Chapter 3-Guidelines for Constructivist-Developmental Counselor Education Flashcards
Jane Vella’s (2002) principles for adult education (First 3)
- Create a feeling of Safety.
- Ensure the existence of Sound relationships.
- Show Respect for learners as agents.
Jane Vella’s (2002) principles for adult education (next 3)
- Engage learners.
- Do regular Needs assessments and practice accountability.
- Provide Sequence and reinforcement.
Jane Vella’s (2002) principles for adult education (final 3)
- Provide opportunities for immediate Application.
- Practice Equity.
- Encourage Teamwork.
Vella suggests that instructors do the following to create safety (5):
- Make course design and requirements clear
- Share teacher’s background & passion for the subject.
- Ask learners about their expectations.
- Ask learners what norms they propose
- Be affirming.
RE: Vella, how can instructors ensure the existence of sound relationships (4)?
- Address students by name.
- Be accessible (e.g., via email and phone). 3. Explain rationales for in-class activities and assignments.
- Challenge their initial or ongoing prejudices about particular students
RE: Vella, how can instructors show respect for learners as agents (2)?
- Treat adult learners as capable of making decisions during the course.
- Clarify when students are consultants making suggestions and when they are deliberators making decisions.
RE: Vella, how can instructors engage learners (3)?
- Regularly engage learners in activity.
- Treat a learning task as an open question put to a small group.
- Be wary of merely “covering” a set curriculum.
RE: Vella, how can instructors do regular needs assessments and practice accountability (2)?
- Ask two questions,“What do you think you need to know?” and “What do you already know?”
- Give formative assessments to gauge learning
RE: Vella, how can instructors provide sequence and reinforcement (4)?
(1) start with simple, safe tasks
(2) take small steps toward building to the next tasks
(3) return to previously taught facts, skills, and attitudes
(4) encourage students to experience and/or pay attention to practical results of trying out ideas.
RE: Vella, how can instructors provide opportunities for immediate application (2)?
- Engage in class simulations.
2. Have a mini practicum.
RE: Vella, how can instructors practice equity (4)?
- Call instructors by first names.
- Sit within the circle of learners as inquirers.
- Self-disclose
- Co-present at conferences
RE: Vella, how can instructors encourage teamwork?
- Let students form their own groups
- Form groups for students
- Direct the teams toward a learning task.
- Have learners pay attention to interpersonal process as well as the product.
- Ask learners to assess formatively and summatively.
CONSTRUCTIVIST-DEVELOPMENTAL TEACHING GUIDELINES - first 3
Lee Knefelkamp (1984) proposed the first three guidelines, acronym ESP
- Value and promote Experience.
- Vary the Structure.
- Personalize teaching.
CONSTRUCTIVIST-DEVELOPMENTAL TEACHING GUIDELINES - next 5 and what do they promote?
Promote thoughtful reflection, acronym MACCC
- Emphasize Multiple perspectives.
- Value Approximation over precision.
- Recognize that Conflict and dialectic are the norm. Encourage their expression.
- Question Categorical thinking.
- Show Commitment in the face of doubt.
CONSTRUCTIVIST-DEVELOPMENTAL TEACHING GUIDELINES - first 3
Lee Knefelkamp (1984) proposed the first three guidelines, acronym ESP
- Value and promote Experience.
- Vary the Structure.
- Personalize teaching.
CONSTRUCTIVIST-DEVELOPMENTAL TEACHING GUIDELINES - next 5 and what do they promote?
Promote thoughtful reflection, acronym MACCC
- Emphasize Multiple perspectives.
- Value Approximation over precision.
- Recognize that Conflict and dialectic are the norm. Encourage their expression.
- Question Categorical thinking.
- Show Commitment in the face of doubt.
CONSTRUCTIVIST-DEVELOPMENTAL TEACHING GUIDELINES - last 2 and what do they promote?
Promote the process in counseling
- Encourage Intrapersonal process awareness, or metacognition.
- Accent interpersonal process commentary, or metalogue.
