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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.

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Foundations of Experiential Education


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slide1

Qatar University

College of Arts & Sciences

Foundations of Experiential Education

September 7, 2014

slide2

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

protocols

Assume good intentions

  • Salad in my teeth rule
  • Make the experience work for you
  • Right to pass
  • Anything else?
Protocols
slide9

FOUNDATIONS

Brain Research

Social Emotional Learning

Multiple Intelligences

Maslow’s Hierarchy of Needs

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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

fundamental elements of brain based teaching

Relaxed Alertness: Creating the optimal emotional climate for learning

  • Orchestrated Immersion in Complex Experience: Creating optimal opportunities for learning
  • Active Processing of Experience: Create optimal ways to consolidate learning
Fundamental Elements of Brain-based teaching
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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?

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Experimented

  • Explored
  • Learned from someone else’s example
  • Put yourself in the place of someone or something (empathy/perspective taking)
  • It was a process
  • Safe place to take risks
  • It was challenging or a “stretch”
  • Reflected on, or thought about, what you were learning
  • Related to your life experiences and/or interests
  • You were ready to learn it
  • Knew it was Important to learn
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ATTRIBUTES OF EXPERIENTIAL LEARNING…

  • Happens all the time
  • Is a natural way to learn
  • Experimentation
  • Exploration
  • Example
  • Empathy
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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?
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Experiential Education

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 a philosophy that informs many methodologies 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.

… a philosophy that informs many methodologies 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 (2013)

www.aee.org

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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…
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COMMON CHARACTERISTICS

  • Based on Constructivism
  • Process-based
  • Experiential Learning Model
  • Safe environment that supports risk taking
  • Student/learner centered
two paths that merge
Two Paths that Merge

Challenging & Relevant Learning Opportunities

Safe & Supportive Learning Environment

strategies

Create an environment for engaged/enhanced learning

    • Norming
    • Scope and sequence
    • Examples
  • Support skills to support learning
    • Examples
Strategies
strategies norming

Safe & Supportive Learning Environment

Rules and Expectations from teacher +

Agreements between students can create opportunity for ownership and taking responsibility for learning

Example: The Best Class Ever

Strategies: Norming
norming

Rules & Expectations

  • External
  • Enforced
  • Safety
  • Respect

Agreements & Contracts

  • Internal
  • Ownership
  • Rights
  • Responsibilities
NORMING
strategies scope sequence

Safe & Supportive Learning Environment

Can be used as a diagnostic tool for meeting group needs

Strategies: Scope & Sequence
strategies life skills to support learning

Safe & Supportive Learning Environment

Can be used as a diagnostic tool for meeting student needs

Strategies: Life Skills to Support Learning
two paths that merge1
Two Paths that Merge

Challenging & Relevant Learning Opportunities

Safe & Supportive Learning Environment

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Story Telling – Best Teaching

Best Teaching

Great Teaching Strategies

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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

slide38

Story Telling – Best Teaching

Best Teaching

Great Teaching Strategies

Journaling

slide39

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?

slide40

Story Telling – Best Teaching

Best Teaching

Great Teaching Strategies

Journaling

Close Reading of Informational Article

slide41

Close Reading - Informational

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.

Look for patterns in the things you've noticed about the text—repetitions, contradictions, similarities.

Ask questions about the patterns you've noticed—especially how and why.

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Story Telling – Best Teaching

Best Teaching

Great Teaching Strategies

Rubric and Goals

Analysis/Discussion

Close Reading of Informational Article

slide43

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)

slide44

Use it to perform a self assessment

Set a goal for working on one area.

slide45

Learning Style Inventory

Learning Styles

ELC

Unpacking the ELC

Analysis/Discussion

Connection to the Experiential learning Cycle