instructional_design:invitational_learning
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instructional_design:invitational_learning [2011/08/18 13:36] jpetrovic [What is invitational learning] |
instructional_design:invitational_learning [2023/06/19 18:03] (current) |
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| ===== General ===== | ===== General ===== | ||
| - | Invitational theory was firstly introduced by [[http://www.invitationaleducation.net/alliance/wwp.pdf|William Purkey]] in 1978(([[http://books.google.com/books?id=wFwEAQAAIAAJ|Purkey, William Watson. Inviting school success: a self-concept approach to teaching and learning. Wadsworth Pub. Co., 1978.]])) and describes an **educational framework** of learning/teaching relationships **based on human value, responsibility and capabilities**. The word //inviting// was chosen because it comes from a Latin word //invitare//. Translated, it means "//to offer something beneficial for consideration//", but its definition implicitly involves "//an ethical process involving continuous interactions among and between human beings//"(([[http://www.invitationaleducation.net/ie/PDFs/K_Smith.pdf|Smith, Kenneth H. Invitational Education: A Model for Teachers and Counsellors. Australian Catholic University Faculty of Education Trescowthick School of Education (Victoria).]])). | + | Invitational theory was firstly introduced by [[http://www.invitationaleducation.net/alliance/wwp.pdf|William Purkey]] in 1978(([[http://books.google.com/books?id=wFwEAQAAIAAJ|Purkey, William Watson. Inviting school success: a self-concept approach to teaching and learning. Wadsworth Pub. Co., 1978.]])) and describes an **educational framework** of learning/teaching relationships **based on human value, responsibility and capabilities**. The word //inviting// was chosen because it comes from a Latin word //invitare//. Translated, it means "//to offer something beneficial for consideration//", but its definition implicitly involves "//an ethical process involving continuous interactions among and between human beings//"((Smith, Kenneth H. Invitational Education: A Model for Teachers and Counsellors. Australian Catholic University Faculty of Education Trescowthick School of Education (Victoria).)). |
| Learning is in the context of invitational learning observed in social context, where **learners should be invited by the teacher to develop their potentials**. | Learning is in the context of invitational learning observed in social context, where **learners should be invited by the teacher to develop their potentials**. | ||
| ===== What is invitational learning ===== | ===== What is invitational learning ===== | ||
| - | Invitational theory is grounded in two theoretical foundations(([[Purkey, William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1, no. 1: 5-15, 1992.]])): | + | Invitational theory is grounded in two theoretical foundations(([[http://medicine.nova.edu/~danshaw/jitp/archive/JITP_V1_N1.pdf|Purkey, William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1, no. 1: 5-15, 1992.]])): |
| - | * //The Perceptual Tradition// ("//human behavior is the product of the unique ways that individuals view the world//"(([[Purkey, William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1, no. 1: 5-15, 1992.]]))) | + | * //The Perceptual Tradition// ("//human behavior is the product of the unique ways that individuals view the world//"(([[http://medicine.nova.edu/~danshaw/jitp/archive/JITP_V1_N1.pdf|Purkey, William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1, no. 1: 5-15, 1992.]])) |
| - | * //Self-Concept Theory// ("//maintains that behavior is mediated by the ways an individual views oneself, and that these views serve as both antecedent and consequence of human activity.//"(([[Purkey, William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1, no. 1: 5-15, 1992.]]))) | + | * //Self-Concept Theory// ("//maintains that behavior is mediated by the ways an individual views oneself, and that these views serve as both antecedent and consequence of human activity.//"(([[http://medicine.nova.edu/~danshaw/jitp/archive/JITP_V1_N1.pdf|Purkey, William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1, no. 1: 5-15, 1992.]])) |
| - | and four assumptions((([[http://www.invitationaleducation.net/journal/v11p5.htm|Purkey, William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1(1): p5-15. 1992.]])): trust (that one will find his own best way of accomplishing things), respect (of other people since they are able, valuable, and responsible), optimism (since people possess practically unlimited potential in all areas of human endeavor), and intentionality (to act intentionally in order to offer something beneficial to others). | + | and four assumptions(([[http://medicine.nova.edu/~danshaw/jitp/archive/JITP_V1_N1.pdf|Purkey, William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1, no. 1: 5-15, 1992.]])): trust (that one will find his own best way of accomplishing things), respect (of other people since they are able, valuable, and responsible), optimism (since people possess practically unlimited potential in all areas of human endeavor), and intentionality (to act intentionally in order to offer something beneficial to others). |
