to evolve towards.

Journal Entry #2 PIDP 3250:

The Power of Introverts

Objective: 

“There is zero correlation between being the best talker and having the best ideas” (Susan Cain, 2012). The TED Talk by Susan Cain on the power of introverts has certainly illuminated the absolute necessity to respect and encourage introverts not only in society but especially in the classroom. Introverts need to be accepted, respected, valued and encouraged, particularly in our Western society that prizes extroverts. As a result, what are the defining characteristics of an introvert? Let us begin by examining neuroscience. Introverts process sensory data more deeply and thoroughly because of a biological difference in the nervous system as they are overly-sensitive to dopamine, having fewer receptors, and can thus easily become overstimulated in large social gatherings. Introverts also have an increased blood flow in the frontal lobes and anterior thalamus, examined by tracing the clearance of an inert radioisotope from an array of detectors positioned around the head (Stenberg et al, 1990), which results in increased problem-solving skills and is linked to higher intelligence and academic success. They are very self-aware, thoughtful, detail oriented and observant (Scott, 2015). As a result, it is not surprising that introverts comprise one-third of the population and include mathematicians, writers, philosophers and scientists such as Albert Einstein. Their presence in society is beyond crucial and the “fix it” mentality due to common misconceptions must certainly come to a screeching halt.

Reflective:

The immediate personal reaction to the video is hope. Being an introvert myself, and having re-affirmed that via the Quiet Quiz by Susan Cain, I cannot help but feel hopeful, that in due time, the “fix it” mentality will begin to fade as understanding and acceptance increases and misconceptions are clarified. The most common misconception is the association of shyness, lack of interest and egocentrism with introversion, although this could not be further from the truth (McDowell, 2012). Introverts are very empathetic, great listeners and value meaningful social interaction or conversations. Although they are very calculated, they are not big risk-takers and do not value self-promotion and small-talk, which unfortunately only aids to strengthen the already pre-existing misconceptions.

Interpretive:

Introverts are continually faced with overcoming challenges, from the group like interactions in the advancement of their academic careers to the quest of keeping personal life private. In a highly stimulating society that prizes extroverts, introverts need to find ways to stay true to themselves and accept and appreciate the contributions they bring to the table. This is of crucial importance in education as introverted children and young adults should not be expected to transform into extroverts. Calm, quiet environments that promote meditation and self-reflection are the preferred environments of the introvert where he thrives as opposed to the overly stimulating social scenes of the extrovert. If the introvert were continually exposed to extrovert environments, the result would be a feeling of being overwhelmed by an excess of stimulation naturally leading to exhaustion. As a result, it is not uncommon for introverts to frequently feel the need to recharge in solitude via preferred activities such as self-reflection, meditation, reading and writing. The other implication to education is that introverts can seem passive and lacking interest, when in fact they could be very engaged in deep thought. They require time for processing and the creation of an appropriate reply as they usually think before they speak. As a result, they prefer written responses and one on one activities where they get to know the person and establish a mutually respectful relationship. Introverts, thus poses numerous qualities that render them capable leaders and business owners, however, they can be overlooked as potential candidates as they do not boast about themselves. The challenge to fit in is quite real to the introvert, which is why this video was so inspiring, as it brings awareness to the benefits of being an introvert and the need for support and encouragement over the perception that there is need for change to “get them out of their shell” when in fact that is a very comfortable space. I do agree however, that both introverts and extroverts can challenge themselves outside of their comfort zones in order to increase their learning and experiences, although this does not justify the constant push for introverts to behave as extroverts. Moreover, the introvert is more self-critical and also realistic in his self-assessment and this can lead to a downward spiral of depression (Helgoe, 2010). As a result, it is very important that educators respect their need for privacy and do not embarrass or criticize them publicly.

