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Meta-Reflection

Jessie Lynn Gravatt

School of Education, Colorado State University

EDAE 620: Processes and Methods

Dr. Leann M.R. Kaiser

December 15, 2020

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Meta-Reflection

In Week 6 of Processes and Methods (EDAE 620), I struggled to determine what learning

experiences I had that represented mismatched ways of learning and outcomes. When juxtaposed with

learning experiences that were obviously positive, I realized how this foundational skill is subtle; learners

like me do not always see the foundation. This struggle brought home to me how difficult it is to choose

a way of learning without understanding a process than begins before learners venture into a classroom

(real or virtual, formal or otherwise) and continues after the classroom experience.

As I reflect on what I have learned as a whole in Processes and Methods, I have distilled my

ideas and questions down to a few key areas that build up from this foundation. I use three broad terms

to name these categories: identity, participation, and failure.

Identity

Before matching a way of learning to an outcome and before determining what learning

outcomes should be, I needed to begin with my identity as an adult educator. I started contemplating

my teaching philosophy in my first Adult Education and Training Class (EDAE 520), but it was in this class

(620) that I associated it with an overarching process that led into the specifics of the learning and

development work I want to do more of.

What Kind of Adult Educator Am I?

Clear writes in the second chapter of Atomic Habits that change happens in one of three layers:

outcomes, processes, or identity. Changing my desired outcomes focuses on results. Changing my

processes means building systems or habits that support outcomes. Going a level deeper by changing

my identity, according to Clear, provides the foundation to make the best decisions regarding processes

and outcomes. (Clear, 2018)

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Labeling myself an “adult educator” and leaving it at that is insufficient. An identity is more

about the reasoning behind the label, and the reasoning is transferable. I could identify myself as a

reader; however, my deeper identity is more about enjoying stories on a regular basis. If I were to lose

some or all of my vision, that could shake my identity of being a reader. That’s one illustration of why it’s

important to recognize what the true identity is because losing my sight would not preclude me from

enjoying a story via an audiobook.

Aligning my teaching philosophy with behaviorism and some progressivism works for me now.

However, my identity as an adult educator is more about aligning my philosophy to the needs of my

current industry or environment. Doing so means I am in a strong position to draw on the philosophy of

behaviorism and non-conflicting elements of progressivism. It also means I can transfer my identity to a

different philosophy in the future if the needs I want to meet change.

That is why I have determined my identity as an adult educator to be someone who strives to

design and develop the best possible learning experiences for adults. From there and given the learning

and development industry in which I work, I can add the next brick—my teaching philosophy—to my

adult education structure. As Zinn puts it: “A life philosophy is rarely static or inflexible; beliefs change to

accommodate new needs and experiences. Yet, a person’s philosophy of life does provide a framework

by which to live and act” (2004, p. 40).

Participation

A big question that I pondered through this class was this: When does participation become

learning? (This question assumes that, while participation is needed for learning to take place, the two

terms are not synonyms.) Before I could answer this, I had to find out what learning means.
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What Is Learning?

I spent significant time figuring out the meaning of learning through the lens of discovering

processes and methods in this class. An obvious starting point came in Facilitating Seven Ways of

Learning when Davis and Arend define a cultural expectation they name “real learning,” which is “deep,

serious, lasting, and transformative learning” (2013, p. 139). After thinking about my first question and

becoming informed by our assigned reading and class discussions, the major factor in determining when

learning begins may be motivation.

When participants are motivated to learn and barriers to learning are removed or overcome,

participants can enter into vital engagement or the state of “flow,” which in itself must be highly

motivational (Wlodowski & Ginsberg, 2017, p. 19). But is that learning? Or are engagement and

participation each a conduit? (And when will it matter if I can recognize the difference?)

Learning, I’ve come to believe, is ideally a cyclical process. A learner acquires new knowledge,

understands or retains that knowledge, and then—the end goal—transfers that knowledge to make it

useful. Then, more knowledge comes along that must be understood and applied for learning to

continue. The cyclical process I describe means that learning is continual, so the important thing is to

keep the process moving.

