Reaching the Highest Standard in

Professional Learning: Learning Designs

Strand One

GEL 607
Professional Learning
and Growth Leadership
 Strand 1: Apply Learning Theories,
Research, and Models
• Focus is upon the “underlying beliefs and values that
drive professional learning and the common features
of robust learning environments that are informed
by theories, research, and models.”
• Effective learning design key components include:
active engagement, modeling, reflection,
metacognition, application, feedback, ongoing
support, and formative and summative assessment.
 For Reflection and Discussion:
1. When designing learning in your context, which theories,
research, and models do you use to inform your design?

2. What, based on your experience, as either designer of

learning or participant in learning environment, do you
think are central components of effective learning designs?
(from Learning Forward, 2011, p. 11)
 Strand 1: Apply Learning Theories,
Research, and Models
• Informed by Robert Kegan’s constructive-developmental theory
• How adults make meaning at a given point and over time
• How our ways of knowing can stretch
and grow to be more complex if we are offered
developmentally appropriate
supports and challenges.
What might feel like a good fit for one
learner, may not be right for another.
 Strand 1: Apply Learning Theories,
Research, and Models
• Constructivism – we actively construct or make
sense of experiences
• Different from person to person
• Influences our understanding and perspective
 Strand 1: Apply Learning Theories,
Research, and Models
• Constructive-developmental theory is based on:
• Constructivism

• Developmentalism

• Subject-object balance or meaning making system

Strand 1: Apply Learning Theories,
Research, and Models
• Developmentalism – the way we
make meaning of our
experiences can become bigger
and more encompassing over
time (as in professional learning
environments)
• We can continue to grow and
develop through the lifespan
 Strand 1: Apply Learning Theories,
Research, and Models
• Subject-object balance – the relationship between
what we can have a perspective on and control
(object) and what we cannot see about ourselves or
others (subject)
• What we have perspective on and what we are blind to
 Strand 1: Apply Learning Theories,
Research, and Models
• According to research, adults most commonly make
meaning one of three ways:
• Instrumental

• Socializing

• Self-authoring
 Strand 1: Apply Learning Theories,
Research, and Models
• A person’s way of knowing (meaning-making):
• shapes belief about what makes effective help,
successful practice, good teaching and effective
leadership.
• is stable and consistent.
• reflects a coherent system of logic.
 Strand 1: Apply Learning Theories,
Research, and Models
• Holding Environments
• A developmental approach to designing and facilitating
professional learning takes into account adults’ different ways of
knowing.
• It helps us to shape learning experiences to be safe and productive
“holding environments.”
• Keagan maintains that we all need multiple forms of “holding”
throughout our lives.
• “Holding” means support, nourishment and care. We need this in
order to grow.
 Strand 1: Apply Learning Theories,
Research, and Models
• Examining the most common ways of knowing helps us to
better understand how to think about and shape the best
holding environments in designing professional learning for
educators.
• Three most common ways of knowing in adulthood:
• Instrumental
• Socializing
• Self-authoring
 Strand 1: Apply Learning Theories,
Research, and Models
• Each way of knowing has developmental strengths
and limitations.
• It is important to design learning experiences which
help adults understand, identify, and expand their
ways of knowing.
 Strand 1: Apply Learning Theories,
Research, and Models
• The Instrumental Way of Knowing
• Characterized by a “what do you have that can help me-what do I
have that can help you” orientation to their work, teaching,
learning, relationships and the world.
• Understand the world in very concrete terms.
• Orient to rule following.
• Feel most supported when others provide specific, explicit advice
when dealing with decisions or responsibilities.
• Can be caring and loving, but in a concrete manner.
 Strand 1: Apply Learning Theories,
Research, and Models
• Limitations to the instrumental way of knowing:
Inability to take others’ perspectives

Professional learning for instrumental knowers needs to offer a deliberate

balance of clear structure and safe collaborative opportunities.

Experiences should include chances to look beyond the “one right way” of
doing things.
 Strand 1: Apply Learning Theories,
Research, and Models
• The socializing way of knowing:
• Have more complex developmental capacities for reflection
• Have the capacity to consider and reflect on other peoples’
perspectives and actions
• Can think abstractly
• Are “other” focused and often subordinate their needs to those of
others
• Interpersonal conflict perceived as a threat to the self
• Acceptance by authorities or valued others is of the highest
importance
 Strand 1: Apply Learning Theories,
Research, and Models
• Supporting the growth of socializing knowers:
• Create opportunities to voice their own opinions
before adopting those of valued others.
• Invite and encourage them to share their
perspectives in pairs or small groups prior to large
group discussion.
• This allows them to clarify their own beliefs, values,
and standards before addressing a larger audience.
 Strand 1: Apply Learning Theories,
Research, and Models
• The self-authoring way of knowing
• Generate their own internal value systems
• Can identify abstract values, principals and longer-term
purposes
• Can prioritize and integrate competing values
• Can assess other peoples’ expectations, standards, and
judgments and compare them to their own
• Have the capacity to reflect on and regulate interpersonal
relationships
 Strand 1: Apply Learning Theories,
Research, and Models
• Supporting and challenging the self-authoring knower
• Provide opportunities to lead or express their
values and beliefs
• Provide gentle challenges to let go of their own
perspectives and embrace opposing points of view
 Strand 1: Apply Learning Theories,
Research, and Models
• Constructive-developmental theory is an example of a
learning theory we can use when designing learning
experiences for adults.
• Educators need different supports and challenges to grow.
• A developmental vocabulary helps us understand how to
support adult and leadership development.
• Considering the developmental match between our
expectations and adults’ internal capacity to meet them
will help professional learning leaders.
 For Reflection….
• Reflect back on the “ways of knowing” or “making
meaning” presented today.
• What would you identify as your way of knowing?
Provide support of your response.
• Reflect upon others you have worked with who make
meaning differently. Describe what you have observed.
• Describe any challenges or benefits this has presented in
PD or PLC situations.
• Discuss with your group. Journal your reflections.