Emotions and Learning Final Project Demonstration
- 1. EMOTIONS & THE ADULT LEARNER Created by Chenille Barrett
- 2. INTRODUCTION The objective of this project is to have a greater understanding of the impact of emotions related to learning. This project demonstration will bring together each individual task of the project including rationale for syllabus design, major points from literature review, program evaluation, syllabus design, and syllabus evaluation.
- 3. LITERATURE REVIEW FINDINGS • Strong emotional reactions in the learning context come out namely around conflict. • Educators are becoming more aware of the role of emotions in adult learning and trying to use that awareness to benefit the educational process. • The learning experience itself is influenced by the emotional state, first unconsciously then consciously. • Negative emotional states within the learning environment can lead to a resistance in learning. • The way in which emotion plays a role in transformative learning is the unconscious emotional responses to the learning process itself , as well as its role in the process of individuation
- 4. PROGRAM INVESTIGATION FINDINGS 1. The mode of training of instructors was not as critical as the importance of training itself 2. The physical environment plays a role in transformational learning when “touchy” topics 3. The emotional climate is important for learners to share. Learners are more likely to share when they knew they would not be judged. 4. Depending on the nature of the class a written plan may or may not be helpful as it relates to personal enrichment classes
- 5. Syllabus Design Rationale • Based on the literature review and program investigation I knew it was important to address the learning environment as well as using the emotional state of the learner to engage learning and participation. • My desired syllabus design outcome is to teach a class whereby emotion is used positively to influence transformational learning. • The desired outcome can be achieved by understanding the meaning and role of emotions in adult education, emotional chaos and transformative learning. • I attempted this once….but…I got a little off topic, as you will see in the following slides.
- 6. SYLLABUS S.M.A.R.T. Parenting:101 Supportive Motivated Aware Non-Reactive Training Spring 2013-Session 1 Instructor Information Chenille Barrett Email: cmbarrett@ihfm.net Phone: 317-529-5213 Class Information Dates: February 4 to April 15 (10 week class) Meeting Days: Monday evenings-mingling opportunity before class *please see below Location: Heartland Church-The Fireplace Room 9665 Hague Rd. Indianapolis, 46256 Class Time: 6:30pm-8:15pm *Light refreshments served at 5:45pm (Please feel free to bring your own snack if you have allergies) Learning Materials Required Book: Scream Free Parenting: The Revolutionary Approach to Raising Your Kids by Keeping Your Cool by Hal Edward Runkel, LMFT Additional Required Class Materials: Journal
- 7. SYLLABUS (continued) • Class Objectives • Parents (or Caregivers) will gain an understanding about the effects of emotional reactivity on the parent-child relationship and bonding • Parents (or Caregivers) will gain experience at becoming an emotionally in control “Cool” parent • Parents (or Caregivers) will develop a personal method of maintaining a “Cool” parenting posture • Parents (or Caregivers) will develop confidence in practicing non-reactive parenting • • Assignments • Class participants will have two main tasks to prepare for class each week. They will be expected to read the chapter assigned for the week as well as to look over and become comfortably acquainted with the feelings and needs lists. Parents will also be asked to write at least one paragraph summarizing their week and are encouraged to journal as often as desired. The journals are for participant wellness only and will not be shared. • • Class Activities • Most classes will begin with an activity to provide grounding and getting in tune with inner feelings. The check-in will follow. Next, there will be a discussion of the chapter assigned for the week. The short discussion is to learn from each other’s learning experience from reading the assigned book. The relaxation activity will end the class and will focus on techniques parents can use at home to remain calm and non-reactive. • • Beginning activity • Exercises will vary from week to week and focus on getting in touch with inner feelings and thoughts.
- 8. SYALLBUS (Continued) Check-In A printed format will be available at each group. Please read the attach feelings list to become acquainted with them. The check-in is critical because it is a time for you to explore your feelings, becoming more aware of yourself which will help you in times of stress when interacting with your children. It also keeps you aware of your own needs that prevent you from being “Cool” so that you may attend to these needs. Last but not least, it is also a valuable tool to teach your children to connect with others in a healthy, helpful way. *THE FEELINGS LIST AND NEEDS LIST ARE INCLUDED IN THIS SYLLABUS.* “Hi. I’m (Your Name .) I had a(n)_________________________________ week. Right now I am feeling ___________(word (s) from feelings list). I am working on _______________ this week to keep my “cool”. Right now I need _________________(word(s) from needs list).” Discussion The short discussion is to learn from each other’s learning experience from reading the assigned book. Sharing in the group discussion is strongly encouraged to get maximum benefit. Each member will be expected to share something pertinent to the chapter of the week. Each member should keep their share to 3 minutes or less so that everyone has a chance to speak. Relaxation Exercises The relaxation activity will end the class and will focus on techniques to use at home to remain calm and non-reactive. These techniques are important and can help you achieve your “Cool” during times of stress, as well as maintaining it.
