Reminiscence, the Group 6 Program Design

  

Jim Brunson commented on March monthly summaries for blogs for Groups 1, 2 & 3
Wilisha Commented on Program Designs of Group 1, 2, & 4

Reminiscence: Memoir Writing Program

Aaron Bean, Initial Authorship

James Brunson, Editing and Submission

Wilisha Scaife, Proofreading

EDAC 634

March 24, 13

Introduction

“Our stories about our own lives are a form of fiction, I began to see and become more insistent as we grow older, even as we try to make them come out in some other way.”
- Roger Angell

This quote is the basis for the formation of the adult writing program Reminiscence. Reminiscence is a writing program which helps teach adults how and why the writing of their life story is interesting and important.  Storytelling can be a cathartic learning experience in which adults can free themselves of the burdens that have plagued them over the years. The Reminiscence program helps  guide the writing process from inception of thought to plan of moments and dialogue. Adults who participate in this program will not only find that their life story has appeal, but will also learn how their life stories connect to others.  Reminiscence is offered online and at select community colleges throughout the United States. 

Background

The creators of Reminiscence believe that communication is the key to successful relationships.  Taking that concept one step further, they looked into the act of writing for therapeutic resolutions. Reminiscence guides adults in putting pen to paper, helping them open the layers of their psyches for the purpose of relaying ideas, thoughts, and stories unique to them but relatable to others.  In its therapeutic function, writing continues a service to personality which was begun in infancy by oral language (Burrows, 1952).  The release of tension through communicating feelings to other interested and sympathetic humans begins as early as a baby crying (Burrows). The creators of Reminiscence researched the health aspect of writing as therapy and forged the basis of Reminiscence as a method to help adults improve their lives. Studies done based around the form of expressive writing had identified the following benefits.

 ‘Writing about earlier traumatic experience was associated with both short-term increases in physiological arousal and long-term decreases in health problems. (Pennebaker & Beall, 1986: p. 280).

Why a life story or memoir? Reminiscence chose the form of memoir because of the complex layers comprising each human life, and because writing a memoir can be a life changing experience. A memoir is part autobiography and part self -expression. Writing a memoir helps adults acquire courage sufficient to tell their stories the way they want them told. Reminiscence helps adults find and develop their written “voices”.

Purpose and Objectives

The Reminiscence writing program was formed around the idea that every person has a story to tell. The program treats the writing of a memoir as a tool, useful in helping people find peace and purpose in their lives. The creators of reminiscence believe that an individual tale of life’s little journeys can be a subtle way for an adult to acquire insight into moments that have shaped his or her development, along with learning about the the powerful tool of reflection. The roots of this writing program are based on the principles of Narrative Learning theory. “Personal stories are not merely a way of telling someone (or oneself) about one’s life; they are the means by which identities may be fashioned.” (Rosenwald and Ochberg ,1992) With this in mind, the objectives, for students in the Reminiscence program are as follows:

·        Develop the use of graphic organizers and mind maps;

·        Learn to create writing with “Voice”;

·        Take a personal journey and learn to reflect;

·        Be prepared to share their memoirs upon completion.

Course of Action

After the introduction of the course, and after all students have informally introduced themselves to one another, the process begins.

Step 1 – Reminisce. Gather ideas and start to “map” out the direction of your story

This is the most crucial part of the writing process because it is where the students look to originate their stories and determine how they want to unfold their tales. Do they start from childhood or adulthood? Do they start from trauma or happiness? The process is different for each individual, and Reminiscence provides the tools to help students plan their memoirs from beginning to end.

            Step 2- Voice. Develop your “Voice” as a writer.  Everyone has a unique personality, and that is what makes each student’s writing unique. The hard part is in letting that voice come through in the written word. Writers need to reflect upon their original thoughts and personal feelings, their particular way of seeing things and interpreting them, and then write that down. The image each student has in his or her mind is different from that of others, those differences are to be described for others to read. Reminiscence facilitates this development by training students through a series of writing seminars.

            Step 3- Write. During this phase, students release their thoughts, inhibitions and passions through the writing of their stories. Reminiscence is there to help them refine their reflections. A large part of the process is editing, and Reminiscence instructors have the ability to help students take a step back and examine their writing with a critical eye.

