Program Pedagogy 

The IDG curriculum is informed by evidence-based principles of educational psychology for adult learners such as: transformative learning theory, social learning theory and stages of moral development. The IDG curriculum is grounded in four main principles of learning:
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  •  Concrete Experience – Participants actively engage in an experience.
  • Reflective Observation – Participants reflect on experience, identifying any connections, inconsistencies, or alignment between the experience and prior knowledge.
  • Conceptual Thinking – Through reflection, the learning community generates new understandings/ideas or modifies their existing conceptualization of an idea/concept in order to draw conclusions and make hypotheses.
  • Active Experimentation – Participant plans and test their conclusions/hypotheses by applying their knowledge to new experiences.


Adult Learning Needs

​IDG also engages with the seven principles of adult learning theory:

  1. Self-Direction: Learning at one’s own pace, in one’s own way
  2. Transformation: Deconstruction and reflection of worldviews through the introduction of new information
  3. Experiential: Hands on learning
  4. Mentorship: Learning from peer mentors
  5. Orientation: Reframing of emotions and assumptions
  6. Motivation: Cultivating internal motivation mechanisms
  7. Inclusion & Validation of Lived Experiences: Opportunity to apply and integrate past experiences into the learning process

Facilitation & Teaching Style 

​IDG facilitators use a subject and participant centered focus, guided by principles of restorative justice and democratic learning. IDG facilitators are trauma informed and are gender responsive. IDG strives in racial competency and works in allyship to the efforts of diversity, equity, inclusion and belonging (DEIB), and applies DEIB principles directly in course planning, design, and implementation. IDG curriculum and activities are presented in a wide variety of learning modalities to meet the needs of diverse learners. Activities include but are not limited to: lectures, book/article reading, small and large group discussions, role play activities, guest panel speakers, films, writing exercises, critical self-reflection exercises, art activities, problem solving activities and more.
 
Learning Outcomes:
  • Increased self-awareness around personal values, mindsets, and attitudes
  • Increased self-awareness around root causes of harm doing
  • Increased relational awareness and harm impacts
  • Competency in core principles of restorative justice philosophy and practice
  • Increased emotional intelligence
  • Increased curiosity
  • Increased sense of self-agency
  • Increased capacity for repair
  • Creation of reintegration plan with timeline and implementation tools

Educational Values 

  • Subject & Learner Centered
  • Transformative Adult Learning Processes
  • Democratic Learning
  • Critically Engaged Learning
  • Co-Creation
  • Service Learning
  • Racially & Culturally Responsive
  • Trauma Informed
  • Motivational Interviewing
  • Restorative Conflict Resolution
  • Acknowledgment of the wisdom of lived experience