Transformational Learning in the Classroom - Not just “what” students know, but “how” they know

Discussion Facilitator: Tim O’Brien, EdD 

Overview
While this session will not focus on the teaching and learning of discrete computer science or physics concepts, it will focus on helping students become more effective, self-directed and less conflict-averse professionals. Our frame will be a particular lane of developmental psychology called Constructive Developmental Theory. My objective is to help participants think differently about how they can support and challenge students in a way that promotes their development. The session will feature a mix of breakouts, lecture and explanation and discussion.

To Do: 
Reading
No pre-reading is required, but the session will draw on Tim’s recent article:
O'Brien, T. (2024). Looking for development in leadership development: Assessing learning for reflexivity among graduate students. Journal of Management Education, 1–36.Links to an external site.

Learning Goals

These learning goals are informed by Constructive Developmental Theory (CDT) and reflexivity as explored in Tim O’Brien’s research. They aim to help faculty fellows integrate strategies that encourage students to develop deeper, more self-aware approaches to learning.

By the end of the session, faculty fellows will be able to:

1. Analyze Developmental Stages in Learning:
   • Identify and differentiate between at least three stages of meaning-making in Constructive Developmental Theory (CDT) and describe how these stages impact students' ability to engage in reflexive learning​.
   • Assess the role of subject-object separation in students’ cognitive development and how it influences their learning process​.
2. Facilitate Reflexive Learning in the Classroom:
   • Design at least one classroom activity that encourages students to question their own assumptions and engage in subject-object separation​.
   • Implement discussion techniques that help students become aware of and critically evaluate their meaning-making processes, using relational dialogue and case-in-point pedagogy​.
3. Apply Strategies to Support Self-Directed Learning and Intellectual Growth:
   • Adapt instructional methods to challenge students at different developmental stages—from socialized learners to self-authoring and self-transforming thinkers​.
   • Develop at least one assessment strategy that moves beyond knowledge retention to measure students’ growth in reflexivity and cognitive complexity​.
4. Recognize and Address Barriers to Transformational Learning:
   • Identify common defensive responses students exhibit when challenged to reflect critically (e.g., threat rigidity, passive avoidance, and emotional resistance) and develop strategies to navigate these reactions productively​.
   • Modify course structures to create an environment that encourages students to engage in productive struggle without opting out of learning opportunities​.

These goals provide faculty fellows with actionable ways to implement transformational learning strategies that encourage students not just to accumulate knowledge but to develop more sophisticated ways of knowing and engaging with complex challenges.

Takeaways

After engaging with Constructive Developmental Theory (CDT) and exploring strategies for cultivating reflexivity, faculty fellows left the session with the following key insights and takeaways:

1. Understanding How Students Make Meaning

• Students at different developmental stages experienced the same teaching methods in fundamentally different ways.
• Reflexivity extended beyond self-reflection—it required students to challenge their own assumptions and recognize the limits of their thinking.
• Subject-object separation played a crucial role in students’ intellectual development, allowing them to analyze their own perspectives rather than being unconsciously shaped by them.

2. Creating Learning Environments That Support Growth

• Effective transformational learning required a balance of support and challenge—faculty needed to provoke meaningful learning while maintaining a safe classroom environment.
• Case-in-point and relational dialogue methods helped expose students to the complexity of their own thinking and behavior in real-time.
• Faculty recognized the importance of adapting their teaching approaches to meet students where they were developmentally—some students needed support in distinguishing their own perspectives from external influences, while others benefited from exercises in self-authorship.

3. Encouraging Reflexive Learning in Practice

• Faculty explored strategies to integrate structured moments of reflection into their teaching, helping students interrogate their own assumptions.
• They considered how to design learning experiences that helped students grow as thinkers and problem-solvers, rather than focusing solely on content delivery.
• The discussion reinforced that reflexivity was essential for preparing students to navigate complex, real-world challenges, including ambiguity, multiple perspectives, and ethical dilemmas.

4. Practical Strategies for Course Design and Facilitation

• Faculty examined how to ask deeper questions, shifting from “what do you think?” to “what assumptions are shaping your thinking?”
• They reflected on the role of productive discomfort in learning, recognizing that defensive responses were natural and that students needed guidance in sitting with discomfort rather than avoiding it.
• Strategies for differentiating engagement were discussed, ensuring that students at different levels of reflexive capacity were challenged appropriately.
• Finally, they considered how to assess students’ growth in critical thinking and self-awareness, moving beyond traditional assessment methods.

By the end of the session, faculty fellows left with a stronger understanding of how students develop reflexivity and concrete strategies for fostering transformational learning experiences in their classrooms.