            Step 4- Share. This is a unique part of the Reminiscence program where students share their stories before they write their finished drafts. The strategy is that as students let their “voices” be heard their confidence and courage in the Reminiscence process will be strengthened. This final push encourages the student writers to finish their stories and publish their memoirs.

Closing

The Reminiscence program was developed with adult learners in mind, and the belief that self-therapy is vital to the overall health and well-being of each individual is at its heart.  Adults’ stories are more important than most people know. Reminiscence know the value of each student’s story; it is priceless.

 Resources

Burrows, A. (1952).  Elementary English. National Council of Teachers of English

(29, 3), pp. 135-138, 149.

Rosenwald, G., Ochberg, R. (1992). Storied Lives. New Haven, Connecticut: Yale University Press.

Pennebaker, J. W. & Beall, S. K. (1986) Confronting a traumatic event. Toward an understanding of inhibition and disease. Journal of Abnormal Psychology, 95, 274–281.

Group 6 -- March Monthly Summary

Wilisha commented on the following summaries:

Group 1

Group 4

Group 5

Group 6 (Narrative Learning) -- March Monthly Summary

March was really busy, almost frenetic, for Group 6. Aaron and Wilisha are both taking two courses at BSU this semester. Their mid-term class commitments converged big-time with their lives and keeping all priorities served was a big challenge, just as it was for Jim, who had lots of mid-semester projects to assess for the four adult education classes he teaches at Ivy Tech.

Week 10 study and discussion concerning critical theory, postmodern and feminist perspectives challenged some of us possessed of conservative mid-western values. It made us uncomfortable. We had to stretch our intellects and world views to deal with the material.

Week 11 study and discussion concerning non-western learning; traditional learning theories had appeal for Group 6 in many respects. It was interesting and intellectually stimulating to learn more about how people in other cultures learned. Jim recognized that he had incorporated many aspects of non-western learning techniques in athletic coaching, construction trades training, and classroom management and instruction. Wilisha thought the youtube video on "The Barefoot College" was especially powerful! A couple expressions of things that really inspired her were:     

•  “What is professionalism at the Barefoot College? A professional is a person with a combination of confidence, competence, and belief.”  Think of how many people ARE “professionals” in our communities!
• "You are certified by their community you serve." Because of her self-identified position as a 'Community, Family, Child Advocate' this is extremely important to Wilisha. It is important to her that her COMMUNITY and regards me as such, as she serves... It is not about the title but about the work and the lives that are touched 'in-community.'
• "Don't look outside for the answers, listen to those inside... the answers are right there in front of you." She believe this and tries to work in and with her community in a way that does not attempt to accuse or attack the 'powers that be,' but says (as a community), "Let's not expect others to come in and 'fix it... We have the resources we need to achieves and if we do need to reach out for things. Let's take the time to self-identify and then work with others to bring things to the table that we can use. Let's be the determiners of our own destiny, as a community; the leaders on that journey; and the resources for one another on our way.” (Oh, and let's train our children to "be." as well...)

My thoughts on the weekly discussions were that the non-western ways of thinking discussion seemed to generate more of an understanding of some of the methods and attitudes that are missing in the classrooms today. The ability to enrich lessons with cues about life and real world values has been replaced by test scores and bubble answer sheets. It seemed a lot of our class agreed that is a major part lacking  from our students today: guidance. 

Week 12 study and discussion concerning memory, cognition and brain had broad appeal for Group 6. Encouragement and caution concerning cognition during the aging process was acquired from the text and discussion. Jim, especially, found relevance in this material given that some of his students are "getting up there". Too, Jim himself, at sixty years of age, is considered a senior citizen by conventional standards. In fact he was recently identified as being sixty-five years or older while shopping with his wife!

We have been thinking and sharing, via email, on specific assignments and how to move forward. Both and James and Aaron’s are nearly “experts” on the programs investigated so we are confident that we will be able to present a solid project. 

Aaron closed the challenging month of March for Group 6 by seizing the initiative with the Program Design assignment. He prepared an excellent draft that has his teammates excited about the next step in the semester project.  