Decisional:

There are numerous strategies to effectively make introverts feel respected, valued and encouraged. When placed in large group activities, there can be an introductory period prior to the task so the individuals can have the opportunity to slightly get to know each other, establishing mutual trust and respect. Introverts can also be assigned a role, such as that of an observant or writer in a group activity as opposed to the talkative leader. Time can be increased to allow for breadth and depth as opposed to surface knowledge in group activities or discussions. The introvert should be given an opportunity to voice his opinion without interruption, sarcasm or in a perceived negative environment. Furthermore, although introverts may not be as talkative in face-to-face discussions, an alternative online discussion may yield surprising results. In the virtual environment, introverts can easily express their opinions and thoughts in a calculated manner and their contributions to discussions in this mode can be substantial. It also continues to encourage the introvert to voice his opinion via positive peer and educator feedback, thus this alternate means of participation can be included when rewarding participation marks. Moreover, alternative examination strategies can be applied to presentations, whether students choose to present in front of a class, or whether they can display a video presentation. The video presentation is preferred by the introvert as they can invest more time, thought and effort into a presentation that can provide intellectual safety where they feel they can convey their knowledge without being put on the spot. These “alternative examination strategies”, a term I just coined myself, should be incorporated into the universal course design. A few examples of such strategies are: visual demonstrations such as digital projects, videos, blogs, and online discussion forums. As I am writing this, I am noticing this course in particular, PIDP 3250 has made excellent use of these strategies! Alternative feedback strategies can also be given to the introvert such as private audio files, which are essential when the feedback includes criticism, as introverts can be very self-critical, particularly when their intellect is addressed. All of the above methods are intended to allow introverts to demonstrate their learning in ways which reflect their individual strengths without feeling the need to transcend into the overly-stimulant extrovert environment rendering resulting in the negative feeling of exhaustion!

Journal Entry #1 PIDP 3250: 

MOTIVATION

Objective:

“Motivation is the portal to engagement.” (Barkley, 2010, p.15) This quote conveys the necessity of dissecting motivation in order to comprehend its impact in learner engagement. As a result, what exactly is motivation? It can be described as the enthusiasm and degree of attention and effort invested in the learning process (Barkley, 2010). Behaviorist models suggest motivation can be externally adjusted via reinforcement and punishment, however, cognitive models rely on needs models, such as Maslow’s hierarchy of needs, starting with the fundamental physiological needs such as safety and security and progressing to self-esteem and self-actualization (Feinman, 1975). Goal theories,on the other hand, focus on performance goals relating to reputation and self-perception, learning goals relating to learning the task and concepts taught, and even work-avoidant goals relating to a challenge refusal and a minimal time and effort investment (Barkley, 2010). Intrinsic motivation theory combines both needs and goals models and emphasizes autonomy, competence and relatedness. The current model portrayed in the text is a product equation of expectancy and value. Expectancy relates to the self-perception that learners have in the degree to which they can successfully complete a task, and value relates to the degree to which they value the opportunity and reward to complete a task. It is interesting to note the relationship between the two, as one cannot exist without the other to yield motivation. This has significant implications as will be discussed in the decisional section of this journal, in regard to creating an environment that has both high expectancy and high value to maximize learner motivation and thus increase engagement.

Reflective:

The immediate personal reaction to motivation is excitement. I think of enthusiasm, drive, dedication and discovery. I do not think of external motivators such as excellent grades or excellent memorization rewards as those are merely behavioristic principles, facades, in my opinion, knowledge disguised in mere mechanical visual memory and redundancy as opposed to true conceptual understanding and critical thinking. Intrinsic motivation, on the other hand, is leading towards self-actualization, through the adoption of learning goals, the connection to learning communities, the appropriate growth mindset mentality (Smilkstein, 2011) and an accurate expectancy, self-perception and value portrayal.

Interpretive:

