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Potent Learning Partnerships: Getting Beyond Information-Only Teaching and
Learning
Marcia Baxter Magolda Miami University
!January 17, 2014
DESIRED COLLEGE OUTCOMES
Critical Thinking
Intercultural Maturity
Make discerning judgments about moral and ethical issues
DEVELOPMENTAL CAPACITIES
How we “make sense” of our experiences
How we view knowledge - decide what to believe, come to know
How we view ourselves - sense of identity
How we view social relations - how we construct relationships
Holistic perspective - all three dimensions intertwined
A DEVELOPMENTAL BRIDGE
“a holding environment that provides both welcoming acknowledgement to exactly who the person is right now as he or she is, and fosters the person’s psychological evolution. As such, a holding environment is a tricky, transitional culture, an evolutionary bridge, a context for crossing over” (Kegan, 1994, p. 43)
Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.
INFORMATIONAL VS TRANSFORMATIONAL LEARNING
Informational learning focuses on increasing our fund of knowledge, our repertoire of skills, and extending already established capacities into new terrain; deepening resources for an existing frame of reference
Transformational learning focuses on shifts in how we know – developing the cognitive, interpersonal, and intrapersonal capacities that enable people to navigate complexity
Kegan, R. (2000). What "form" transforms? A constructive-developmental approach to transformative learning. In J. Mezirow (Ed.), Learning as transformation: Critical perspectives on a theory in progress (pp. 35-69). San Francisco, CA: Jossey-Bass.!
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WORKSHOP GOALS
Understand one possible portrait of the journey toward self-authorship and complex developmental capacities
Explore the nature of Learning Partnerships that help young adults develop more complex capacities
Consider how Learning Partnerships could enhance your educational practice
BAXTER MAGOLDA LONGITUDINAL STUDY
Began with 101 first-year traditional age college students in 1986
80 interviewed annually during 4 years of college [see Knowing & Reasoning in College, 1992]
30 remain in study in 25th year [see Making Their own Way, 2001; Authoring Your Life, 2009]
Learning Partnerships Model [see Learning Partnerships, 2004]
WABASH NATIONAL STUDY www.liberalarts.wabash.edu/nationalstudy
Designed to discover the student experiences and developmental capacities that affect growth toward seven liberal arts outcomes (King, Kendall, Brown, Lindsay & VanHecke, 2007)
Began with 315 traditional age students on six campuses in 2006 [approximately one third identified as students of color]
177 students returned for interviews all four years of their college experience [228 year 2; 204 year 3]
Baxter Magolda, M. B., & King, P. M. (2012). Assessing meaning making and self-authorship: Theory, research, and application. ASHE Higher Education Report (Vol. 38 (3)). San Francisco: CA: Jossey-Bass.
CAVEATS
Developmental narratives offer possibilities regarding how to interpret meaning making
Transferability: educators’ responsibility to judge applicability based on deep understanding of particular context
Learning partnerships: key to understanding partners and interpreting development in context
Baxter Magolda, M. B., & King, P. M. (2012). Assessing meaning making and self-authorship: Theory, research, and application. ASHE Higher Education Report (Vol. 38 (3)). San Francisco: CA: Jossey-Bass.
FOLLOWING EXTERNAL FORMULAS
Believe authority’s plans; how “you” know
Define self through external others
Act in relationships to acquire approval
Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus.
REFLECTIVE INTERLUDE
Consider your context – are any of the participants using external formulas?
If so, how does it play out in your relationship?
To what extent do you use external formulas to make meaning? How does it affect your work?
CROSSROADS!
Torn between following others’ versus own visions and expectations
!Questioning External Authority E(I) Constructing the Internal Voice E-I Listening to the Internal Voice I-E Cultivating the Internal Voice I(E)
REFLECTIVE INTERLUDE
Consider your context – do any of the participants seem to be in the crossroads?
If so, how does it play out in your relationship?
To what extent do you make meaning this way? How does it affect your work?
SELF-AUTHORSHIPInternal voice comes to the foreground to coordinate
external influence.
TRUSTING THE INTERNAL VOICE
Realize that external realities are beyond your control, but that you can control your reaction to them.
Trust the internal voice sufficiently to refine beliefs, values, identities and relationships.
Use internal voice to shape reactions and manage external sources.
Baxter Magolda, M. B. (2008). Three elements of self-authorship. Journal of College Student Development, 49(4), 269-284. !Baxter Magolda, M. B., & King, P. M. (2012). Assessing meaning making and self-authorship: Theory, research, and
application. ASHE Higher Education Report (Vol. 38 (3)). San Francisco: CA: Jossey-Bass.
BUILDING AN INTERNAL FOUNDATION
Trust internal voice sufficiently to craft commitments into a philosophy of life to guide how to react to external sources.
Internal foundation is a filter through which to process external circumstances.