- 9. Syllabus Evaluations Suggestions 1. Trim down the following within the syllabus: -the description of the assignments -class objectives -class activities -discussion description. -feelings list 1. Consider: -making the class outline less formal in a personal enrichment class -consider making the connection with those in the class a greater priority than who actually attends the class or not -
- 10. A New Class, A New Syllabus I decided to try to create another syllabus with more of an emphasis on emotions and the adult learners in the class. Here we go….
- 11. EDPSY B290: Emotions and the Adult Learner Experience Online Course Spring 2013 Instructor Information Chenille Barrett Email: cmbarrett@bsu.edu Phone: 317-529-5213 Virtual Office Hours: As needed I am pleased to be here to support your learning experience! Please do not hesitate to contact me via email if you need to speak with me as soon as possible. Please type “URGENT: EDSY B646” in the subject line and I will respond within 24 hours. Please use this function carefully and wisely. You may call or email me for general questions or concerns that can be responded to within 48 hours or less. Please do not wait to the last minute to contact me for a Class Information Dates: February 4th - March 25th (8week class) Location: Online
- 12. Learning Materials • Required Text: Understanding Emotions and the Learning Process for Adults (2012) by Chenille Barrett • Articles found on Blackboard under “Resources” • Feelings list found on Blackboard under “Resources” Blackboard use is required for this course. If you have any concerns about your ability to navigate within the Blackboard community please contact the Blackboard technology support team. Class Objectives 1. Learners will develop a greater understanding of the impact of emotions on the learning process in adults 2. Learners will understand major theories about the emotional experience and adult learners 3. Learners will become aware of their emotional responses to the learning experience and how to use this understanding to maximize learning 4. Learners will develop understanding about the importance of emotions in transformational learning in their personal lives 5. Learners will learn how to use emotions as a benefit and tool for transformational learning, as well as everyday learning
- 13. Class Activities 1. Assigned weekly readings from the class text and/ or articles found under the “Resources” tab on Blackboard 2. Discussion- There are two components to the weekly discussion Discussion Groups- Discussion groups will be assigned by the beginning of week 2. Each group member is expected to post ideas and concepts they learned from the week’s reading assignments starting the beginning of the second week. In your posting you should also state your emotional reaction to the reading and any explanation of that. Please feel free to use the feelings list to describe your feelings. You can locate the feelings list under the “Resources” tab in Blackboard. Each group member is expected to contribute to the weekly group discussion. This is intended to be a conversation and each person is expected to comment on at least one of their group member’s posts. There is to be no comment, neither positive nor negative about the emotional response or the explanation. This is of the utmost importance so that all group members feel safe to express themselves freely without the fear of being shamed or told they are “wrong” for feeling a certain way. Class discussion board- Each group should post a weekly group summary on the class discussion board by Thursday. Each person in class is expected to comment on at least one group summary from the class discussion board. In the summary please list the emotional aspects of the group members as well. 3. Weekly Journal- You will be expected to make a weekly entry in your online journal found on Blackboard. This exercise is mainly for you to be aware of what is going on with you emotionally either academically or in your life in general, and how that might impact your learning. . Hopefully this awareness will encourage you to use some of the techniques to use you emotions in a manner that will encourage learning. These are techniques you can use in almost any learning situation. Only I will be able to access the journal although I will not necessarily read every entry.
- 14. 4. Writing Assignments are to be completed individually in APA format and are all expected to be between 3-5 pages. The instructions for each assignment can be found under the “Assignments” tab on Blackboard. The assignments are always due by Saturday unless otherwise stated. Grading Scale 100-90% - A 89-80% -B 79-70%- C 69-60%- D 59% and below F Grading Rubric Introduction post 2pts Weekly group postings 15pts Weekly comments 15pts Course Reflection Post 4pts Group Experience Post 4pts Writing Assignment 1 15pts Writing Assignment 2 15pts Writing Assignment 3 15pts Writing Assignment 4 15pts Total Possible 100pts
- 15. Assignments Week 1 02/05/2012- Read text Ch.1 &2, personal introductions on class discussion board Week 2 02/12/2012- Read text Ch.3 & “Real Living and the Daily Hustle” article, group discussion, group summary Week 3 02/19/2012- Read text Ch. 4&5, group discussion and group summary, Writing Assignment 1 Week 4 02/26/2012- Read text Ch. 6&7, group discussion and group summary Week 5 03/05/2012- Read text Ch. 8 & “Make it or Break It” article, group discussion, group summary, Writing Assignment 2 Week 6 03/12/2012- Read text Ch. 9&10, group discussion, group summary Week 7 3/19/2012- Read text Ch. 11, group discussion, group summary, Writing Assignment 3 Week 8 03/25/2012- Course reflection class discussion board, Reflection about group experience on class discussion board, Writing Assignment 4 ** **The last two class discussion board posts are to be completed individually and posted on the class discussion board.**
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