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
*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
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.
c.
d.
Experimented
e.
f.
g.
h.
It was a process
i.
j.
k.
Related to your life experiences and/or interests
Explored
Learned from someone else’s example
Put yourself in the place of someone or something
(empathy/perspective taking)
Safe place to take risks
It was challenging or a “stretch”
Reflected on, or thought about, what you were
learning
You were ready to learn it
Knew it was Important to learn
ATTRIBUTES OF EXPERIENTIAL
LEARNING…
• Happens all the time
• Is a natural way to learn
• 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
interchangeably.
There arethat
numerous
published
definitions of
… a philosophy
informs
many
experiential education (Joplin, 1981; Luckman, 1996; Itin,
methodologies
which educators
1999).
The Association forinExperiential
Education (2004)
purposefully
engage
with learners
in many
defines
experiential education
a philosophy
that informs
methodologies
in which educators
engage with
direct experience
and purposefully
focused reflection
learners in direct experience and focused reflection to increase
to increase
skills,to this
knowledge,
develop knowledge,
skills, and clarifydevelop
values. Central
and isclarify
values.
definition
the distinction
between experiential education as
methodology and experiential education as philosophy. This
distinction
suggests that
is a difference
between
Association
forthere
Experiential
Education
(2013)
experiential learning and www.aee.org
experiential education.
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
•
•
Is learner centered
Intended aim, outcomes, objectives to focus the
experiential process
Uses experiential methodologies, of which there are
many…
COMMON CHARACTERISTICS
• Based on Constructivism
•Process-based
• Experiential Learning Model
• Safe environment that supports risk taking
• Student/learner centered
IV. Facilitating the Experiential
Education Process
*
Safe & Supportive
Learning
Environment
Challenging &
Relevant Learning
Opportunities
Growth Circles
Panic Zone
Growth Zone
Comfort
Zone
1.
Create an environment for
engaged/enhanced learning
*Norming
*Scope and sequence
*Examples
2.
Support skills to support
learning
*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
Agreements & Contracts
*External
*Enforced
*Safety
*Respect
*Internal
*Ownership
*Rights
*Responsibilities
*
Safe & Supportive
Learning
Environment
Can be used as a diagnostic tool for
meeting group needs
* Scope and Sequence for Creating Environment
SEQUENCING THE COMMUNITY BUILDING PROCESS
Getting
Acquainted
Learning to Trust
& Support Each
Other
· Learn Names
· Making Mistakes
· Get to know
each other
· Integrity
· Exploring
differences and
similarities
· Introduce idea of
community and
interdependence
· Break down
developing
barriers
· Inclusion
· Risk Taking
· Making choices
about what is
right
· Being
responsible for
safety of self and
others
· Physical and
emotional
safety/trust
· Laughing with
· Trustworthiness
(and not at) each
other
· Put ups vs. put
downs
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
Using
Communication
Skills
· Active listening
· Taking turns in
conversation
· Using “I”
messages
· Communicating
feelings (feelings
literacy)
· Including
everyone in
conversation
· Stating needs
· Short term and
long term goals
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
Adapted from Adventure Education for the Classroom Community, Frank and Panico, 2007
Extensions
· Leadership
· Group decision
making
· Modeling
· Service Learning
Life
Skills to Support Learning
Safe & Supportive
Learning
Environment
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
FEELING
ORANGE
BLUE
DOING
REFLECTING
GREEN
GOLD
THINKING
EXPERIENCE
(Frontloading)
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
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
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)
p. 18-25
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
Best Teaching
Great Teaching
Strategies
Rubric and Goals
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
Respecting students
1.
2.
3.
4.
5.
Creates a sense of community
and belonging in the
classroom
Self
Assessment:
+/o/-
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:
1.
Use it to perform a self assessment
Set a goal for working on one area.
Comments
Learning Style
Inventory
Learning Styles
ELC
Unpacking the ELC
Analysis/Discussion
Connection to the Experiential learning Cycle