Page 17 - International Journal of Process Educaiton (Special Issue)

Key Components Steps, Actions, and Activities

7 Self-Challenge Learning to eliminate self-doubt and boosting self-image through preparation, commitment,
and timely completion of established as well as impromptu actions, activities, and
challenges.

In both texts, students are challenged to set and achieve short-term goals. The content on “Time, Planning, and
Productivity” ups the ante with respect to “preparation, commitment and timely completion” as students are tasked
with completing a semester calendar, gathering all due dates and assignments for all courses. In Learning to Learn:
Becoming a Self-Grower, the experience, “Performing when Being Evaluated” contains the Preparation Methodology
and gives students the opportunity to work through an upcoming challenge by doing everything they can to prepare.

8 Mentoring Establishing a clearly-bounded, trusting, and confidential relationship based on mutual
respect to achieve clearly-defined goals using the SII principles.

Foundations of Learning offers information about “Selecting a Mentor” as part of the discussion about the Personal
Development Methodology. Learning to Learn: Becoming a Self-Grower contains an entire chapter (experience)
focused on mentoring: “Choosing and Using Mentors Effectively” which tasks students with identifying potential
mentors and then entering into a mentoring relationship.

9 Grit Having self-control, accepting failure as a necessary condition to self-growth, being
open-minded, optimistic, courageous, patient, persistent, and hardworking, and having
willpower, mental toughness, tenacity, perseverance and resilience.

Both books offer student examples of grit, where challenges were not necessarily met upon first effort but after
persistence and perseverance. Learning to Learn: Becoming a Self-Grower offers an experience, “Using Failure as a
Stepping Stone for Success” that is all about recovering from and learning from failure.

10 Passion Taking the first step and continuing the commitment with the same conviction, energy, and
enthusiasm throughout.

While passion is difficult to teach, it can be modeled and is, in both books. Student examples at Level III or higher
on the Performance Levels for Self-Growers demonstrate conviction, energy, and enthusiasm. Additionally, the final
experience in Learning to Learn: Becoming a Self-Grower is titled, “Shifting from Extrinsic to Intrinsic Motivation.” In
this experience, students explore how to build a life vision and life based on their values and passions.

References

Apple, D. K. (1991). Notes for the 1991 Teaching Institute. Corvallis, OR: Pacific Crest.

Apple, D. K. (1997). Process Education: A new educational mission. Corvallis, OR: Pacific Crest.

Apple, D. K., Beyerlein, S. W., & Schlesinger, M. (1992). Learning through problem solving. Corvallis, OR: Pacific
Crest.

Apple, D. K., & Duncan-Hewitt, W. (1995). A primer for Process Education Corvallis, OR: Pacific Crest.

Apple, D. K., Ellis, W., & Hintze, D. (2015). Learning to learn camps: Their history and development. International
Journal of Process Education, 7(1).

Apple, D. K., Morgan, J., & Hintze, D. (2013). Learning to learn: Becoming a self-grower. Hampton, NH: Pacific
Crest.

Desjarlais, M., & Smith, P. (2011). A comparative analysis of reflection and self-assessment. International Journal
of Process Education, 3(1).

Dweck, C. S. (2006). Mindset: The new psychology of success: How we can learn to fulfill our success. New York:
Ballantine.

Hurd, B. (2007). Self-growth plans for faculty members. In S. W. Beyerlein, C. Holmes, & D. K. Apple (Eds.),
Faculty guidebook: A comprehensive tool for improving faculty performance (4th ed.). Lisle, IL: Pacific Crest.

Jain, C., Apple, D. K., & Ellis, W. (2015). What is self-growth? International Journal of Process Education, 7(1).

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