Foundations of Experiential Education. We shall not cease from exploration And the end of all our...
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Transcript of Foundations of Experiential Education. We shall not cease from exploration And the end of all our...
Foundations of Experiential Education
We shall not cease from explorationAnd the end of all our exploringWill be to arrive where we startedAnd know the place for the first time
-T.S. Eliot
INTRODUCTION/CONTEXT
4
5
6
7
We are here
8
UWC EDUCATIONAL MODEL
OutcomesCreate common knowledge of Experiential
Education
Identify experiential practices already in use and how to strengthen them
Identify practices where experiential approaches are not currently practiced and explore how to initiate their inclusion.
Introduce the Experiential Learning Cycle as a planning tool
Create personal/professional goals
Agenda FLOW Introduction Experiential Learning &
Experiential Education Thinking Experientially – A
Framework Urban Experience
Protocols
• Assume Good Intentions
• Salad in the teeth rule
• Make the experience work
• Challenge with Choice
• Others?
EXPERIENTIAL LEARNING
Paired share to tell stories about powerful learning experiences in one’s life.
Based on attributes of Experiential Learning,: which attributes were present?
Experiential Learning
Theme/Big Idea:
Powerful Learning
Experiences
Where do you see EL at UWCM?
How do you incorporate?Where is it not?
Concept:Experiential
Learning How the Brain Learns (J. Zull)Four E’s of Experiential LearningExperimentation • Exploration • Example • Empathy
a. Experimented
b. Explored
c. Learned from someone else’s example
d. Put yourself in the place of someone or something (empathy/perspective taking)
e. It was a process
f. Safe place to take risks
g. It was challenging or a “stretch”
h. Reflected on, or thought about, what you were learning
i. Related to your life experiences and/or interests
j. You were ready to learn it
k. Knew it was Important to learn
FRONT INTEGRATIV
E
FRONT INTEGRATIV
E
SENSORY
SENSORY
BACK INTEGRATIV
E
BACK INTEGRATIV
E
MOTORMOTOR
ZULL’S MODEL OF THE CONNECTION BETWEEN BRAIN FUNCTION AND HUMAN LEARNING
Gathering Informati
on
Gathering Informati
on
Reflection/ObservationReflection/
Observation
Creation of New
Concepts
Creation of New
Concepts
Active TestingActive Testing
• Happens all the time• Is a natural way to learn
• Experimentation• Exploration• Example• Empathy
4 E’s of EXPERIENTIAL LEARNING…
•Where do you see experiential learning occurring at UWC Maastricht? • How does experiential learning connect with what you do?
•Where/how could experiential approaches be strengthened at UWC Maastricht?
Experiential Learning Here...
EXPERIENTIAL EDUCATION
Visionshapes activity
What is the difference between Experiential Learning and Experiential Education?
Experiential Education Theme/Big
Idea:Intentionali
ty
Using the Experiential Learning Cycle as a planning tool
Concept:Thinking
Experientially
Definition of EEExperiential Learning Cycle
“…experiences may be so disconnected from one another that, while each is agreeable or even exciting in itself, they are not linked cumulatively to one another. Energy is then dissipated and a person becomes scatterbrained. Each experience may be lively, vivid, and "interesting," and yet their disconnectedness may artificially generate dispersive, disintegrated, centrifugal habits….”
~ John Dewey, Experience and Education (1938)
Experiential learning and experiential education are buzzwords within many educational circles. These terms are often used interchangeably. There are numerous published definitions of experiential education (Joplin, 1981; Luckman, 1996; Itin, 1999). The Association for Experiential Education (2004) defines experiential education as both a philosophy and methodology in which educators purposefully engage with learners in direct experience and focused reflection to increase knowledge, develop skills, and clarify values. Central to this definition is the distinction between experiential education as methodology and experiential education as philosophy. This distinction suggests that there is a difference between experiential learning and experiential education.
Experiential Education
… both a philosophy and methodology in which educators purposefully engage with learners in direct experience and focused reflection to increase knowledge, develop skills, and clarify values.
Association for Experiential Education (2004)www.aee.org
EXPERIENTIAL EDUCATIONA 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
• Uses experiential methodologies, of which there are many…
Wilderness Education
Adventure Based Counseling
Inquiry
Service LearningArt, Play, Music, Drama
& related Therapies
Simulations
Environmental Education
Internships
Expeditionary Learning
Adventure/Challenge Education
Philosophy of Experiential Education
And more…Equine Assisted
Therapy
Cooperative Education Project Based Learning
Problem Based LearningAdventure Education
Social EntrepreneurshipExperience Based
Training and Development
Appreciative inquiry
Commonalities
• Process-based
• Safe environment that supports risk takingo Support students to get out of comfort
zone and into a learning zone
• Student/learner centered
• Experiential Learning Model (cycle)…
Thinking Experientially
What?Now What?
ConnectingConnecting
Interpreting
So What?
IDEASIDEAS
Using It
Conceptual Emphasis
Leaning PairsOr
Scales
What did you have to do to
maintain balance?
Homeostasis DefinitionConcept Map of human body
Examples
Concept: Homeostasi
s
HOMEOSTASIS
- Exploration- Experimentation - Example- Empathy
- Exploration- Experimentation - Example- Empathy
Theme/Big Idea: Balance
Leaning PairsOr
Scales
What did you have to do to
maintain balance?
