Our Community of Practice (CoP) worked alongside each other to create a working metaphor for

both lifelong learning and teamwork. Our group viewed adult learning as an Amusement Park
because we believe most learning should be a positive and fun experience. Each ride within the
Amusement Park reflects a different learning experience; some may be scary, others slow, and
some more reflective. Within our metaphor, experiences are pivotal to lifelong learning and
development (Groen & Kawalilak, 2014). Whichever ride we decide to go on, there are events
and transitions that highly impact how we view the world and navigate our path into adulthood
(Groen & Kawalilak, 2014).
We chose six aspects of an Amusement Park to represent the different experiences of
lifelong learning and teamwork. The first ride we chose is a Ferris Wheel to represent the cycles
of learning and the different perspectives one may have throughout their life. Like the Ferris
Wheel, the process of change and development is ongoing; we can return to an event over and
over again and still learn something new (Groen & Kawalilak, 2014, p. 35). The second ride we
chose to represent lifelong learning is a Roller Coaster. Just like learning, a Roller Coaster has
ups, downs, winds and turns. Within learning, unexpected transitions can occur at any moment
and you may not be able to anticipate what is to come (Groen & Kawalilak, 2014). Some of these
unexpected events may include illness, pregnancy, or winning the lottery and as Groen and
Kawalilak (2014) point out, these significant events lead to greater and deeper learning. The third
ride we chose is the Teacup as it represents Self-Directed Learning and the opportunity for
learners to have the primary responsibility for creating their own learning pathway (Groen &
Kawalilak, 2014, p. 146). The Train within an Amusement Park is the final ride we chose to
represent lifelong learning. This ride symbolizes the ability for learners to pause, reflect, and
think differently about their current journey or path, and begin to reflect upon their own
development and choices (Groen & Kawalilak, 2014). We also chose the Lineups for rides within
the Amusement Park to reflect the socio-cultural influences of learning, as some individuals may
be able to fast-track their way through life and learning, while others experience frustration
and challenges within their lives. Reflecting on these cultural influences, one may see themselves
and others with a new understanding in regards to our positionality - where and how we are
located in our respective communities, cultures, and contexts (Groen & Kawalilak, 2014, p. 57).
The final aspect we chose to discuss is the Games in an Amusement Park because many
individuals enjoy playing and receiving the rewards that may follow, which can be similar to
how some individuals learn. These rewards may be tangible, such as a good grade or a degree
(Groen & Kawalilak, 2014), or may be intrinsic, such as personal satisfaction or fulfillment.
Within an Amusement Park, Games are driven by reward and incentive which is how some
learners may operate throughout their learning journey. Others, however, may be driven by their
own desire to learn and develop to further better themselves.
We chose to use a Talking Circle to facilitate our class activity as a means of
incorporating multiple worldviews while giving everyone the opportunity to have their voice
heard in a respectful manner. As Groen & Kawalilak (2014) state, our individual stories connect
us to the larger narrative of relationships, communities, and societies where we live, work and
learn, and carry the potential to bring meaning to our lives (p. 180). The Talking Circle has
traditionally been used by Indigenous communities as a way of bringing people of all ages
together for the purposes of teaching, listening, and learning, as well as stimulating multicultural
awareness and fostering respect for individual differences (Wolf & Rickard, 2003). According to
Wolf and Rickard (2003), this method of education instill[s] respect for anothers viewpoint and
encourage[s] members to be open to other viewpoints by listening with their heart while another

individual speaks (p.1). We will bring in a lollipop to represent a talking stick as well as
reinforce our metaphor of the Amusement Park. The talking stick will allow each speaker to
share their story in a safe and welcoming environment. Within many cultures, the act of sharing
food fuels conversation and sense of community and it is known that the act of eating with others
not only nourishes the body, but also builds and fortifies a stronger community (Counihan,
2007). This is why we chose to bring in food while reinforcing the theme of the Amusement
Park.
Our CoP discussed several possible ideas for the metaphor, and each brought our own
agendas which we found difficult to let go of at first, but through critical reflection, we came to a
decision on which metaphor was the strongest and resonated with each group member (Groen &
Kawalilak, 2014). Once we decided on the metaphor, we all offered diverse and unique ideas to
enrich the project. We all have different perspectives and backgrounds which have shaped our
experiences, allowing us to create a more holistic understanding of lifelong learning.
Our CoP believes our group encompasses characteristics of a Five (5) Team according to
Mike Mattos Professional Learning Communities at Work Plan Book (2015). We believe that we
fall under this classification because of time restraints and not having adequate time to form
deep, meaningful relationships. As University students we also believe that we have been
programmed to work as a group and not necessarily as a team. This mindset made it more
challenging for us to envision our group as a 10, even after understanding how beneficial and
dynamic a 10 Team is. With this in mind, we have tried to envision how we may grow and
develop as a group in order to turn our group into more of a team. We dealt with the challenges
of group/teamwork democratically and set clear goals and accountability processes in order to
create a cohesive project. At the start of our project, our CoP meetings were mostly about
coordinating times and ideas but shifted once we built more meaningful relationships which
allowed us to begin to work collectively and formulate our ideas cohesively. We found each of us
had a voice and shared leadership and responsibility within the group which allowed us to focus
on how to best deliver our metaphor. By setting timelines and prioritizing work, we were able to
successfully fulfill the project requirements without added stress or frustration. Part of our
strategy to becoming a 10 Team was to work as more of a collective body, instead of dividing
work between each member and coming together afterward. After several meetings we noticed
we had some components of a 10 Team, such as holding each other accountable, and having a
solid understanding that everyone has to come prepared in order to work as a collective. We were
able to do this because we agreed on common norms and to respect everyone's inputs and ideas.
We have learned how to acknowledge and respect others perspectives and worldviews through
working in our CoP, which is an extremely important aspect for future teachers.
Our metaphor of an Amusement Park also represents our CoP as a whole, as we are all
unique and diverse individuals who come from different backgrounds with various life
experiences. Like the diverse rides in an Amusement Park, we have come together as individuals
and have connected as a whole in order to create a unique and positive experience, using each
individuals strengths and weaknesses. Overall, our group believes this experience has helped to
inform our future teaching practices and has also allowed us to see the value of CoPs and the
importance of collaboration within our own development and understanding.

References
Counihan, C. (2007). Food and culture: A reader. New York, NY: Routledge.
Groen, J., & Kawalilak, C. (2014). Pathways of adult learning: Professional and education
narratives. Toronto, Ontario: Canadian Scholars Press.
Wolf, P. R., & Rickard, J. A. (2003). Talking circles: A Native American approach to experiential
learning. Journal of Multicultural Counseling and Development, 31(1), 39-43.