Double-Loop Learning can best be categorized by the understanding of it's counterpart, Single-Loop Learning. Single-Loop Learning is the repeated attempt at a problem with no results and no attempt in rectification of the process.
Double-Loop Learning was first described by Chris Argyris.
Argyris described Double-Loop Learning as the attempt to change the "mental mode" of which some decision may rely on. Learning in this fashion goes from producing simple and static to broader and more dynamic ideas.
Argyris's Double-Loop Learning theory most closely relates to the Constructionist Theory because it closely follows the dynamic that learning is best achieved by interpreting topics based on personal knowledge and background can gain thoughtful and educational responses. The focus of the theory is on solving problems that are complex and ill-structured, which can change as problem-solving develops further.
Example in the Classroom
When a teacher is starting a new unit that the students are feeling apprehensive about because they have done poorly in previous, similarly-related units, teachers must dive deeper into the assessment of what will create a more effective strategy. As mentioned in the ICL blog, "Single-Loop and Double-Loop Learning Model," (AFS, 2016), "To have a constructive outcome, we may need to modify and adapt some of these variables to create an attitude that is open to many cultural values and application methods." Basically in the classroom the teacher needs to step back and reevaluate the construction of lesson so that students ask questions about the outcome before learning.
Reference
Romero Pereda, Arturo. ICL Blog, "Single-Loop and Double-Loop Learning Model". AFS: Intercultural Programs Inc. 2016. http://www.afs.org/blog/icl/?p=2653
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