Fundamentals of Oral Communications Persuasive Speech-Keystone Assessment (VIDEO)

Thread Response 8

Reply from Sheli Chambers

This course provided a comprehensive exploration of adult learning theory, active learning approaches, and the cultivation of higher-order thinking. Through critical engagement with Svinicki and McKeachie’s  Teaching Tips and Merriam and Baumgartner’s  Learning in Adulthood, I developed a deeper understanding of both the cognitive and socio-cultural dimensions of learning. Key areas of focus included constructivist perspectives, self-directed learning, transformative learning theory, motivation, metacognition, diversity and inclusivity in learning environments, and assessment strategies that promote critical thinking. The readings encouraged both practical application and theoretical critique, enabling a nuanced approach to developing a teaching philosophy grounded in research while adaptable to diverse learner needs. This integration of theory and practice reinforced that teaching requires continual reflection, flexibility, and responsiveness to learner diversity.

Constructivism emphasizes that learners build knowledge actively rather than passively receiving information (Merriam & Baumgartner, 2020). This aligns with my belief that teaching should create conditions for learners to make meaning through interaction, problem-solving, and reflection. However, I critique purely constructivist models for sometimes neglecting the role of direct instruction in establishing foundational knowledge. In my philosophy, constructivism is most powerful when balanced with explicit guidance, particularly for complex or unfamiliar concepts.

Self-directed learning (SDL) is central to adult education, as it respects autonomy and leverages intrinsic motivation (Merriam & Baumgartner, 2020). I plan to incorporate structured opportunities for SDL in my practice, but recognize the need for scaffolding, especially for learners unaccustomed to self-regulation. This balance ensures autonomy without abandonment, supporting learners in developing independence while still feeling guided and supported throughout their learning journey.

Mezirow’s transformative learning theory underscores the power of critical reflection to shift perspectives (Merriam & Baumgartner, 2020). In my philosophy, fostering transformative learning requires not only challenging assumptions but also creating a psychologically safe environment to support identity reconstruction. I see potential in combining transformative approaches with active learning strategies to sustain engagement during cognitive dissonance, ensuring that discomfort becomes a catalyst for growth rather than a barrier to participation.

Drawing from Svinicki and McKeachie (2014), motivation is maximized when learners believe they can succeed (expectancy) and see value in the task. This insight reinforces my commitment to designing learning experiences that are relevant, challenging, and achievable. I would critique the limited attention in some motivational frameworks to systemic inequities that affect learners’ expectancy beliefs. Without acknowledging these contextual influences, motivational strategies risk overlooking the structural barriers many learners face.

Metacognitive awareness empowers learners to monitor and adjust their strategies (Svinicki & McKeachie, 2014). My philosophy includes explicit instruction on metacognitive skills, enabling learners to take ownership of their progress. However, I recognize the challenge of embedding these skills meaningfully without creating additional cognitive overload. As such, I intend to integrate metacognition gradually and contextually, connecting it directly to learning activities rather than treating it as an add-on.

Active learning fosters engagement through doing, discussing, and reflecting (Svinicki & McKeachie, 2014). I particularly value problem-based learning for developing higher-order thinking and real-world application. The critique lies in its sometimes uneven outcomes, especially if group dynamics or prior knowledge are imbalanced. To address this, my approach will emphasize intentional group formation, clear roles, and reflective debriefing to maximize equitable participation and learning outcomes.

Merriam and Baumgartner (2020) highlight that learning is embedded in cultural, historical, and experiential contexts. This compels me to adopt culturally responsive teaching practices that honor learners lived experiences as legitimate sources of knowledge. A purely cognitive focus risks marginalizing these crucial dimensions, so I aim to create spaces where learners’ cultural narratives are not just acknowledged but actively integrated into course content and dialogue.

Effective feedback is timely, specific, and oriented toward growth (Svinicki & McKeachie, 2014). My philosophy emphasizes feedback not just as evaluation but as dialogue—encouraging learners to respond, question, and iterate. I critique one-way feedback processes that reinforce hierarchical learning relationships and instead advocate for feedback loops that position learners as co-constructors of improvement strategies.

Critical thinking is both a goal and a process that requires deliberate practice in questioning assumptions and evaluating evidence (Svinicki & McKeachie, 2014). Embedding critical thinking into all aspects of learning aligns with my goal of preparing learners for complexity beyond the classroom. In doing so, I also acknowledge that critical thinking should extend to examining the structures and systems that shape knowledge production itself.

Based on these insights, I plan to make three key changes in my learning endeavors. First, I will intentionally engage in structured reflection to deepen my awareness. Second, I will evaluate how each learning task connects to my long-term goals, thereby increasing my intrinsic motivation. Third, I will seek out diverse viewpoints and challenge my assumptions more systematically, applying transformative learning principles to foster my growth. These shifts reflect a more intentional, self-aware, and critically engaged approach to my learning practice.

This course also raised important questions for me. How can transformative learning be facilitated without alienating learners who resist challenging deeply held beliefs? In what ways can self-directed learning be equitably implemented for learners from educationally disadvantaged backgrounds? How can culturally responsive teaching move beyond inclusion toward genuine co-construction of knowledge with learners? These questions underscore the ongoing tension between theory and practice and the need for adaptive, context-sensitive approaches to adult education.

This class reinforced that effective teaching is both an art and a science, requiring attention to research-based strategies, contextual realities, and learner autonomy. My philosophy is now shaped by the integration of constructivist principles, motivation theory, transformative learning, and active engagement—tempered by critical awareness of the limitations and challenges inherent in each. As both a learner and educator, I remain committed to evolving this philosophy through reflective practice, continual learning, and collaborative inquiry.

References

Merriam, S. B., & Baumgartner, L. M. (2022).  Learning in adulthood: A comprehensive guide (4th ed.). Jossey-Bass.

Svinicki, M. D., & McKeachie, W. J. (2011).  Teaching tips: Strategies, research, and theory for college and university teachers (13th ed.). Cengage Learning.