This interactive session focuses on critically reflecting on transformative learning. The idea of lifelong learning as a continuous experience is rarely addressed as part of the learning process. The Learning Cycle has been explored at length by several authors. However, the Lifelong Learning Experience goes beyond the learning cycle and is a neglected process when we address learning. We hear about lifelong learning but what is it, really? What part does our role in the classroom play in lifelong learning?

This session will focus on the Transformative Learning concept of reflection, both on the part of the student and the teacher, leading to better understanding of how evaluating our influences impacts learning. Interactive activities in this section will lead to several outcomes for the participants, including: Evaluate the role of the instructor on lifelong learning; and analyze the role of feelings that influence learning in the classroom. The session itself will be an example of transformative learning as it will utilize discovery learning and group activities.

This interactive session focuses on critically reflecting in transformative learning. The idea of lifelong learning as a continuous experience is rarely addressed as part of the learning process. The Learning Cycle has been explored in length by several authors, including Kolb (1984) and Pfeiffer and Jones (1985). However, the Lifelong Learning Experience (Gordon, 2017) goes beyond the learning cycle and is a neglected process when we address learning. We hear about lifelong learning but what is it, really? What part does our role in the classroom play in lifelong learning?

This session will focus on the Transformative Learning concept of reflection, both on the part of the student and the teacher, leading to better understanding of how evaluating our influences impacts learning (Instructional Design.org, 2015). Interactive activities in this section include a reflection on positive and negative feelings in the classroom; a sharing time on student engagement; an activity on the dimensions of lifelong learning; a feedback activity and a class planning activity. The session itself will be an example of transformative learning as it will utilize discovery learning and group activities (Slavich & Zimardo, 2012).

Sample of Activities:

• Positive and Negative Feelings Tree Activity
• Discussion on student engagement
• Sticker Dot activity on dimensions of lifelong learning
• Feedback box activity

 Session Objectives:

1. Identify the differences between the Learning Cycle and the Lifelong Learning Experience.
2. Evaluate the role of the instructor on lifelong learning.
3. Discuss the Transformative Learning concept of reflection.
4. Analyze the role of feelings that influence learning in the classroom.
5. Assess the importance of feedback in lifelong learning.

Gordon, C. (2017). The lifelong learning experience.

Kolb, D.A. (1984). Experiential learning experience as a source of learning and
development. New Jersey, NJ: Prentice Hall.

Culatta, R. (2015). Transformative learning. Retrieved from http://www.instructionaldesign.org/theories/transformative-learning.html

Pfeiffer, J.W., & Jones, J.E. (1983). Experiential learning model. Adapted from Reference Guide to Handouts and Annuals. John Wiley & Sons, Inc.

Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational  Psychology Review, 24(4), 569–608. 

50-Minute Interactive Session

Critically Reflecting in Transformative Learning