Homeostasis DefinitionConcept Map of human body
Examples
Concept: Homeostasi
s
HOMEOSTASIS
Theme/Big Idea: Balance
Research ExamplesHuman body: body temperature, glucose
concentration, calcium levels, fluid volume
Ecosystems: carrying capacity, predator-prey relationships, biodiversity, case study of a species, overcrowding, habitat degradation
Agriculture: Effects of monoculture
Sustainability: Human influence, changing conditions on…
Mental Health: Balance, stagnation, and growth
Leaning PairsOr
Scales
What did you have to do to
maintain balance?
Homeostasis DefinitionConcept Map of human body
Examples
Research Homeostatic Relationships
Present findings
Concept: Homeostasi
s
HOMEOSTASIS
Theme/Big Idea: Balance
Matching ExerciseTypes & definitions of
Quadrilaterals
What makes them so?
e.g. “What makes a square a square?”
Deconstruct definitions
Classification of QuadrilateralsHow do they relate to each other?
Hierarchy of Quadrilater
als
Maths: Classify and Prove Properties of Quadrilaterals
Types of Quadrilateral
sNew Justifications
“Prove the properties of a square using
congruent triangles & the quadrilateral
hierarchy”
MYP
1. How did you keep from getting caught? How did
you hide?2. Do you see any patterns?
What do think caused the patterns?
Animal Camouflage
Science: Animal Camouflage
Blending InChoices
Create a mural showing animals
that are camouflageCreate a song,
poem, or play about animal camouflage
Primary Level 3-4
1. Pairs Tag activity and/or
2. Bird ‘n’ Worms Activity from Project
Learning Tree
Define CamouflageVisit Environmental Center
Read about Camouflage and report back on learning
FacilitativeEmphasis
• 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• Ownership• Patience• Peacefulness
• Perseverance• Perspective Taking• Pride • Problem Solving• Purpose• Relationships• Resourcefulness• Respect• Responsibility• Restraint• Risk Taking• Safety• Self-Control• Self Discipline• Sense of Humor• Stewardship• Teamwork• Transitions• Trustworthiness• Wisdom• Work Habits
Project WeekPlanning
Implementing
JournalingQuestioningReporting
Service Learning Project
International and intercultural understandingCelebration of differencePersonal responsibility and integrityMutual responsibility and respectCompassion and serviceRespect for the environmentA sense of idealismPersonal challengeAction and personal example
Theme/Big Idea:
UWC Values
LeadershipConflict
TransformationSustainabilityHealthy
Lifestyle Social ResponsibilityDiversity
Concepts: Lifeskills
Competencies
PresentationDocumentation
Lessons that were learnedLife Skills
CompetenciesDialogue
Write different text types – interact, debate & Discuss:What was new for you?What surprised you?What touched you, moved you?
Language Learning:
Dutch Theme/Big Idea:
Health
Write text for a speech to students including article
for school newspaperRole play debate
Do I want to be a donor?
Concept:Organ
Donation
Hospital visit to kidney transplant unitInteract with doctors & nurses
(students forget that their Dutch is not perfect)
Health System in your country
Dutch LawDocumentaries,
articlesInterview Health professionals
DIVERSITYOf Learning Styles REQUIRES VARIETY
Experience in Maastricht
Bring back an item or memory to share
4 E’s
Urban Experience
A goal to move EE forward in your work
Concept:PRINCIPLES
OF EE Principles of EE
Theme/Big Idea:
4 E’S OF EL
Experience in Maastricht
Bring back an item or memory to share
4 E’s
Urban Experience
A goal to move EE forward in your work
Concept:PRINCIPLES
OF EE Principles of EE
Theme/Big Idea:
4 E’S OF EL
REFLECTION
1.Please share your item or memory with your group about the experience from your perspective.
2.Discuss with your group how one or more of the 4 E’s of Experiential Learning occurred in this experience
GENERALIZATION1.Alone or with a partner, look through the principles of experiential education and consider how they manifest in your practice as an educator
APPLICATION1.Create and share a goal for moving forward the intentional practice of Experiential Education in your situation
Principles of EE Experiential learning occurs when
carefully chosen experiences are supported by reflection, critical analysis and synthesis.
Experiences are structured to require the learner to take initiative, make decisions and be accountable for results.
Throughout the experiential learning process, the learner is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative, and constructing meaning.
Learners are engaged intellectually, emotionally, socially, soulfully and/or physically. This involvement produces a perception that the learning task is authentic.
The results of the learning are personal and form the basis for future experience and learning.
Relationships are developed and nurtured: learner to self, learner to others and learner to the world at large.
The educator and learner may experience success, failure, adventure, risk-taking and uncertainty, because the outcomes of experience cannot totally be predicted.
Opportunities are nurtured for learners and educators to explore and examine their own values.
The educator's primary roles include setting suitable experiences, posing problems, setting boundaries, supporting learners, insuring physical and emotional safety, and facilitating the learning process.
The educator recognizes and encourages spontaneous opportunities for learning.
Educators strive to be aware of their biases, judgments and pre-conceptions, and how these influence the learner.
The design of the learning experience includes the possibility to learn from natural consequences, mistakes and successes.
CLOSING
“It is not from ourselves that we will learn to be better than we are.”
Wendell Berry
We shall not cease from explorationAnd the end of all our exploringWill be to arrive where we startedAnd know the place for the first time
-T.S. Eliot