+61 2 9798 5546 +61 414 432 737 maretstaron@bigpond.com

1. Life based learning – a model for strength-based approaches to capability development Implications for personal development planning Student Life-wide Development Symposium 1 March 2011 Maret Staron +61 2 9798 5546 +61 414 432 737 maretstaron@bigpond.com

2. Learning Ecology – Learning ecologies – the metaphor Complex Enough Self-organising Emergent Multivariant Edge of Chaos Fitness Unpredictable Relationships Familiar Enough Organic Sustainable Holistic Interconnected Diverse Adaptive Living The relationship between living entities and their environments Adapted from Marie Jasinski 2005 Maret Staron February 2011

3. Wisdom Foresight Cosciousness Creativity Feel Intuit Think Minds, Hearts, Souls Cognitive, Emotional, Spiritual Sustainability and resilience Adapted from Marie Jasinski 2005 Maret Staron February 2011

4. Life-based learning* - an expanded model for learning • Learning for work is not restricted to learning at work • All learning is interrelated *Staron, M., Jasinski, M and Weatherley, R. (2006) Life-based Learning: A strength-based approach for capability development in vocational and technical education. Australian Government Department for Education Science and Training and TAFE NSW Maret Staron February 2011

5. Characteristics of life based learning Characteristics of life based learning – interrelated, multi-dimensional and holistic © TAFE NSW Maret Staron February 2011

6. Problem solving Gap analysis Brainstorming Action planning Organisations and learners are problems to be solved FOCUS: What‘s wrong Fix it! Strength based philosophy – the mindset From deficit-based emphasis Adapted from David Cooperrider Maret Staron February 2011

7. Searching for solutions that already exist Amplify what is working Focus on forces that make the organisation “thrive” Organisations and learners are mysteries to be embraced FOCUS: What’s rightEnhance it! To strength-based emphasis Adapted from Marie Jasinski 2006 Maret Staron February 2011

8. Strength based orientation for capability development - does not displace what works Maret Staron February 2011 © TAFE NSW

9. The life based learning model Life based learning model © TAFE NSW Maret Staron February 2011

10. The learner ‘passive’ – ‘active’ - ‘whole’ expert-centred work-based life-based © TAFE NSW Maret Staron February 2011

11. Application of life-based learning • More realistic and inclusive for some • Strength based strategies rather than the whole model Maret Staron February 2011

12. Resistance - I’ve experienced: • Difficult to sustain in bureaucratic, deficit-based, teacher directed environments • I love change …….. • Fear of self-organising systems • I’ll support this …. but do I have to change too? • Prefer rhetoric to action • Wanting instant results • Must be measured against pre-set criteria • Need for certainty • Values sabotage Maret Staron February 2011

13. He who asks a question may be a fool for five minutes, but he who never asks a question remains a fool forever. Tom Connelly Maret Staron February 2011

14. Core values • How can you build your core values into the way you undertake PDP in a life-wide concept? • How can you build your students core values into the way that they undertake PDP in a life-wide concept? Maret Staron February 2011

15. 2. Context before content • The context (or ‘container’) that the content goes into (or sits in) • ‘Freedoms’? • ‘Non-negoiables’? • How can I maximise my ‘freedoms’? • What does my ‘learning ecology’ look like? (draw it) • Is there a match or mis-match between the ‘picture’ you have and your student has? Is this a problem? Maret Staron February 2011

16. 3. Goals and purpose • Are your goals and purpose congruent with your core values? • Are your student’s goals and purpose congruent with their core values? Maret Staron February 2011

17. 4. Strength based orientation • Put thought into strength based questions for your students eg • What has been your best learning experience? • What do you enjoy doing the most? • When you dream about what you will be doing in 6 years time, what will that be? • What is the most fulfilling thing you have done? • Imagine your best friend telling you what your 3 main strengths are – what would they say? • What do you think your 3 best strengths are? • Do your strengths align with your goals and purpose? • What new insights do you have about your PDP plan? Maret Staron February 2011

18. 5. Designing your learning • From planning to designing learning – a shift from rules to responsibilities • Successful design incorporates the elements and principles so they serve the learner’s purpose and goals • Elements and principles • What elements and principles do you want to see your students’ address when designing their own learning? Maret Staron February 2011

19. Organisational &/or faculty enablers • What strength based enablers make it possible for your students to achieve their goals and purpose • through a PDP • in a life-wide framework of learning? • Which enablers do you already have in place? • Which enablers need to be put in place? Maret Staron February 2011

20. 7. Re-designing PDP • How adaptable is the PDP to meeting the different student realities that it has to address? • What is the one most important thing you want to see embedded as part of a re-designed PDP? • What 3 elements and 3 principles do you want to incorporate into a re-designed PDP? • What strength based topics do you want see in the re-designed PDP? Maret Staron February 2011

21. Life-based learning – a model of dynamic integration Adapted from Marie Jasinski 2006 Maret Staron February 2011