Transcript Experiential Education
Qatar University College of Arts & Sciences Foundations of Experiential Education
September 7, 2014
We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time -
T.S. Eliot
535
Assume good intentions Salad in my teeth rule Make the experience work for you Right to pass Anything else?
II. WHY EXPERIENTIAL?
FOUNDATIONS
Brain Research Social Emotional Learning Multiple Intelligences Maslow’s Hierarchy of Needs
Brain Research
The “brain mind” includes our emotions, movement, creativity, immune responses, and abilities to use language, reason, plan, organize, and dream. It allows us to experience compassion, interconnectedness, peace, and uncertainty. Add to that the fact that context and experiences influence and shape the brain/mind and that human beings have the capacity to change their own brain by using reflection, expanding awareness, and altering behavior….
Geoffrey & Renata Caine
12 Brain/Mind Learning Principles in Action
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Relaxed Alertness: Creating the optimal emotional climate for learning
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Orchestrated Immersion in Complex
Experience: Creating optimal opportunities for learning
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Active Processing of Experience: Create optimal ways to consolidate learning
III. WHAT IS EXPERIENTIAL EDUCATION?
Think about a time or times you have been in a “learning zone” – when you felt that you were really learning, really engaged. What were the circumstances that made that happen – from within yourself and outside of yourself?
a.
b.
Experimented Explored c.
d.
Learned from someone else
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s example Put yourself in the place of someone or something (empathy/perspective taking) e.
f.
It was a process Safe place to take risks g.
h.
It was challenging or a
“
stretch
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Reflected on, or thought about, what you were learning i.
j.
k.
Related to your life experiences and/or interests You were ready to learn it Knew it was Important to learn
ATTRIBUTES OF EXPERIENTIAL LEARNING…
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Happens all the time Is a natural way to learn
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Experimentation Exploration Example Empathy
Experiential Learning at Qatar University College of Arts & Sciences
• Where do you see experiential learning and experiential education occurring at Qatar University in the College of Arts and Sciences?
• How does experiential learning already connect to what you do?
EXPERIENTIAL EDUCATION: Characteristics & Qualities
Experiential Education
Experiential learning and experiential education are buzzwords within many educational circles. These terms are often used … a philosophy that informs many experiential education (Joplin, 1981; Luckman, 1996; Itin, methodologies in which educators purposefully engage with learners in direct experience and and clarify values.
focused reflection learners in direct experience and focused reflection to increase to increase knowledge, develop skills, definition is the distinction between experiential education as methodology and experiential education as philosophy. This distinction suggests that there is a difference between
www.aee.org
EXPERIENTIAL EDUCATION A Philosophy…
• • • • • •
“Intentional, purposeful approach to teaching and learning” Harnesses the natural power of Experiential Learning Is a formal way to support learning Intended aim, outcomes, objectives to focus the experiential process Is learner centered Uses experiential methodologies, of which there are many…
COMMON CHARACTERISTICS
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Based on Constructivism
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Process-based
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Experiential Learning Model
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Safe environment that supports risk taking
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Student/learner centered
IV. Facilitating the Experiential Education Process
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Safe & Supportive Learning Environment Challenging & Relevant Learning Opportunities
Growth Circles Panic Zone Growth Zone Comfort Zone
1.
Create an environment for engaged/enhanced learning
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Norming
2.
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Scope and sequence
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Examples Support skills to support learning
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Examples
Safe & Supportive Learning Environment
Norming
Rules and Expectations from teacher +
Agreements between students can create opportunity for ownership and taking
responsibility for learning
Example: The Best Class Ever
Rules & Expectations *
External
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Enforced
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Safety
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Respect
Agreements & Contracts *
Internal
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Ownership
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Rights
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Responsibilities
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Safe & Supportive Learning Environment Can be used as a diagnostic tool for meeting group needs
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Scope and Sequence for Creating Environment SEQUENCING THE COMMUNITY BUILDING PROCESS Getting Acquainted
· Learn Names · Get to know each other · Exploring differences and similarities · Introduce idea of community and interdependence · Break down developing barriers · Inclusion · Laughing with (and not at) each other · Put ups vs. put downs
Learning to Trust & Support Each Other
· Making Mistakes · Integrity · Risk Taking · Making choices about what is right · Being responsible for safety of self and others · Physical and emotional safety/trust · Trustworthiness
Setting Goals
· Individual and group goals · Setting realistic goals · Obstacles to reaching goals · Frustration · Focusing on what one can control · Empowerment · Supporting each other in attaining goals · Short term and long term goals
Using Communication Skills
· Active listening · Taking turns in conversation · Using “I” messages · Communicating feelings (feelings literacy) · Including everyone in conversation · Stating needs
Problem Solving & Conflict Resolution
· Decision making/problem solving · Win-win solutions · Brainstorming · Identifying common interests · Perspective taking · Giving and receiving help · Needs vs. wants · Proactive vs. reactive approaches to problem solving · Internal vs. external locus of control
Extensions
· Leadership · Group decision making · Modeling · Service Learning
Adapted from Adventure Education for the Classroom Community, Frank and Panico, 2007
Safe & Supportive Learning Environment
Life Skills to Support Learning
Can be used as a diagnostic tool for meeting student needs
Life Skills
Below is a partial list of life skills that can be emphasized when introducing and reflecting on experiences when engaged in activities.
