Online Mind Mapping and Brainstorming

Create your own awesome maps

Online Mind Mapping and Brainstorming

Even on the go

with our free apps for iPhone, iPad and Android

Get Started

Already have an account? Log In

Adult Growth and Development Begin Here by Mind Map: Adult Growth and
Begin Here
0.0 stars - reviews range from 0 to 5

Adult Growth and Development Begin Here

The purpose of this assignment is to demonstrate areas of adult growth and development in a school system. Drago-Severson (2004) identifies the pillars on this map. I have further divided the map into areas of knowing: Instrumental, Socializing, and Self-Authoring for each of the pillars. An additional layer includes activities or strategies adults can participate under areas of knowing. The last item included on this map are notes that validate the learning that the adult experiences as a result of the activity.   Legend 3 horizontal lines - text included Arrow pointing to the right - Webpage attached


Teaming is one of the four pillars identified by Drago-Severson (2004). Teaming builds community and collaboration, which in turn decreases the sense of isolation that seems to permeate within schools. It is through the sharing of perspectives and setting norms that organizational and personal growth occurs.


This selection of activities for Teaming - Instrumental include: Developing Ground Rules, Tutorials to Devlop Teaming Skills, and Protocols. The instrumental way of knowing involves adults who are very concrete with how they learn. These adults look for and excel with activities that are not abstract and have clear outcomes of can be expected. Therefore, the activities selected appeal to the nature of instrumental learning with regards to teaming: Developing ground rules contains a straightforward activity that will develop concrete rules for team activities. Tutorials may be opportunities that help the instrumental knower to develop skills that will take the adult to the next level, which is Socializing. Protocols are very direct and follow an agenda. The adult knows exactly what to expect and what is expected of them. The Compass Points protocol is an excellent activity for Instrumental knowers, because they identify how they team and have the opportunity to see who is like them and what other knowers need within the compass points. It is a safe realization activity about how others learn. At the same time, the very act of teaming allows the instrumental knower to feel safe and comfortable working with others and ultimately hearing different perspectives. As learning is on a continuum, instrumental learners begin the initial steps toward socializing through a team's process.          

Developing Ground Rules, Tutorials to Develop Teaming Sills, Compass Points Protocol


This selection of activities for Teaming - Socializing includes: Peer Discussion, School Committees, CFGs, Shared Decision Making. The Socializing way of knowing categorizes adults one step beyond Instrumental. Here, adults are beginning or able to consider another point of view other than their own. This begins the true beginnings of teaming.   Therefore, the selection of activities: Peer discussion School committees CFG Shared decisions making Each provide the social aspect to the learner at this stage of knowing. The activities selected for Socializiing in Temas allows this knower to accept conflicting views without threat to one self. However, at the same time, these knowers are not ready for conflict that so often yields to a more critical reflective state of being. Activities chosen for Socializing in Teams allows for the knower to broaden their own perspectives without necessarily changing them.

Peer Discussion, School Committees, CFG, Shared Decision Making


Self-authoring involves the knower to be able to move slightly away from a constant need to socialize into a more self-defined point of view. This is different than instrumental where the focus is very straight forward and rule bearing. Self-authoring allows for self examination and to take on multiple perspectives in so doing. Self-authoring includes the ability to connect in critical and dialectic forms of thinking to shape what the individual would like.   Activities chosen for the self-author regarding Teaming include the following: CFGs Independent study that allows for personal goal setting and seeking Critical reflection activities Self-analysis/evaluation.   These activities require the learner to apply perspectives from others to build upon their own learning. It is at this stage that transformational learning is more likely to take place, beacuse of the ability go beyond one's self and to consider other's perspectives. Here involves risk taking and neither of the other two devlopmental forms are ready for this step.

CFG, Independent Study, Critical Reflection, Self-Evaluation

Leadership Roles

The Fourth Pillar includes Leadership Roles. Leadership roles are vast within a school system and include: administration, curriculum development, decision making, hiring, etc. This pillar promotes community as teachers begin to become more involved in the school as an organization and decision making opportunities that run and govern a school system. As teachers become more involved in leadership roles a shared responsibility toward outcomes and how to reach them take form. This is not an easy pillar to attain, but teachers of all levels of knowing can participate.


The Instrumental knower will need considerable support in developing leadership roles. Their activities will include those that bring them into the school's practices, but in a concrete manner toward hearing other's perspectives. Their activities might include the following:   Micro Lab Protocol - These protocols allows for knowers to generate in a short period of time ideas on selected topics. Topics can relate to the school as an organization and might be used in problem solving and brainstorming possible solutions. Participating in groups that are facilitated by a self-authoring knower to develop goals or identify areas of need to discuss in further detail are activities that the instrumental knower will be comfortable at. Jigsaw Description Protocol will allow these knowers to learn more about the skills required to become participate in leadership roles. If the protocol is done with one or two participants reporting back on a topic, this will give the instrumental knower practice in taking the lead. Workshops/Courses - to develop leadership skills. The goals for any of the developmental knowing levels is to attain a higher level. As Instrumental is quite low on the developmental list, activities to bring these knowers into the level of socializing is desireable.