Instead of wondering when learning begins, I want to trust that I am building a learning

experience with the appropriate methods and tools. Because, as one resource put it, it is wrong “to

think transfer will take care of itself (it certainly doesn’t),” we should place more emphasis on the

learning transfer (Shank, 2019). Learning transfer is also key from a standpoint of organizational

development. Companies, non-profits, and other organizations want to feel assured that their

investment will improve their overall success, so designing for learning transfer from the beginning is

the best of practices.

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Failure

Several kinds of possible failure have occurred to me during this class (not because I am a

pessimist but because I want to steer toward success by becoming aware of its opposite). One benefit of

learning proven processes and gaining familiarity with a wide variety of methods and tools lies in how I

can transfer this knowledge to my career to avoid failure and head for a successful outcome. Even

though I try to think of failure as a learning opportunity, I prefer not to actually experience it.

What Scares Me?

For one of our final discussions in Processes and Methods, I chose to discuss my meekness as a

challenge should I ever directly facilitate a group of learners. Another challenge is the unknown. How do

I use a tool, a process, or a method for the first time?

For example, I recognize the difficulty in using the way of learning that Davis and Arend call

Learning through Groups and Teams (2013, p. 177) without ever having tried to use it in real life. From

comments made by others in this class who have experienced this way of learning, it can be hugely

impactful. Despite potential risks, the potential rewards seem great.

Learning through Groups and Teams was the most interesting of the seven ways because it was

unexpected. My initial thought was that it was centered around team activities. Discovering it was a way

to influence or change attitudes or perspectives through sharing thoughts and experiences or just

reflecting in a safe place was surprising.

Of course, matching a way of learning to an outcome was not the only matching I did. I enjoyed

coming up with analogies to movies and TV shows to help me remember how each way was applied,

and matching Learning through Groups and Teams to “The Good Place” was a favorite. While reflecting

on challenges in implementing what I’ve learned, I thought of how the creators of the show set up a

seemingly impossible situation involving incredibly different characters that ended up working.
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According to a reviewer, “this outcome was achieved because the participants were able to focus on

the superordinate” (Jilani & Smith, 2019) or find common ground despite their differences.

A Final Reflection

I have had the realization that, as I learn about how and why to bring in best practices learned in

this class, I am better able to communicate with others who create and facilitate learning experiences

for adults. Even if they have not read Facilitating Seven Ways of Learning (Davis & Arend, 2013), I am

developing a common language and understanding.

If the incredibly different characters in “The Good Place” can find common ground to cooperate

and collaborate (Davis & Arend, 2013, p. 178), then I can approach my work in adult education (whether

that is designing a learning experience with more seasoned professionals or facilitating with a way of

learning that I only know theoretically) with hope. After all, my identity as an adult educator includes a

desire to do my best. Besides that, what scares me also motivates me.

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References

Clear, J. (2018). Atomic habits: Tiny changes, remarkable results: an easy & proven way to build good

habits & break bad ones. Avery.

Davis, J.R., & Arend, B.D. (2013). Facilitating seven ways of learning: A resource for more purposeful,

effective, and enjoyable college teaching. Stylus Publishing.

Jilani, Z., & Smith, J. A. (2019, October 9). Four lessons in bridge-building from “The good place”. Greater

Good. https://greatergood.berkeley.edu/article/item/four_lessons_in_bridge_building_from_th

e_good_place

Shank, P. (2019, May 19). Can they do it in the real world? Designing for transfer of learning. Learning

Solutions Magazine. https://learningsolutionsmag.com/articles/288/can-they-do-it-in-the-real-

world-designing-for-transfer-of-learning

Wlodkowski, R.J., & Ginsberg, M.B. (2017). Enhancing adult motivation to learn: A comprehensive guide

for teaching all adults (4th ed.). Jossey Bass.

Zinn, L.M. (2004). Identifying your philosophical orientation. In M.W. Galbraith (Ed.), Adult learning

methods: A guide for effective instruction (3rd ed, pp. 39-74).

Kreiger. http://www.labr.net/paei/assets/zinn.pdf