Group 6 (Narrative Learning) -- Program Investigation Paper

Aaron Bean commented on the following Blogs (Feb. Monthly Summaries):

Group 1, Group 4

Wilisha Scaife commented on the following Blogs (Feb. Monthly Summaries):

Group 3, Group 5, Group 6
James Brunson commented on the following Blogs (Feb. Monthly Summaries): 
Group 1, Group 2, Group 3

PROGRAM INVESTIGATION OF NARRATIVE LEARNING IN PRACTICE

Program Investigation of Narrative Learning in Practice

Aaron Bean, James Brunson and Wilisha Scaife

Group 6

Ball State University  EDAC 634

Program Investigation of Narrative Learning in Practice

“I want to photograph what I see and put it in a dramatic context. …I want to tell these stories and present these shapes, colors and movements as I see them, as I see them serve a narrative. As I see that narrative serve an audience. That's what I want to do.”
Tommy Lee Jones

Introduction

Merriam, Caffarella, and Baumgartner (2007) explain that “narrative learning is the use of stories in the construction of meaning, whether the meaning making has to do with the self, with the content of instruction, or with the world around us” (p.216). At its core, a narrative perspective holds that human beings have a universal predisposition to 'story' their experience, that is, to impose a narrative interpretation on information and experience. At a very basic level, 'Stories consist . . . of events, characters, and settings arranged in a temporal sequence implying both causality and significance' (Carter 1993: 6).

As a review, main themes of narrative learning are associated with the form of narrative being considered. “Rossiter (2005) and Rossiter and Clark (in press) identify three ways in which stories appear in practice: “storying” the curriculum, storytelling, and autobiography.” (Merriam, Caffarella, & Baumgartner, 2007, p. 209)

·         ‘Storying’ the Curriculum – the curriculum or the text of a course is treated as a story and students interact with these texts to come to some understanding or interpretation of the subject matter. For example, in a graduate research seminar on the development of the knowledge base of adult education, Merriam made use of research journals dating back to the 1930s, periodic reviews of research, and historical literature on the founding of professional associations and graduate programs in adult education. These materials were read and examined with the goal of telling a story (not necessarily the story) about how the knowledge base of adult education has come to be constructed as it has. Each student was asked to interpret these materials and to write a paper (a story) about the development of the knowledge base.

·         Storytelling – comes in various forms such as fiction, case studies, role-playing, or critical incidents. These are common means of engaging students in understanding concepts, principles, or theories through this narrative form. Using stories to engage students in ideas that are part of course content may be the only way to allow understanding to occur. It is also a powerful means of making connections not only with ideas but with other learners, perhaps ultimately creating a learning community. Whether these stories are generated by students themselves, are case studies, or are fictional accounts, they draw us in, they allow us to see from another’ s perspective.

·         Autobiographies – are by the self and about the self and can include journaling, dream logs, therapy, blogs, and educational biographies.

This use of narrative to make sense of the world appears to begin quite early in life: even very young children comprehend and create stories long before they can grasp abstract and detached facts, propositions, or laws (Lyle 2000, Hoodless 2002). Story is a fundamental way of human knowing. Because it is so foundational to ‘living life,’ it can be a very effective tool in adult learning on many levels and in nearly all settings. From influencing the adult learning environment by using its features in a ‘getting to know you’ activity of introduction in a training course, to shaping an entire curriculum for pre-service teachers who will learn to maximize their affect though ‘storytelling;’ Narrative has the power to significantly impact the learning and the learner.

The goal of this program investigation paper is to look closely at two programs that are using narrative learning. The investigations of these very different environments and how each is utilizing this theory, will inform our team as we move forward in our narrative project design.

