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Experience It! Extraordinary Learning Opportunities the 4-H Way

Experience It! Extraordinary Learning Opportunities the 4-H Way. 4-H Afterschool Grantee Training June 8 – 10, 2004. 4-H. The 4-H Mission. Our mission is to create nonformal, educational opportunities to help youth thrive in a complex and changing world. Workshop Overview.

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Experience It! Extraordinary Learning Opportunities the 4-H Way

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  1. Experience It!Extraordinary Learning Opportunities the 4-H Way 4-H Afterschool Grantee Training June 8 – 10, 2004

  2. 4-H

  3. The 4-H Mission Our mission is to create nonformal, educational opportunities to help youth thrive in a complex and changing world.

  4. Workshop Overview • Introduce the experiential learning model. • Define the steps in an experiential learning cycle. • Experience activities and apply the model concepts to your work.

  5. Evolution of Experiential Learning What you hear, you will probably doubt. What you see, you may possibly doubt. But what you do for yourself, you cannot possibly doubt. Seaman A. Knapp, Founder of the Extension concept

  6. Evolution of Experiential Learning Experiential learning takes place when a person involved looks back and evaluates it, determines what was useful or important to remember, and uses this information to perform another activity. John Dewey, 1938

  7. Evolution of Experiential Learning Concrete experience Testing in new situations Observation & Reflection Forming abstract concepts Kolb, 1984

  8. Evolution of Experiential Learning Current research points to the advantage of authentic instruction, involving “active knowledge construction” by learners, relevance, active feedback on learner progress, ongoing opportunities to rethink and reflect, and highly interactive learning activities. Eccles & Gootman, 2002

  9. The Power of Experiential Learning

  10. Why Use Experiential Learning?

  11. Why Use Experiential Learning? • Using multiple senses can increase retention. • Multiple teaching methods can be integrated to maximize creativity. • Child-centered learning becomes the focus.

  12. Why Use Experiential Learning? • Discovery of knowledge and solutions builds competence and confidence. • Youth can learn life skills that will be used, plus subject matter content. • Learning is more fun!

  13. Potential Drawbacks

  14. Potential Drawbacks • Decentralized approach can seem less orderly. • Requires more prep and more time for processing. • Requires patience and guidance. • Often no single “right” answer.

  15. Let’s play paddle ball! • Share the paddle ball with your partner. • Hit the ball with the paddle as many times in a row as you can. • You will get 3 tries to produce your highest score.

  16. Let’s play paddle ball! • Rules • Hit the ball with the paddle. • Three tries to produce your highest score.

  17. Process Using the Experiential Learning Cycle

  18. Sharing • Share your reactions and observations. • What did you do? • What did you observe? • What happened in your attempts to increase your score? • How did you go about making changes?

  19. Processing • Describe and discuss the experience. • How did being an observer help you? • What gave you new ideas? • How did you learn?

  20. Generalizing • Identify what you learned from the experience; general truths. • What principles could you attribute to improving paddleball performance? • General principles?

  21. Applying • Learning is applied to real life situations. • How could any of these principles apply to your work with youth?

  22. Concepts • Keep trying • Use what you know and build on it • Sudden insight “light bulb” • Trial and error

  23. Vignette • As you watch the video look for the steps of the cycle. • Heads-On, Hands-On: The Power of Experiential Learning • Facilitator’s Guide and VHS/DVD • From National 4-H Cooperative Curriculum System www.n4hccs.org

  24. Discuss • Form a group of 3 people and discuss the following: • What did you notice in the video? • What did you think as you were watching the video? • How did the facilitator begin the activity? • How did the facilitator get the participants to share their experiences? • How did the facilitator get the participants to identify what they had learned? • What questions did the facilitator ask to move the learners through the “process” and “generalize” phases?

  25. Applying This to Our Work • Find someone new to work with: • Discuss how you would use this information in your program.

  26. I pledge… My HEAD to clearer thinking, My HEART to greater loyalty, My HANDS to larger service, My HEALTH to better living, for my club, my community, my country and my world. THE 4-H PLEDGE…

  27. Resources • Contact your local 4-H Agent • State 4-H Web Sites • http://www.national4-hheadquarters.gov/4h_map.htm • 4-H Afterschool • http://www.4hafterschool.org • National 4-H Juried Curriculum • http://www.national4-hheadquarters.gov Search under “Resources”

  28. Presenters • Lisa Lauxman • University of Arizona • lauxman@ag.arizona.edu • Gretchen May • University of Massachusetts • gmay@umext.umass.edu

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