Baxter Magolda, M. B. (2008). Three elements of self-authorship. Journal of College Student Development, 49(4), 269-284. !Baxter Magolda, M. B., & King, P. M. (2012). Assessing meaning making and self-authorship: Theory, research, and
application. ASHE Higher Education Report (Vol. 38 (3)). San Francisco: CA: Jossey-Bass.
REFLECTIVE INTERLUDE
Consider your context – do any of the participants use self-authorship?
How does it mediate your relationships?
To what extent do you make meaning this way? How does it affect your work?
LEARNING PARTNERSHIPS
MODELBalancing Challenge &
Support
Respect learners
thoughts and feelings
Situate in learners’ experience
Mutual learning & problem solving
Complex work & life challenges
Develop personal authority
Share authority; interdependence
Support
Challenge
Learning Partnerships
Baxter Magolda, M. B. (2004). Learning Partnerships Model: A framework for promoting self-authorship. In M. B. Baxter Magolda & P. M. King (Eds.), Learning partnerships: Theory and models of practice to educate for self-authorship (pp. 37-62). Sterling, VA: Stylus.!
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REFLECTIVE CONVERSATIONS AS LEARNING PARTNERSHIPS
Encourage reflection and interpretation of experience to make sense of it for oneself
Invitation to reflect validates learners, respects their thoughts and feelings, situates learning in their experience
Invitation to interpret brings self to forefront, recognizes complexity, values learners’ perspectives, shares authority in mutual exploration of concerns
Baxter Magolda, M. B., & King, P. M. (2008). Toward reflective conversations: An advising approach that promotes self-authorship. Peer Review 10(1), 8-11.
Students reflect on why they
were successful in past
experiencesStudents describe
successful learning
experiences
Translate past behavior to action plan for current
success
Introduce obstacles
Reflect on how to approach obstacles Build action
plans to address obstacles
Support
Challenge
Advising Partnerships
Pizzolato, J. E. (2008). Advisor, teacher, partner: Using the Learning Partnerships Model to reshape academic advising. About Campus: Enriching the Student Learning Experience, 13(1), 18-25.
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SMALL GROUP DISCUSSION
How do you currently use components of the LPM in your work?
How might you alter these practices to create better developmental bridges?
Are there aspects of your own development that you will need to consider to implement learning partnerships?
JOURNEY TOWARD SELF-AUTHORSHIP
Self- Authorship
Dependent on others for answers,
values, identity
Beginning to question
authority, form views, develop
identity
Dev
elop
men
tal P
hase
Externally Focused >> >> Internally Focused
Forming own sense of values and views to
guide relationships and decisions
Leading Edge: E.g., Recognizing
that multiple perspectives exist
Leading Edge: E.g., Evaluating multiple perspectives to form
internal beliefs
Leading Edge: E.g., Acting
consistently based on internal beliefs
Haynes, C. & Taylor, K. B. (2008, October). Moving from a teaching to a learning paradigm in Honors. General session presented at the annual conference of the National Collegiate Honors Council, San Antonio, TX.
Learning Community;
Reflective Assignments
Problem based pedagogy; personal
assignments; service learning
Joint processing; weekly note card
feedback
Complexity of ES; multi-disciplinary,
spiraling curriculum
Develop own perspective Mutual
construction of knowledge
Support
Challenge
Learning Partnerships
Bekken, B. M., & Marie, J. (2007). Making self-authorship a goal of core curricula: The Earth Sustainability Pilot Project. In P. S. Meszaros (Ed.), Self-Authorship: Advancing students' intellectual growth, New Directions for Teaching and Learning (Vol. 109, pp. 53-67). San Francisco, CA: Jossey-Bass.!!
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Earth Sustainability Series
DEVELOPMENTALLY SEQUENCED GOALS
First semester: sorting opinions from arguments supported by evidence
Second semester: identifying assumptions
Third semester: evaluating arguments and supporting assumptions
Fourth semester: framing arguments from multiple perspectives, justifying assumptions, and assessing evidence
Bekken, B. M., & Marie, J. (2007). Making self-authorship a goal of core curricula: The Earth Sustainability Pilot Project. In P. S. Meszaros (Ed.), Self-Authorship: Advancing students' intellectual growth, New Directions for Teaching and Learning (Vol. 109, pp. 53-67). San Francisco: Jossey-Bass.
SMALL GROUP DISCUSSION
In what ways does your practice already emphasize learners’ leading developmental edges?
In what ways could you alter your practice to sequence it more effectively for your learners?
Are there aspects of your own development that you will need to consider to implement developmentally-sequenced learning partnerships?
TRANSFORMATION FOR EDUCATORS
Recognize how our authority is interwoven in our behavior
Recognize assumptions about learners
Examine our own development - are we self-authoring such that we can share power and authority with learners? Challenge structures & systems that constrain learning?
LPM AS A PHILOSOPHY
LPM is a philosophy about learning and development, about the roles of educators and learners in the learning process
LPM dissolves boundaries between learning and development, intellectual and personal development, learning and teaching, and learners and teachers - can it span boundary between face-to-face and digital learning?
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