Program of Investigation #1

Narrative Learning Educational Program Investigation for the Building Construction Management Program at Ivy Tech Community College Northeast in Fort Wayne Indiana

Program Description

The Building Construction Management (BCOM) Program, which is chaired by James Brunson, prepares adult learners for entry level positions in estimating, project management, business management, and other managerial positions in the building construction industry. Learners can earn two different degrees. One of these is an Associate of Science (A.S.), which is designed to readily transfer to a four year building construction management program, such as those available at Ball State University, Purdue University, and Indiana State University. The other degree is an Associate of Applied Science (A.A.S.), which is mainly designed to be a terminal degree. It should be noted, however, that Bachelor of Applied Science (B.A.S.) programs being developed at Purdue University and Indiana State University are expected to regard the A.A.S. degree highly for transfer purposes toward satisfying requirements for these new B.A.S. degrees. The Ivy Tech BCOM program description page can be viewed at the following web address: http://www.ivytech.edu/building-construction-management/index.html Curricula for the current academic year for the two Ivy Tech BCOM degrees can be found at the following web pages: A.S. https://wwwapps.ivytech.edu/cgi-bin/curr/gpcurriculum_print.cgi?currlinkid=2714&campusid=4 ; A.A.S.     https://wwwapps.ivytech.edu/cgi-bin/curr/gpcurriculum_print.cgi?currlinkid=2713&campusid=4

Main Features

Main features of the BCOM program must begin with its faculty. Faculty members are chosen carefully to be sure credentialing requirements are fully met. Also, faculty members must have considerable depth of building construction experience upon which to draw as they teach BCOM courses. James Brunson, program chair, is the only full time BCOM faculty member. Three adjunct faculty members also teach in the program. Each of these instructors is fully credentialed at the program level and highly experienced. Physical features are important too. Certain BCOM courses utilize a modern well-equipped construction lab. Several others make use of a modern computer lab. Current versions of computer software appropriate for the program are utilized intensively. Field trips to significant construction sites are incorporated into certain courses to provide students exposure to real-world building construction environments, along with opportunities to interact with building construction professionals.

The program is informed by an advisory committee. Committee members are prominent owners and managers of building construction and associated companies in northeast Indiana. Advisory committee members are listed at this web address: http://www.ivytech.edu/building-construction-management/advisory-boards.html .

Comparison of Theory and Practice

The theory of narrative learning can be summarized as follows. Narrative learning imparts learning through story-telling and conceptualization on the part of the learner. Learners can be both tellers of narratives or listeners, as classmates or instructors share narratives. For narratives to make sense they must have a point. Narratives relate new information, help listeners make valuable mental connections to prior experiences, or provide listeners the opportunity to have valuable new vicarious experiences.

The BCOM faculty was chosen carefully so they would have plenty of narratives to share. Faculty members are encouraged to personalize narrative learning experiences by interacting with learners while narratives are being shared. The physical environment where BCOM classes are taught contributes significantly to the effectiveness of narratives. Narratives can be illustrated or receive emphasis when told in the construction lab, where learners are surrounded by materials and tools or in the computer lab where building construction drawings and specifications are always at hand and internet access for focused research is immediately available.

Building construction site field trips provide learners rich wells of resources for fashioning narratives of their own, which they are encouraged (sometimes required) to create by way of personal reflections. The advisory committee is kept informed about the status of the BCOM program as the program chair shares narratives formed from recent classroom and other experiences. Committee members are encouraged to share narratives too, when these would help illustrate points made about program suggestions and direction.

Program of Investigation #2

REAL* E-Portfolio Academy for K-12 Teachers

Dr. Helen Barret, University of Alaska (Retired) 

Program Description

Dr. Helen Barret, retired University of Alaska professor, developed this online course for the use of K-12 educators who are looking for help and guidance in the implementation of electronic portfolios.  An E-Portfolio is a purposeful collection of work that demonstrates effort, progress and achievement over time, stored in an electronic container: it is also a means of being able to perform digital storytelling, or narrative learning through the use of digital media. The portfolio can help by providing students with a way to organize, archive and display pieces of their work.  Dr. Barrett’s program focuses on using digital media as a means to engage the student and assist with reflection, which is a powerful tool for students and teachers alike. Here is a link to a video where Dr. Barret describes digital storytelling in a more precise manner: http://vimeo.com/23513397

The learners, in this program, are any and all students whose teacher facilitates the operation of the E-Portfolio. Teachers themselves may learn a lot through this process as well.

This program’s purpose is to develop an understanding that the E-portfolio can serve many different aspects for teachers, such as: learning, assessment, and employment. A formative learning portfolio can be used as an ongoing basis to support professional development. A summative assessment portfolio can aid in the process of formal evaluation. Finally, a marketing employment portfolio can aide is seeking out work.