Define Guideline 1—Value and promote experience
Active participation in events or activities in a way that heightens attention and the senses.
Bandura found that the most influential contribution to a sense of self-efficacy was ?
Performance accomplishment, an occurrence in which an individual experiences success.
Examples of experiential learning in counselor education
- role plays,
- classroom simulations and exercises, 3.team projects,
- interviewing and shadowing experts,
- case studies,
- out-of-class observations,
- field work.
When is it good to provide high levels of structure?
When presenting new material
Higher degrees of structure might include:
- Outline and rubric
- Agenda for class with objectives
- Study guides for tests
- Definition of terms
- Study guidelines
Define Guideline 3—Personalize teaching
(1) promoting interactions among all participants
(2) making connections between the subject matter and individuals’ personal lives and experiences.
What are 4 ways the instructor can personalize the learning environment?
- Encouraging students to make personal connections with the subject matter
- Being “present” in the classroom
- Providing a challenging but nonpunitive environment
- Instigating dialogue and interaction
What are another 4 ways the instructor can personalize the learning environment?
- showing enthusiasm
- sharing the teaching methods
- offering individualized feedback
- being accessible
What is “objectification of the teacher?”
Taking a dispassion stance about knowledge
No personalization of the instructor
What did Belenky and colleagues mean by the “connected classroom?”
A place in which everyone contributes and everyone’s presence is valued.
What did Freire mean by the midwife model of creating knowledge?
Instructor helps student birth their own ideas by asking questions, encouraging free writing, and assigning reflection papers,
What did Belenky and colleagues mean by the “connected classroom?”
A place in which everyone contributes and everyone’s presence is valued.
What did Freire mean by the midwife model of creating knowledge?
Instructor helps student birth their own ideas by asking questions, encouraging free writing, and assigning reflection papers,
According to Elbow, what is the believing game vs. the doubting game?
Believing game-students believe in, others’ ideas seriously before challenging them.
Doubting game-critiquing ideas to find their flaws
What are Methods for promoting interaction?
discussions, buzz groups, and cooperative learning
Define a transgression of boundaries.
showing excitement for ideas and for each other
Describe Guideline 4-Emphasize multiple perspectives
Counselors must recognize their assumptions and weigh alternatives in the moment.
What can help counselors consider multiple perspectives?
dialectical thinking, seeking out alternate formulations of a situation and attempting to incorporate those views into decisions on how to act
For cultural perspectives, how can a counselor educator can act as a “critical pedagogue?
helps students change their “stagnant or stereotypical views” about groups other than their own
Describe Guideline 5—Value approximation over precision
Approximation-hearing an emerging client story and formulating a response in the moment.
How can counselors help students live with approximations?
Pause
Speak in measured tones
What are some ways to encourage approximation?
Brainstorming
Show respect for the partially formed ideas
Describe Guideline 6-conflict and dialectic are the norm. Encourage their expression
at least temporarily, live in the discomfort of conflict.
Greek agon-notion of agon, struggle or contest.
How can counselors encourage students to embrace conflict and dialectic as a norm?
- Ask students to assess their learned ways of dealing with, or avoiding, conflict
- Model comfort with conflict.
- Invite counterviews on any issue in a class.
What are 3 dangers of categorical thinking?
reification
totalizing
bifurcation
Describe Reification.
treating the words as if they represent a real thing.
EX: that patient is a borderline
Describe Totalizing.
seeing the whole person or behavior as fitting into a category.
Describe Bifurcation.
Treating phenomena in either/or fashion.
How might counselors counter reification of socially constructed categories of DSM?
Use the phrase diagnostic impression, which acknowledges the subjectivity and approximation
Describe Guideline 8—Show commitment in the face of doubt
Taking action, often under uncertain conditions.
Guideline 9—Encourage intrapersonal process awareness, or metacognition
Step back from experience and reflect on and evaluate it.
What does Metacognition allow counselors to recognize?
countertransference and projections.
What is the Interpersonal Process Recall (IPR) method?
Trainees identify their cognitions and feelings at any one point in a session