| - | This human potential should be developed through the educational process, which is characterized by the so-called **//five P-s//**. The //five P-s// represent **environment factors** which influence one's success or failure in the educational process, depending on how //inviting// they are. //Invitation// here is described by Purkey as "//a summary of messages, verbal and nonverbal, formal and informal, that are sent to students with the intention of affirming for them that they are responsible, able, and valuable.//"(([[http://findarticles.com/p/articles/mi_m0FSL/is_4_76/ai_93069840/?tag=content;col1|Finger, Susan D, and Tess M Pape. Invitational theory and perioperative nursing preceptorships. AORN Journal 76, no. 4: 630, 633-642, October 2002.]])) The //five P-s// are(([[http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED314708|Purkey, William W., and And Others. Invitational Learning for Counseling and Development. ERIC/CAPS, 2108 School of Education, University of Michigan, Ann Arbor, MI., 1990.]])): | + | This human potential should be developed through the educational process, which is characterized by the so-called **//five P-s//**. The //five P-s// represent **environment factors** which influence one's success or failure in the educational process, depending on how //inviting// they are. //Invitation// here is described by Purkey as "//a summary of messages, verbal and nonverbal, formal and informal, that are sent to students with the intention of affirming for them that they are responsible, able, and valuable.//"(([[http://www.aornjournal.org/article/S0001-2092%2806%2960938-1/abstract|Finger, Susan D, and Tess M Pape. Invitational theory and perioperative nursing preceptorships. AORN Journal 76, no. 4: 630, 633-642, October 2002.]])) The //five P-s// are(([[http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED314708|Purkey, William W., and And Others. Invitational Learning for Counseling and Development. ERIC/CAPS, 2108 School of Education, University of Michigan, Ann Arbor, MI., 1990.]])): |
| ^ People ^ Places ^ Policies ^ Programs ^ Processes ^ | ^ People ^ Places ^ Policies ^ Programs ^ Processes ^ | ||
| | Teachers and educational staff | Physical aspects of the school and classroom | Written and unwritten rules about procedures | Curriculum for students | How the other four P's are conducted | | | Teachers and educational staff | Physical aspects of the school and classroom | Written and unwritten rules about procedures | Curriculum for students | How the other four P's are conducted | | ||
| - | Each of the //five P-s// can, depending on how //inviting// really is, formally be assigned to one of the four different categories: | + | Each of the //five P-s// can, depending on how //inviting// really is, formally be assigned to one of the four different categories((Smith, Kenneth H. Invitational Education: A Model for Teachers and Counsellors.)): |
| - | ^ **Intentionally disinviting** |People, places, policies, programs and processes focused on students' shortcomings or deliberately discriminating and making them feel less valuable. | | + | ^ ^ Unintentionally ^ Intentionally ^ |
| - | ^ **Unintentionally disinviting** |People, places, policies, programs and processes driven by **good intentions**, but doing more harm than good. For example, obsessed with unnecessary formalities, being chauvinistic or unintentionally sending **discouraging signals** to the students. | | + | ^ Disinviting | People, places, policies, programs and processes driven by **good intentions**, but doing more harm than good. For example, obsessed with unnecessary formalities, being chauvinistic or unintentionally sending **discouraging signals** to the students. | People, places, policies, programs and processes focused on students' shortcomings or deliberately discriminating and making them feel less valuable. | |
| - | ^ **Unintentionally inviting** |People, places, policies, programs and processes **unaware of the reasons for their success** or failure. This makes them look inconsistent and difficult for students to look up to them and to try to model them. | | + | ^ Inviting | People, places, policies, programs and processes **unaware of the reasons for their success** or failure. This makes them look inconsistent and difficult for students to look up to them and to try to model them. | //Five P's// that are **inviting** and can and know how to adjust their //invitations// when necessary. "//Ideally, the factors of people, places, policies, programs, and processes should be so intentionally inviting as to create a world where each individual is cordially summoned to develop physically, intellectually, and emotionally.//"(([[http://www.invitationaleducation.net/journal/v11p5.htm|Purkey, William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1(1): p5-15. 1992.]])) At this ideal level of practicing the invitational theory, it becomes invisible and it seems it requires hardly any effort although this is never true. This is the so-called **//plus factor//**. | |
| - | ^ **Intentionally inviting** |People, places, policies, programs and processes that are **inviting** and can and know how to adjust their //invitations// when necessary. "//Ideally, the factors of people, places, policies, programs, and processes should be so intentionally inviting as to create a world where each individual is cordially summoned to develop physically, intellectually, and emotionally. //"(([[http://www.invitationaleducation.net/journal/v11p5.htm|Purkey, William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1(1): p5-15. 1992.]])) At this ideal level of practicing the invitational theory, it becomes invisible and it seems it requires hardly any effort although this is never true. This is the so-called **//plus factor//**. | | + | |
| + | Optimally, each of the //five P-s// should be intentionally inviting. | ||
