Learning Contract

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On the first day of class, we were instructed to fill out a learning contact to guide us through the entire course. At first, I remember being intimidated since I have never filled one out before or have even heard of it. However, after hearing a description of what it stood for and seeing examples of it in the important course documents, I knew the steps in order to complete one. At first, I found it confusing since I wasn’t very familiar with Bloom’s taxonomy – I didn’t know what was considered level one. After search on the Internet and reading articles and web documents on Bloom’s taxonomy, I found more comfortable with how to construct a learning contract.

Then, the difficult aspect was figuring out what I wanted out of the course and what I wanted to accomplish – on the first day. I have always been intrigued by Knowles’ 8 elements of adult learning theory. Sitting in class, I decided that I wanted to learn more about this famous theory and how it can be applied to my practice. Thus, I put my foot down and committed to basing a section of my workshop content to discuss Knowles’ theory. At the time, I had no idea what my workshop topic would be and didn’t know whether this was possible. However, my enthusiasm for the Adult Learning Theory was determined.

Many months down the line, during the second week of INTAPT, when I revisited what I wrote down in the first learning contract, I realized that my passion for Knowles’ theory was still present, however, I needed to modify the contract to apply the theory to my scholarly paper, instead of the workshop. Since my workshop topic was on motivating and engaging learners, dedicating a large amount of time to focus on Knowles’ theory seemed unrealistic. I’m glad to have gotten the chance to modify my learning contract, to have learned more about Bloom’s taxonomy, and most importantly, to have a clear learning goal/project in mind throughout the course. Now that I know how useful a learning contract tool is, I will use it in the future when teaching my students, to ensure they create a learning goal they want to work towards throughout the days/months they’re learning.



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