Page 10 - International Journal of Process Educaiton (Special Issue)

Table 1 Performance Levels for Learners

Trained Individuals

1. Must have new things explained to them.
2. Need to be told what to do.
3. Must have explicitly defined rules, procedures and policies.
4. Find that managing others is extremely difficult.
5. Need constant supervision and monitoring of performance.

Learned Individuals

1. Feel comfortable learning within their base of experience.
2. Can perform low level problem solving within their base of experience.
3. Are willing to accept challenges within their areas of expertise.
4. Can train others in the areas of knowledge they know best.
5. Accept feedback based on “what they produce” better than· feedback on “how they perform.”

Lifelong Learners

1. Can tackle a reasonable percentage of learning requirements in a changing environment.
2. Are able to apply previous problem solutions to new situations.
3. Seek out new challenges ·in related areas of knowledge.
4. Are willing to manage people who have more expertise than they do.
5. Accept and use feedback based on their performance.

Enhanced Learners

1. Accept all learning challenges and adapt readily to changing environments.
2. Seek out greater challenges, responsibilities, and problems to solve.
3. Seek to push the boundaries of their performance.
4. Are willing to manage a team effort and mentor team members.
5. Seek out mentors to help them improve their own performance.

Self -Growers

1. Seek to improve their own learning performance with every experience.
2. Create their own challenges.
3. Take control of their own destiny—“there are no bounds.”
4. Serve as a mentor to others.
5. Self-assess and self-mentor to facilitate their own growth.

later, the core learning to learn content was joined with Defining and Measuring Learner Performance:
the research and experiences gained from 20 years of From the General to the Specific
Learning to Learn Camps, resulting in Learning to Learn:
Becoming a Self-Grower (Apple, Morgan, & Hintze, 2013; The first Teaching institute handbook provided a list
see Figure 2). of characteristics of a “Good Learner” (e.g., “1. Good
learners have the self esteem, confidence, and self worth to
Twenty-two years after Everyone Can Learn to Learn, tackle the unknown with the knowledge that they will be
Apple & Ellis performed a fruitful analysis of learning able to master any learning exercise with which they are
as a performance in itself in Learning How to Learn— presented or need….”) which was then formally published
Improving the Performance of Learning (2015). They in Learning Through Problem Solving.
identified 13 components that contribute to a learning
performance, each of which can be targeted to improve This general list of characteristics was revised and reor-
the performance of learning. dered into the Levels of Learner Performance published

8 International Journal of Process Education (February 2016, Volume 8 Issue 1)