Foundations of Experiential Education

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

INTRODUCTION/CONTEXT

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UWC EDUCATIONAL MODEL

Outcomes Create 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 Learning Experimentation 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 INTEGRATIVE SENSORY BACK INTEGRATIVE MOTOR ZULL’S MODEL OF THE CONNECTION BETWEEN BRAIN FUNCTION AND HUMAN LEARNING Gathering Information Reflection/Obs ervation Creation of New Concepts Active 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: Intentionality Using the Experiential Learning Cycle as a planning tool Concept: Thinking Experientially Definition of EE Experiential 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)

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 Uses experiential methodologies, of which there are many…

Wilderness Education Adventure Based Counseling Inquiry Service Learning Art, 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 Learning Adventure Education Social Entrepreneurship Experience Based Training and Development Appreciative inquiry

Commonalities Process-based Safe environment that supports risk taking o 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? Connecting Interpreting So What? IDEAS Using It

Conceptual Emphasis

Leaning Pairs Or Scales What did you have to do to maintain balance? Homeostasis Definition Concept Map of human body Examples Concept: Homeostasis HOMEOSTASIS -Exploration -Experimentation -Example -Empathy -Exploration -Experimentation -Example -Empathy Theme/Big Idea: Balance

Leaning Pairs Or Scales What did you have to do to maintain balance? Homeostasis Definition Concept Map of human body Examples Concept: Homeostasis HOMEOSTASIS Theme/Big Idea: Balance

Research Examples Human 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 Pairs Or Scales What did you have to do to maintain balance? Homeostasis Definition Concept Map of human body Examples Research Homeostatic Relationships Present findings Concept: Homeostasis HOMEOSTASIS Theme/Big Idea: Balance

Matching Exercise Types & definitions of Quadrilaterals What makes them so? e.g. “What makes a square a square?” Deconstruct definitions Classification of Quadrilaterals How do they relate to each other? Hierarchy of Quadrilaterals Maths: Classify and Prove Properties of Quadrilaterals Types of Quadrilaterals New 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 In Choices Create a mural showing animals that are camouflage Create a song, poem, or play about animal camouflage Primary Level Pairs Tag activity and/or 2. Bird ‘n’ Worms Activity from Project Learning Tree Define Camouflage Visit Environmental Center Read about Camouflage and report back on learning

Facilitative Emphasis

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 Week Planning Implementing Journaling Questioning Reporting Service Learning Project International and intercultural understanding Celebration of difference Personal responsibility and integrity Mutual responsibility and respect Compassion and service Respect for the environment A sense of idealism Personal challenge Action and personal example Theme/Big Idea: UWC Values Leadership Conflict Transformation Sustainability Healthy Lifestyle Social Responsibility Diversity Concepts: Lifeskills Competencies Presentation Documentation Lessons that were learned Life Skills Competencies Dialogue

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 newspaper Role play debate Do I want to be a donor? Concept: Organ Donation Hospital visit to kidney transplant unit Interact with doctors & nurses (students forget that their Dutch is not perfect) Health System in your country Dutch Law Documentaries, articlesInterview Health professionals

DIVERSITY Of 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 GENERALIZATION 1.Alone or with a partner, look through the principles of experiential education and consider how they manifest in your practice as an educator APPLICATION 1.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

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