Anger Management Asking for Help Attentive Listening Caring Choice and Accountability Citizenship Cleanliness Collaboration Common Sense Communication Compassion Conservation Cooperation Courage Cultural Competence Curiosity Decision Making Effort Empathy Endurance Financial literacy Flexibility Forgiveness Friendship Goal Setting Health Honesty Imagination Integrity Initiative Job skills Justice Kindness Leadership Learning from Mistakes Literacy Loyalty Organization Patience Peacefulness Perseverance Perspective Taking Pride Problem Solving Purpose Relationships Resourcefulness Respect Responsibility Restraint Risk Taking Safety Self-Control Self Discipline Sense of Humor Sexuality Stewardship Teamwork Transitions Trustworthiness Wisdom Work Habits
Safe & Supportive Learning Environment Challenging & Relevant Learning Opportunities
Challenging & Relevant Learning Opportunities
ORANGE DOI NG FEELI NG BLUE REFLECTI NG GREEN THI NKI NG GOLD
Presentation & Feedback
APPLICATION (Making Knowledge Visible)
Simulations Projects/presentations Reports (verbal & written) Artistic representations Dramatic creations Recitals Case studies Field work Rubrics Compositions Portfolios Internships
EXPERIENCE
(Frontloading)
Labs Direct observations Adventure/Problem solving activities Reading (“trigger”) Primary text reading Simulations/activities Field work Audio-visual (“trigger”) Artwork Roleplays Guided imagery Story telling Field trips Guest speakers Ideas to meet Learning Needs using the Inquiry and Experiential Cycles p. 18-25
REFLECTION (Asking Questions)
Journals Logs Discussion Poetry/Readings Notes & Outlines Graphs and charts Talking circles Artistic representations Metaphors Partner/group share
GENERALIZATION & ABSTRACTION
(Gathering Information & Constructing Knowledge)
Interviewing Making analogies Model building Audio visual (informational) Field trips Projects Research Lecture/discussion Planning Informational reading Labs Brainstorming Guest speakers Simulations
Story Telling – Best Teaching Best Teaching Great Teaching Strategies
Story Telling
In partners tell a story that is related to this question:
Tell a story about a time when you were at your best as a teacher
– It could be about a time that you know your students were successful, or a time when a student who was struggling finally “got it”. It can be something else. Your partner listens intently and writes a note or two about what you’re telling him or her.
Write down phrases or words that catch your attention. When done, summarize what you heard
. Switch.
3 minutes to tell your story to your partner.
1 minute for summary – fill in gaps Switch
Story Telling – Best Teaching Best Teaching Great Teaching Strategies Journaling
Journaling In groups of 4 o 6. Compare notes with each other and identify 2-5 reasons why these were “Best” teaching and learning moments.
Write a journal entry about your thoughts and feelings regarding one or more of these reasons. What did they spark in you as a teacher/educator?
Story Telling – Best Teaching Best Teaching Great Teaching Strategies Journaling Close Reading of Informational Article
Close Reading - Informational
1. Read with a pencil in hand, and annotate the text.
underlining or highlighting key words and phrases
— anything that strikes you as surprising or significant, or that raises questions—as well as making notes in the margins.
2. Look for patterns
in the things you've noticed about the text—repetitions, contradictions, similarities.
3. Ask questions
about the patterns you've noticed— especially how and why.
Story Telling – Best Teaching Rubric and Goals Best Teaching Great Teaching Strategies Analysis/Discussion Close Reading of Informational Article
Rubrics and Goal Setting
Alone, in pairs, or in small groups, create a rubric indicating levels in each area (This may require further reading or research)
Great Teacher Rubric Name ___________________________________ Characteristic Criteria Self Assessment: +/o/-
Respecting students
1.
2.
3.
4.
5.
Students can express ideas, opinions, and ask questions I listen to students I encourage students to listen to each other I keep my temper in check I create a welcoming environment by:
Creates a sense of community and belonging in the classroom
1.
Use it to perform a self assessment Set a goal for working on one area.
Comments
Learning Style Inventory Unpacking the ELC Learning Styles ELC Analysis/Discussion Connection to the Experiential learning Cycle