Page 7 - International Journal of Process Educaiton (Special Issue)

International Journal of Process Education (February 2016, Volume 8 Issue 1) PROGRAM Pක඗ඏකඉඕ Dඍඛඑඏඖ Crafted to meet the knowledge, skills, and ways of being Pක඗ඏකඉඕ Aඛඛඍඛඛඕඍඖග To ensure that quality exceeds standards Figure 1 Pictorial Representation of the Major Areas of Process Education
(multiple courses) for a profile of a professional graduating from the program with systematic feedback to improve quality
Pක඗ඎඍඛඛඑ඗ඖඉඔ Lඍඉකඖඑඖඏ C඗ඕඕඝඖඑගඡ Example: The Academy of Process Educators
COURSE C඗ඝකඛඍ Dඍඛඑඏඖ METHODICAL process for creating a high-quality course C඗ඝකඛඍ Aඛඛඍඛඛඕඍඖග To ensure that the targeted outcomes of the
(multiple learning activities) so learners achieve identified LEARNING and GROWTH goals course are successfully met and improved

LEARNING ACTIVITY Aඋගඑඞඑගඡ Dඍඛඑඏඖ METHODICAL process for constructing LEARNING EXPERIENCES that support Aඋගඑඞඑගඡ Aඛඛඍඛඛඕඍඖග To ensure that targeted out-
THE LEARNING CYCLE so learners can meet the PERFORMANCE CRITERIA comes are met and improved

Rඍඎඔඍඋගඑ඗ඖ Process used to increase the awareness a learner has about how/she thinks and learns; a reflective practitioner Lඍඉකඖඑඖඏ ග඗ Lඍඉකඖ Cඉඕ඘
works to increase metacognitive awareness and strives to understand his/her own behavior, decisions, and thinking
PEPක඗උඍඛඛ Eඌඝඋඉගඑ඗ඖ

Learning is not a product, but a Lඍඉකඖඑඖඏ Eච඘ඍකඑඍඖඋඍඛ ຺ Cඝකකඑඋඝඔඉ Fඉඋඑඔඑගඉගඑ඗ඖ, Mඍඖග඗කඑඖඏ

PROCESS with SELF-GROWTH Includes Activity Books, Classroom Activities, ● Creates a QUALITY LEARNING ENVIRONMENT
of the learner as the goal Learning Systems, and Learning Objects ● Facilitates learning using LEARNING ACTIVITIES
● Optimizes performance by using facilitation plans
Mඍගඐ඗ඌ඗ඔ඗ඏඑඍඛ DESIGNED and FACILITATED to implement ● Supports the LEARNING PROCESS METHODOLOGY
and support the LEARNING PROCESS ● Improves performance through PROFESSIONAL DEVELOPMENT
● The methods, guidelines, and best METHODOLOGY so learners are able to ● Practice is informed by RESEARCH-BASED BEST PRACTICES
practices of PROCESS knowledge are exceed the stated learning objectives
described in METHODOLOGIES and PERFORMANCE CRITERIA

● METHODOLOGIES can be used to Pඍකඎ඗කඕඉඖඋඍ PDPක඗ඎඍඛඛඑ඗ඖඉඔ Dඍඞඍඔ඗඘ඕඍඖග A five-day intensive experience that models how every student can become a successful
learn how to do something collegiate learner through LEARNING HOW TO LEARN and developing a GROWTH mindset.
Any PERFORMANCE (completed PROCESS) can Transformational learning experiences with the goal of
● Learners who use METHODOLOGIES be MEASURED, improved through ASSESSMENT, improving FACILITATION skills and elevating practice
increase their PERFORMANCE enhanced through challenge (e.g., by using the for increased LEARNING and GROWTH both in the
ACCELERATOR MODEL), analyzed by its parts: classroom and as a professional
● METHODOLOGIES provide structure
for ASSESSING use of that PROCESS Pඍකඎ඗කඕඉඖඋඍ M඗ඌඍඔ PCPඍකඎ඗කඕඉඖඋඍ Cකඑගඍකඑඉ