| ===== What is the practical meaning of invitational learning? ===== | ===== What is the practical meaning of invitational learning? ===== | ||
| - | In Purkey's words, "//no aspect of education is more important than the feeling on the part of the teacher that the individual student is important, valuable, and can learn in school//"(([[http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED058359&ERICExtSearch_SearchType_0=no&accno=ED058359|Purkey, W. W. Self-concept and school achievement. Englewood Cliffs, NJ: Prentice-Hall. 1970.]])). Invitational learning suggests that teachers should, in order to facilitate learning, **provide the learners with an environment that is optimally inviting**. Respect, trust, optimism and intentionality are elements that will ensure that and should be a part of every educational process. | + | In Purkey's words, |
| + | |||
| + | * "//no aspect of education is more important than the feeling on the part of the teacher that the individual student is important, valuable, and can learn in school//"(([[http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED058359&ERICExtSearch_SearchType_0=no&accno=ED058359|Purkey, W. W. Self-concept and school achievement. Englewood Cliffs, NJ: Prentice-Hall. 1970.]])). | ||
| + | |||
| + | Invitational learning theory suggests that, in order to facilitate learning, students should be **provided with an environment (//five P-s//) that is optimally inviting**. Respect, trust, optimism and intentionality are elements that will ensure that and should be a part of every educational process. | ||
| But to achieve this, one must start working on himself and learn to be: | But to achieve this, one must start working on himself and learn to be: | ||
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| ===== Bibliography ===== | ===== Bibliography ===== | ||
| - | [[http://www.invitationaleducation.net/journal/v11p5.htm|Purkey, William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1(1): p5-15. 1992.]] | + | [[http://medicine.nova.edu/~danshaw/jitp/archive/JITP_V1_N1.pdf|Purkey, William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1(1): p5-15. 1992.]] |
| - | [[http://www.invitationaleducation.net/ie/PDFs/K_Smith.pdf|Smith, Kenneth H. Invitational Education: A Model for Teachers and Counsellors. Australian Catholic University Faculty of Education Trescowthick School of Education (Victoria).]] | + | Smith, Kenneth H. Invitational Education: A Model for Teachers and Counsellors. Australian Catholic University Faculty of Education Trescowthick School of Education (Victoria). |
| - | [[http://findarticles.com/p/articles/mi_m0FSL/is_4_76/ai_93069840/?tag=content;col1|Finger, Susan D. & Pape, Tess M. Invitational theory and perioperative nursing preceptorships. AORN Journal, October 2002.]] | + | [[http://www.ncbi.nlm.nih.gov/pubmed/12382467|Finger, Susan D. & Pape, Tess M. Invitational theory and perioperative nursing preceptorships. AORN Journal, October 2002.]] |
| - | [[http://findarticles.com/p/articles/mi_6946/is_13/ai_n28487448/|Hunter, M. & Smith, Kenneth H. Inviting school success: Invitational Education and the Art class. Journal of Invitational Theory and Practice, 2007.]] | + | [[http://files.eric.ed.gov/fulltext/EJ791536.pdf|Hunter, M. & Smith, Kenneth H. Inviting school success: Invitational Education and the Art class. Journal of Invitational Theory and Practice, 2007.]] |
| - | [[http://www.invitationaleducation.net/journal/v12p87.htm|Arceneaux, Clayton J. Multicultural Education and Invitational Theory: A Symbiosis. Journal of Invitational Theory and Practice, 1(2). 1992.]] | + | [[http://eric.ed.gov/?id=EJ479007|Arceneaux, Clayton J. Multicultural Education and Invitational Theory: A Symbiosis. Journal of Invitational Theory and Practice, 1(2). 1992.]] |
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| [[http://www.amazon.com/Inviting-School-Success-Self-Concept-Democratic/dp/0534504191#reader_0534504191|Purkey, William Watson, & Novák, John M. Inviting school success: a self-concept approach to teaching and learning. Wadsworth Pub. Co., 1984.]] | [[http://www.amazon.com/Inviting-School-Success-Self-Concept-Democratic/dp/0534504191#reader_0534504191|Purkey, William Watson, & Novák, John M. Inviting school success: a self-concept approach to teaching and learning. Wadsworth Pub. Co., 1984.]] | ||
| + | |||
| + | [[http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED314708|Purkey, William W., and John Smith. Invitational Learning for Counseling and Development. ERIC/CAPS, 2108 School of Education, University of Michigan, Ann Arbor, MI., 1990.]] | ||
| [[http://www.eric.ed.gov/PDFS/ED296471.pdf|Purkey, W.W. & Novak, J. Education: By invitation only. Bloomington, IN: Phi Delta Kappa, 1988.]] | [[http://www.eric.ed.gov/PDFS/ED296471.pdf|Purkey, W.W. & Novak, J. Education: By invitation only. Bloomington, IN: Phi Delta Kappa, 1988.]] | ||
| Line 67: | Line 73: | ||
| [[http://www.eric.ed.gov/PDFS/ED340689.pdf|Purkey, W. W. & Stanley, P.H. Invitational teaching, learning and living. Washington, DC: National Education Association, 1991.]] | [[http://www.eric.ed.gov/PDFS/ED340689.pdf|Purkey, W. W. & Stanley, P.H. Invitational teaching, learning and living. Washington, DC: National Education Association, 1991.]] | ||
| - | [[http://www.invitationaleducation.net/journal/index2.htm|Journal of Invitational Theory and Practice.]] | + | [[http://medicine.nova.edu/~danshaw/jitp/|Journal of Invitational Theory and Practice.]] |
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