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

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5

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We are here

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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

An Invitation

Laurie Frank

LSFrank@mac.com

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