Lඍඉකඖඑඖඏ Pක඗උඍඛඛ Mඍගඐ඗ඌ඗ඔ඗ඏඡ PERFORMANCE components: learner identity, Statements describing the most important aspects of the
LEARNING SKILLS used, knowledge needed, target PERFORMANCE (i.e., what it should look like);
LPM“Tඐඍ Lඍඉකඖඑඖඏ Cඡඋඔඍ” performance context, personal factors (individual these form the basis for PERFORMANCE MEASURES.
variables), fixed factors (permanent variables)
STAGE 1 Preparing to Learn (learning objectives, PERFORMANCE CRITERIA) PMPඍකඎ඗කඕඉඖඋඍ Mඍඉඛඝකඍඛ

STAGE 2 Learning PERFORMANCE (analyzing models, critical thinking, Pක඗ඊඔඍඕ S඗ඔඞඑඖඏ These are based on PERFORMANCE CRITERIA and
STAGE 3 application, and problem solving) using LEARNING SKILLS allow one to gauge (measure) the level of success or
PROBLEM SOLVING is application of the knowledge quality of a PERFORMANCE. This data forms the basis
ASSESSMENT of learning PERFORMANCE gained through the LEARNING PROCESS for high-quality ASSESSMENT and EVALUATION.

L2LLඍඉකඖඑඖඏ ග඗ Lඍඉකඖ CLSLඍඉකඖඑඖඏ Sඓඑඔඔඛ ೖGක඗ඟගඐ / Sඍඔඎ-Gක඗ඟඍකඛ SIIAඛඛඍඛඛඕඍඖග ຺ Sඍඔඎ-Aඛඛඍඛඛඕඍඖග

We can LEARN HOW TO LEARN with the Generic and transferable skills that GROWTH is the increase in capacity resulting from ● Feedback with the goal of improving PERFORMANCE
LEARNING PROCESS METHODOLOGY lead directly to improved learning. quality MENTORING. SELF-GROWERS use SELF-
and can use it to increase our learning Classified in the cognitive, social, ASSESSMENT to SELF-MENTOR their own GROWTH ● Format: Strengths, Areas for Improvement, Insights
PERFORMANCE. Learner development is and affective domains in the
the GROWTH that comes from LEARNING Classification of Learning Skills. C඗ඔඔඉඊ඗කඉගඑ඗ඖ / Lඍඉකඖඑඖඏ C඗ඕඕඝඖඑගඑඍඛ ● Focusing an ASSESSMENT on one’s self (SELF-
HOW TO LEARN. ASSESSMENT) improves PERFORMANCE and
Aඋඋඍඔඍකඉග඗ක M඗ඌඍඔ Learning together collaboratively or cooperatively increases GROWTH
FOLF඗ඝඖඌඉගඑ඗ඖඛ ඗ඎ Lඍඉකඖඑඖඏ (with team roles) and practicing peer ASSESSMENT:
Informed by LEARNING SKILLS, ● in a classroom Aඛඛඍඛඛඕඍඖග vs Eඞඉඔඝඉගඑ඗ඖ
Both an ACTIVE LEARNING course and aspects of the LEARNING ● at a LEARNING TO LEARN CAMP
CURRICULA introducing the topics shown PROCESS METHODOLOGY ● in a PROFESSIONAL LEARNING COMMUNITY ASSESS to improve
here to help students LEARN HOW TO can be tweaked to increase the PERFORMANCE
LEARN and become SELF-GROWERS EVALUATE to judge or
ോchallenge and thus the learning grade PERFORMANCE

and GROWTH of learners

COURSE Qඝඉඔඑගඡ Lඍඉකඖඑඖඏ Eඖඞඑක඗ඖඕඍඖග Produces respect, trust, openness, success and a GROWTH-ORIENTED mindset for everyone
PROGRAM Cඝඔගඝකඍ ඗ඎ Sඝඋඋඍඛඛ Use of the Transformation of Education and Compass of Higher Education as strategic frameworks to foster GROWTH for learners, faculty, staff, and scholarship

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