Teachers can use this program to help students realize the differences in content and structure of academic (learning) vs. marketing/showcase vs. assessment portfolio.  This also would help garner a better breadth of artifacts for the student. This E-portfolio program was created to be exclusively used online, and to facilitate the use of various software programs which aide in the development of the personal folder of works.  Dr. Barrett has offered a great starting point for educators to get the ball rolling and move their students into the 21^st century.

Main Features

The program is broken down into various segments, (who, what, why and how), so that educators can seek out clarification each step of the way. It has a syllabus, activities and coursework. This ensures that educators learn the basics of E-portfolios and develop a pathway for including this into their curriculum.  Here is a screenshot of the main screen that guides the learning process:

A major feature that I chose to single out from the program is the aspect of “Digital Storytelling.” Telling your story digitally is a means to express through the use of digital media a personal anecdote, an autobiography. It gives students the opportunity to develop communication skills by learning to ask questions, express opinions, construct narratives and write for an audience (Digitalstorytelling.coe.uh.edu 2013).

Comparison of Theory and Practice

A major similarity between Dr. Barrett’s program and the academic descriptions of narrative learning is the idea that reflection is an integral component of learning. Pre-service teachers can use storytelling to be reflective about their experiences in the classroom (Binks, Smith, Joshi, 2009). Reflection is a major key for effective teaching and was believed to be a critical component for teachers to employ. In the REAL E-portfolio program the learner’s reflections are the rationale that specific artifacts are evidence of achieving stated goals or objectives (Barrett, 2001). By utilizing reflection practices students remain in charge of their learning.

In addition, there is a section of Digital Storytelling in Dr. Barrett’s program that is dedicated to the Introduction of self, which is the development of voice, personality, and identity. It is through this development that students can recognize what experiences have molded their own personality. These aspects are important features, which correlate with the Narrative Learning Theory.  The learner moves from a cognitive understanding of the concept to link it to his/her own experiences (Merriam, 2008) and the learner makes a connection.

Conclusion: Narrative Learning Program Applications

Aspects of Narrative learning are being utilized to good effect in the BCOM program presently, but there is much room for improvement. BCOM faculty will be encouraged to make sure the loop is fully closed and the point of the narrative is well-made. Internalization of lessons conveyed through narratives can be improved through more rigorous encouragement and requirement concerning personal reflection on the part of learners. Also, creation of awareness within learners about how they are “writing” their life narratives, even while participating in the BCOM program, appears to hold much potential for helping create and sustain motivation for personal excellence.

We take a few lessons from BCOM by applying what they missed. We will ensure that a project plan that fully envelopes adult learners/participants. We will embed a more rigorous and intentional expectation of narrative in our plans. We will make necessary the careful step of personal reflection and the practice of writing life narratives.

E-portfolio is a wonderful and relevant way to engage today’s adult learner while igniting excitement and confidence for growing and going forward. This use of computers and bringing stories to life is paramount in helping bridge connections between students. This also builds real world skills in the use of technology. Students can also regain confidence as they learn to incorporate more tools in their educational arsenal.

Making the web-space our ‘learning space’ is a consideration for our project structure. The following are a few features from the REAL E-portfolio Program which could be used in our program:

• Learning Journals
• Reflective Writing
• Biography
• Memoir

References

Barrett, H. (2001). Electronic portfolio. Educational Technology, an Encyclopedia. ABL-CIO. 

(Dec. 2003)

Binks, E. S., Smith, D., Smith, L., & Joshi, R. M. (2009). Tell me your story: A reflection 

strategy for pre-service teachers. Teacher Education Quarterly, 36, 141-156.

Carter, K. (1993). The place of story in research on teaching and teacher education.

Educational Researcher, 22 (1), 5--12, 18.

Merriam, S. (2008). Third update on adult learning theory: New directions for adult and

continuing education. San Francisco, CA: Jossey-Bass.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood.

San Francisco, CA: Jossey-Bass

University of Houston. (2013) The educational uses of digital storytelling. Digital Storytelling.

Retrieved from http://digitalstorytelling.coe.uh.edu/aboutthissite.html