Micro Labs, Groups involved in identifying goals, areas of need, data driven decision making, Jigsaw Description, Workshops/Courses to build Leadership Skills


The Socializing knower needs to tread cautiously in Leadership Roles. There is a difference between the need for socializing for these knowers and the skills required at the leadership level; however there are activities that can promote socializers to feel comfortable in a leadership role and to further their knowing to the next developmental level.   The following activities might be included for Socializing knowers: Committees - Committees that have a specific goal, such as curriculum, research on a topic, or a problem to solve are excellent opportunities for the socializing knower to engage in the community. This work encourages collaboration as knowers take an active lead in the school as a system. Consultancy Dilemma Protocol - solving dilemmas within a structure provides insight andengages the knower to collaborate and offer recommendations for solutions. Shared Decision Making - this activity may also be linked to committees, but not necessarily. When knowers understand that they cn give feedback within a community meeting and that their ideas and input it valued, they are more apt to continue this process. This provides the school at large more views from which to decide and engages the knower. Course Work and Workshops - to develop expertise and then to share this expertise with other teachers The above activities encourage collaboration that is focused on the school as an organization and the people within that organization. The activities now only provide for personal growth, but growth toward the organization as a whole.

Committee Work, Consultancy Protocol, Shared decision making, Workshops/Courses to further classroom skills/Leadership Skills


The Self-Authoring knower has the skills to become leaders; however there still remain the need for developing stronger skills. This skill takes practice and the following recommendations have been included below to enhance the skill levels of the Self-Authoring knower:   Professional Learning Communities - since there are different forms of learning communities, the Self-Authoring knower should be encouraged to participate in these as much as possible, not only as a participant, but as a facilitator as well Heads of committees - the Self-Authoring knower is ready for this role and if practiced can facilitate lower levels of development into higher levels of development Mentoring - Self-Authors have the capacity to listen and to consider multiple perspectives. This makes the Self-Author a good person to mentor, providing they have received training to do so Sharing their expertise - whereas the socialized knower might be able to attend a workshop and summarize it, the Self-Authoring knower will be able to develop a workshop to share their expetise. These activities provide opportunities for the Self-Authoring knower to build on their skills. Doing so takes repetition that will allow the knower to practice what they know at this level, but to eventially go beyond this developmental level, which is not discussed here (InterIndividual).

Professional Learning Communities, Heads of Committees, Mentoring, Sharing Expertise

Collegial Inquiry

Collegial Inquiry is also known as reflective practice (Drago-Severson, 2004). This form of inquiry can be done both in teams as well as individual and it takes the learner into a new realm of understanding of what is and who they are. Collegial inquiry as a developmental stage in adult learning serves as opportunities to address assumptions, explore other perspectives, and problem solve within an environment that is supportive and safe. It is the collegial piece that allows this form of inquiry. As a professional development opportunity, collegial inquiry strengthens the learning about self and from other in relaiionship to furthering one's profession.


The Instrumental phase of Collegial Inquiry involves knowers who need structure and an understanding of how specifically to achieve the desired goal (set by someone else). They need a clear, concrete direction to follow. Activities selected for Instrumental are those that have the characteristics of an Instrumental Knower. For example: Protocols that are structured Brainstorming activities that encourage thinking outside the box with others present but follows guidelines - clear parameters Grant writing or writing a proposal provides structure in writing - the Instrumental knower will be able to conduct research to seek information from another as a guide for completing the task (not necessary as a collaborator, but as one who knows the answers) Journal writing - given a prompt the learner can write knowing that they do not need to share their thoughts and that there is safety in the activity to explore. At this level, knowers are jotting down concepts to be explored later and in this sense, becomes an individual brainstorming session.

Protocols with Structure and Time Frames - Clear Understanding of Steps, Brainstorming, Grant Writing, Journal Writing


Socializing in Collegial Inquiry is characterized by an acceptance of the knower's colleagues and in so doing, begin to self-evaluate how the knower is doing, except from the view point of others. These knowers are starting to take risks that appear to be safe to them and this is through their relationships with others. The activities selected for this group might be the following:   Discussion toward conflict resolution - If these knowers feel accepted by their colleagues, they feel comfortable in working through problems that require dialogue. Activities that support the understanding that conflict will not destroy relationships are beneficial to these knowers. Asynchronous discussions (the type that are found most often in an online course) are perfect for these knowers - Structure is provided in a safe environment, and no one can see the other person, yet the social connections are very strong, especially with a good facilitator. The socializing knower will appreciate a strong facilitator, where community has been built, to practice in decision making strategies and reflective thinking. Questions and Assumptions protocol is another great activity for the socializing knower as it is inquiry based. This protocol is a back and forth process working in pairs and the whole group to generate questions and assumptions of a given topic and then to solve a dilemma. The socializing aspect is very strong under the control of the protocol, but is intimate enough as the socializer is able to work one on one. Reflective writing and sharing is similar to number 3 above, except it is done through a prompt and then shared with the larger group. These activities help to strengthen the socializer toward the development of collegial inquiry skills. The focus is on dialogue and collaboration so that a collegial environment can be induced so that a critical stance can be developed. The activities are social in nature yet require the knower to take risks within the safety of a controlled group.    

