Page 147 - Learning to Learn

LEARNING TO LEARN: BECOMING A SELF -GROWER 147
EXPERIENCE 6: M ETHODOLOGIES: UNLOCKING PROCESS KNOWLEDGE READING
Table 2 presents five pairs of factors related to internalizing methodologies as well as techniques or assign-
ments that facilitate learning for each of the factors.
Levels of Development in Internalizing a Methodology
Five levels describe growth and development in learning and internalizing a methodology. Descriptively,
the five levels are rule-governed users, who are able to perform step-by-step; task-focused users, who are
able to perform in easy contexts; explorers, who are able to self-assess use of a methodology and to affect
others’ performance; generalizers, who are able to internalize a methodology and capable of mentoring
others; and developers, who are able to engage in creative development of new methodologies to fit new
needs or contexts. These five levels are incorporated into the Rubric for Internalization of Methodologies.
Concluding Thoughts
This module introduces methodologies as essential Process Education tools. Educators who avoid meth-
odologies as too rigid or simplistic overlook their considerable benefits. The Rubric for Internalization
of Methodologies provides a succinct model of the main factors and levels of competency involved in
learning a methodology. Using the tips provided, educators can work toward new levels of learning both
in themselves and in their students.
Table 2 Methodology Internalization Factors and Related Tips for Educators
Factors Related to the
Internalization of Methodologies Examples and Tips for Educators
Understanding the methodology
Awareness of learning factors and
issues
Use team activities to support learning how to apply a methodology to a
specific assignment.
Fluency of process area language Assign an oral presentation of how a methodology was used and why
each step was essential.
Translating into practice
Fluency in translating instructions into
effective actions; versatility
Put learners into a competition for speed and versatility in applying a
methodology to a challenging task.
Discipline in use to obtain a planned
outcome
Request self-assessment of the validity of the reasoning related to each
step in application of the tool to a task.
Valuing the process for which the methodology is a tool
Belief in the tool as a valid
representation of a process
Put learners into a performance arena that is too challenging in order to
increase their reliance on the tool.
Belief in personal ability to gain
effectiveness in application of the tool
Challenge the accuracy of a learner’s self-efficacy as part of the
performance process.
Metacognitive abilities
Awareness of the whole; ability to
proactively assess “fit” to purpose
Ask learners to predict (and later assess) which steps will be most critical
for a specific context. Request journal descriptions of using a process at a
level above current ability.
Ability to communicate purposes and
benefits for multiple contexts
Request journal reflections addressing the purpose and benefits of recent
uses of methodologies.
Creative adaptation
Creative customization and adaptation Challenge to develop several valid outcomes for the same learning task or
problem.
Willingness to take to new challenge
levels Challenge to use a process at a higher level on the Internalization Rubric.