Further analysis of motivation leads to the power load margin (PLM) formula by McClusky (Merriam & Bierema, 2014). Load referring to important factors in the adult learner’s life such as family commitments, work responsibilities and goals. Power referring to enabling factors such as physical health, financial stability, social support and coping skills. Margin is as a result the relationship, analogous to a mathematical equation P/L=M. This further reveals the complexity of intrinsic motivation, as it can increase and decrease due to a Power surplus or Load surplus respectively. The implications are most visible in the expectancy area, as a learner with insufficient coping skills may have an altered self-perception in their capabilities, resulting in a decreased confidence. As a result, although the learner may value the task, the decrease in confidence results in dissembling, where excuses, difficulty denial and even knowledge understanding pretenses ensue. These learners can be overstrivers, where their lack of confidence is high yet as they fear exposure, they pretend and exert extraneous effort to ensure success and protect the ego (Barkley, 2010.) Expectancy is thus crucial, where learners need to have an accurate self-perception of their ability to succeed at the task at hand. Let us move to the implications of value, the importance of the need to know as pointed by Tough, as adults desire immediate knowledge application (Merriam & Bierema, 2014). A learner with high success expectancy, that fails to either see the relevance, value or practical application of the task, may engage in evading where only the minimal requirements are completed without engagement. A learner with low value attribution and low success expectancy will reject the task at hand with resentment and anger and will reinforce negative self-perceptions. These are failure-accepting learners, that have disengaged from the learning process. Thus both expectancy and value work together, coherently, to create the product of engagement. A high success expectancy and high value attribution will result in engaged learners eager to grasp new insights. These are success-oriented learners who enjoy learning for the sake of learning. Now the question naturally arises in regard to the implications relating to the classroom environment that will increase motivation and result in deep engagement. An environment where goals are clearly established and compatible, feedback is relevant, continuous and immediate and tasks are sufficiently challenging (Barkley, 2010). Moreover, the environment should consist of a cooperative and collaborative learning community, aimed at promoting learning goals, with minimal pressures for performance goals, and no evident fear of embarrassment or failure.

Decisional:

Let us examine the means of how to create an environment for increased intrinsic motivation, high expectancy and high value, in order to maximize student engagement. I propose starting with clear, concise goals, yet the mode of delivery is highly important. A handout will most likely only be read by a certain percentile of learners, some of which may need clarification. I suggest an in class out-loud reading of the learning outcomes and goals. Learners not only have the ability to ask questions, they also have the ability to establish a sense of connection to their peers, as each learner takes a turn in reading a course goal. A positive environment is further accentuated where there is no fear of embarrassment, as the educator reinforces that throughout this activity, and confidence and self-perception increases. The educator can purposefully make a mistake in reading the initial course goal, to allow the students to correct her, as she models how easily mistakes can occur and how there is no anxiety, fear or sarcasm elicited as a result. Not only did this activity increase expectancy, it also increased the tendency towards learning goals as opposed to performance goals, and it increased the “flow” or deep engagement of the class. Furthermore, to increase the value of the task or concept, I propose a real-life context analogy, where learners are enlightened of how they can use the material beyond the lecture hall, with immediate application in a real-life context. These analogies can be presented or brain stormed in groups, depending on the level of content comprehension. Feedback is another crucial component of increasing engagement, and an effective feedback strategy I currently see with my mathematics students that I tutor, is the use of guided reflections journals. At the end of each class, the students answer four questions in regards to the concepts covered, their understanding, their difficulties as well as their reflection on their learning process. It allows for an additional educator/student interaction, as these journals are read after class and the educator response can be accessed via an online course. Technological advances allow for immediate feedback online in courses that are technologically enhanced, and its immediacy allows learners to better prepare and become more self-aware, more motivated for the following class. This is particularly useful for learners experiencing anxiety, as they may not seek the help of the educator or even admit to having anxiety. The private, confidential, reflective journal allows these students to voice their concerns, without fear of embarrassment and it allows the educator to make use of alternate techniques specifically for the student. A concrete example is the use of practice self-marking exams, for those with exam anxiety. Moving to the last aspect of sufficiently challenging tasks, as supported by Vygotzky’s zone of proximal development (Barklay, 2010) I suggest both problem-based and task-centered learning. Case studies are an excellent example, where the learner is autonomous and self-directed, thus increasing expectancy and value, as there are no constraints and applicability to a real-life problem is evident, as fitting with andragogical principles (Merriam & Bierema). Cognitive autonomy support can radically influence intrinsic motivation and student engagement as the learners diverge from performance goals and start toward knowledge insight, problem solving, critical thinking and evolving in their learning process. As a result, I am certain there are numerous other equally effective strategies to increase motivation and student engagement, however one aspect one should not dismiss are the fundamental needs. Encouraging students to lead a healthy lifestyle, get sufficient sleep or even allow them an opportunity for a five minute walking/water break is also quite important. I look forward to implementing all of the discussed strategies in my teaching career in order to increase motivation and learner engagement.