Discussion for conflict resolution, Asynchronous Discussions, Questions and Assumptions Protocol, Reflective Journal Writing


The Self-Authoring knower under Collegial Inquiry has characteristics that understand that conflict is a positive concept and that knower is able to critically review their assumptions. These lknowers are ready to take ideas and concepts and apply them to their work and to evaluate what they do. They are not dependent on what others think, however are able to listen to others and then form their own opinion, either based on others, their own views, or synthesized views. Activities that might be included for these learners include the following:   Opportunities to apply recommendations and reflective thought into practice. These learners are ready to go one step further than the socializer and apply theory to practice, but also to evaluate their progress. They are process minded. Reflective analysis of self can be an extension of the above activity or through observing a colleague and reflecting upon how the colleague's practice might relate and be able to be used in their own classrooms. Participation on committees to develop curricullum - Learners can be involved in dialogue with other teachers discussing the purpose of their practices and what works and what does not. Through a collaborative effort teachers learn how to improve their practices through the sharing of others. Reflection through research and sharing results with others. This activity appeals to the self-authoring learner to indivudally or collaboratively conducting research that may benefit their school, reflecting upon it and then presenting it to the school as a whole. This type of activity prepares the learner as a leader. The above activities promotes the self-authoring learners sense of dialectiic and critical thinking to dissect assumptions and question what is.

Opportunities to apply recommendations and reflective thought into practice, Reflective analysis of self, Development of Curriculum, Reflection and Sharing through Research


Mentoring is the Third Pillar and it provides opportunities in the facilitation of learning and learners. Mentoring is more than telliing another what to do, using adult learning principles, mentoring is a facilitative process by which critical reflection and problem solving skills are used in a collaborative manner. Understanding a person's way of knowing significantly affects how the mentee will respond to the mentor. The process of mentoring has many purposes such as: Shared leadership Builds a sense of school community Shared learning between the mentor and mentee Problem solving in an informal manner   This piece of the puzzle provides professional development activities that will foster how mentees respond to mentoring. The activities have been chosen as a means by which learners best learn.


Instrumental knowers prefer to be given guidelines and facts about how they are teaching. They like step-by-step instructions of how to do a task; however at the same time, it is critical for the mentor to begin to lead the mentee toward more open ended communications. The activities listed below are recommended as a create manner in which the Instrumental knower might be receptive to learning more about their practices. Working with an experienced teacher is best for these knowlers, because this is what they want and this is how they learn the best. Jigsaw Description protocol might be done after identifing a need of the knower and assigning the reading of a book to address the need. A need could be a group need so that the jigsaw design would work. Book talks can be done in the same fashion as the jigsaw or it can be one that the mentor and mentee select and done on an individual basis. 1:1 feedback is best for the instrumental knower with regards to feedback about their practices. Although these activities often breed isolation the intent is to continually work toward a higher level of knowing. Also, in relationship to how the mentee responds to information from a mentor at the instrumental level, this meets their needs. These activities support the experienced teacher (mentor) working with the less experienced teacher (mentee).

Opportunities to learn with Experienced Teacher, Jigsaw Description, Book Talk, 1:1 or small group


The Socialier knower under the Mentor Pillar has the capacity to listen to others and acknowledge a different perspective. The challenge is to bring the Socializer to the point in which they can take another's perspective and co-create a new perspective. Although the Socializer knower accepts another perspective, it does not mean that they internalize it. Therefore acitvities that address these issues are included below: Jigaw Description Protocol - working in small groups allows the knower to hear what others say about a topic and then they all co-create what they will report back to the larger group Small Group - smaller groups contain a safety zone for Socializer knowers as they practice skills that help them to deal with conflict and to understand that it is OK not to agree with someone else Four A's Protocol - under a constructed protocol with focus, the Socializing knower, as in the Jigsaw Description, is able to see various views as these views are combined to make one. Critical Discussion 1:1 - this is difficult for the Socializing knower, not the 1:1 aspect of it, but critical discussion. The other person for this discussion might be a Self- Authorizing knower. These activities, while supportive of the Socializing knower also seeks to address the challenges they have. Addressing the challenges is needed to grow and move on to a different level.

Jigsaw Description, Small group, Four A's Protocol, Engaging in critical discussion 1:1


The Self-Authoring knower under Mentoring tend to have opinions of how things should go based on their own self awareness. The challenge for the Self-Authoring knower is to open up and accepting other positions. Therefore professional development for this knower would include the following:   Online Group Becoming a Mentor The 5 Whys of Inquiry    

Online, Becoming a mentor, The 5 Why's of Inquiry