An Experience-Based Model for Accelerating Coursework

Stephanie Fenwick , M.Ad.Ed.Fred G. Garlett, Ed.D.

Azusa Pacific University, Azusa, CACathy S. Heffernan, Ph.D.

Metropolitan Community College, Omaha, NE

Introductions and Context Who we are What you expect from us What we have planned

Your motivation I specifically want to know more about how to

leverage experience to strengthen accelerated curriculum

I’m here to learn about accelerating coursework in general

I’m looking for new ideas to support our current practice

We want to solve some problems with our current practice

Other?

Session goals Talk about experience and learning Explain the importance of experience to our

model of acceleration Encourage you to think more deeply about the

role experience can play in helping you meet your goals for student learning outcomes

The Power of Experience Comenius to Dewey to Piaget to Scheckley (and

others) The Strength Bombardment Exercise: AN oral

presentation of life experience

The Model for Acceleration(In your handout)

Identify content and outcomes Consider the nature of the content and outcomes Prioritize content and outcomes Plan assessment Plan learning environments and activities Integrate

The Model for Acceleration(What we’ll explore today)

Identify content and outcomes Consider the nature of the content and outcomes Prioritize content and outcomes Plan assessment Plan learning environments and activities Integrate

2-Minute Reflection Choose an objective from a

course you have taught that you can use as an exemplar throughout this session

Examples: The student will be able to

apply adult development principles to professional and social settings

The student will be able identify and analyze various sources/causes of conflict

The nature of the content and outcomes

Knowles Habermas & Issler Educational Domain

Knowledge Cognition Cognitive

Attitudes Conviction Affective

Behaviors Competence Psychomotor

2-Minute Reflection What knowledge,

attitudes, and behaviors are associated with your chosen objective?

Prioritization The Scriven soufflé Level Definition

IStand-alone

Learning outcomes that must be part of the curriculum. Non-negotiable.

IICritical

Outcomes essential to be considered educated or competent in this subject’s content or skills.

IIIImportant

Content that is important, but not absolutely essential.

IVDesirable

Content that is nice to have.

V Non-essential

Content that may interest students, but is tangential to key concepts or skills.

2-Minute Reflection What is the stand-alone

content associated with your objective?

What are the stand-alone outcomes?

Learning environments and activities(The order of these activities is flexible)

Planning for experience Selecting appropriate learning environments Attending to the needs of learners Attending to special themes

Planning for experience

Reflective Observation

(RO)

Active Experimentation

(AE)

Abstract Conceptualization

(AC)

ConcreteExperience

(CE)

Model graphic from the Keynote

presentation of Alice & David Kolb at the 2005 CAEL

Conference

The Kolb Model of

Experiential Learning

2-Minute ReflectionThink about one aspect of your

objective. How much are your adult

students likely to know about this content?

Is the content entirely new or do they already have experience with the ideas or behaviors?

Where is the best point of engagement with this content?

Selecting appropriate learning environments Thornburg’s Primordial Learning Environments

Primordial Environment Today’s Equivalent

The Campfire Lecture, texbook, media, the Web

The Watering HoleDiscussion, cooperative activities, team projects, group exams, etc.

The Cave Reflection on experience, portfolios, journals, logs, etc.

The Field Hands-on application, case study analysis, simulations, LIFE

Thornburg and Kolb

Primordial Environment Kolb

The Campfire Abstract Conceptualization

The Watering Hole (depending on the activity chosen)

Active Experimentation Concrete experienceReflective observation

The Cave Reflective observationAbstract Conceptualization

The Field Active Experimentation Concrete experience

4-Minute Reflection Connect the primordial

environments to your objective. What will students learn around

the campfire? In what form will the information be?

What will they share with their peers in order to grow in their understanding?

What will they reflect on in the cave?

What field experiences will they need to ensure comprehension and retention?

In summary… We have discussed a planning model that

leverages experiences in terms of: The nature of the content and outcomes The priority given to the major themes The timing and sequence of the students’

experiences with the material The appropriate environments for learning

Postcards

Write what you want to remember.Address it to yourself.

Reactions and Questions

YOUR TURN

Thank you for coming! Contact us if you want more Enjoy the rest of the conference