Experiential Learning and Adult Education Adult Teaching Practice Class 4

Learning Community ??? Experience and Learning: What is the connection? Experience and Learning: What is the connection? What, if anything, does experience add to adult learning? What, if anything, does experience add to adult learning? Is experience a pre-requisite of learning? Can learning take place without experience? Is experience a pre-requisite of learning? Can learning take place without experience? What is the role of the adult educator in the practice of experiential learning? What is the role of the adult educator in the practice of experiential learning?

Experiential Learning TSWBAT apply their new knowledge of experiential learning to a Christian’s spiritual growth process. TSWBAT recall information previously discussed in class. TSWBAT examine what a philosophy of educating adults entails. TSWBAT identify his/her personal philosophy of teaching adults TSWBAT differentiate between a teacher-centered and a learner-centered approach to teaching TSWBAT identify his/her personal teaching style

Intro to Experiential Learning “Adult experiential learning is a complex, vague and ambiguous phenomenon, which is still inadequately defined, conceptually suspect - and even poorly researched.... On the other hand, its theoretical and philosophical foundations are fragmented and confusing.... There are too many interpretations and priorities among the theorists and practitioners that no single, clear definition of these foundations could be constructed” (Malinen, 2000, p. 15) “Adult experiential learning is a complex, vague and ambiguous phenomenon, which is still inadequately defined, conceptually suspect - and even poorly researched.... On the other hand, its theoretical and philosophical foundations are fragmented and confusing.... There are too many interpretations and priorities among the theorists and practitioners that no single, clear definition of these foundations could be constructed” (Malinen, 2000, p. 15) “Clearly the role of experience in learning is highly complex” (p. 169, Learning in Adulthood ) “Clearly the role of experience in learning is highly complex” (p. 169, Learning in Adulthood )

Relationship: Adult Ed & Experiential Learning 1.The need to know 2.The learners’ self-concept 3.The role of the learners’ experience 4.Readiness to learn 5.Orientation to learning 6.Motivation

Experiential Learning Definitions Jarvis (1999): Jarvis (1999): – "learning that begins with experience and transforms it into knowledge, skill, attitude, emotions, values, beliefs, senses" (p. 65). Fenwick (2001) Fenwick (2001) – "an independent learner, cognitively reflecting on concrete experience to construct new understandings, perhaps with the assistance of an educator, towards some social goal of progress or improvement" (p. 7). Saddington (1992) Saddington (1992) – "a process in which an experience is reflected upon and then translated into concepts which in turn become guidelines for new experiences" (p. 44).

More Definitions Hoberman and Mailick (1994) Hoberman and Mailick (1994) – "learning activities that require participants to gather data, interact with others, respond to changing circumstances, implement decisions, or deal with the consequences" (p. 18). Usher: Usher: – differentiates between learning from experiences (day-to- day learning from what we experience) and experiential learning (a discourse of study, knowledge, theory, learning, provides vocabulary to discuss exp learning); – experiential learning looks at learning from experience

Some Models Dewey Dewey Continuity: Continuity: "every experience both takes up something from those which have gone before and modifies in some way the quality of those which come after" "every experience both takes up something from those which have gone before and modifies in some way the quality of those which come after" Interaction: Interaction: "transaction taking place between an individual and what, at the time, constitutes his [ sic ] environment” "transaction taking place between an individual and what, at the time, constitutes his [ sic ] environment” What are the implications for the teacher? What are the implications for the teacher?

Kolb’s Model Smith, M. K. (2001) 'David A. Kolb on experiential learning', The encyclopedia of informal education, explrn.htm

Boud, Keogh, and Walker add the dimension of emotion; add the dimension of emotion; reflection and experience cannot be separated; reflection and experience cannot be separated; must consider preparation prior to experience and reflection-in-action (Sch ö n) must consider preparation prior to experience and reflection-in-action (Sch ö n)

Learning integrated Stage A Developing Awareness of Cultural Diversity Stage B Immersion into a Different Culture Stage C Formal TESOL Training Commitme nt to teach EFL as a career is fostered Plus Concrete experience General contempla tion on experienc e Contemplation applied to personal life Reflection ERLC Events Exp. process that fosters a commitment to teach EFL as a career (Crosby, 2004)

Role educators play in practicing experiential learning (handout) Educator’s role through Constructivist lens Educator’s role through Constructivist lens Educator’s role through Situative lens Educator’s role through Situative lens Educator’s role through Psychoanalytic lens Educator’s role through Psychoanalytic lens Educator’s role through Critical Cultural lens Educator’s role through Critical Cultural lens Educator’s role through Complexity lens Educator’s role through Complexity lens

Applying to Spiritual Growth How would each of these “lens” play out in a Christian’s spiritual growth? How would each of these “lens” play out in a Christian’s spiritual growth? Constructivist Constructivist Situative Situative Psychoanalytic Psychoanalytic Critical Critical Cultural Cultural Complexity Complexity

Next Chapter 3: Exploring philosophical orientations; Chapter 3: Exploring philosophical orientations; Chapter 4: Identifying your teaching style Chapter 4: Identifying your teaching style

Philosophical Orientations & Teaching Styles CAE 323 Adult Teaching Practice

Learning Community ??? Philosophical orientation to teaching – nice but abstract. Philosophical orientation to teaching – nice but abstract. Why do I have to have one? Why do I have to have one? Why do I have to know what mine is? Why do I have to know what mine is? What’s the big deal? What’s the big deal? What does one look like in practice? What does one look like in practice?

Objectives (reminder) TSWBAT recall information previously discussed in class TSWBAT recall information previously discussed in class TSWBAT examine what a philosophy of educating adults entails TSWBAT examine what a philosophy of educating adults entails TSWBAT identify his/her personal philosophy of adult education TSWBAT identify his/her personal philosophy of adult education TSWBAT differentiate between a teacher-centered and a learner-centered approach to teaching TSWBAT differentiate between a teacher-centered and a learner-centered approach to teaching TSWBAT identify his/her teaching style TSWBAT identify his/her teaching style

I. Philosophy of Adult Education Our philosophy guides the implementation of our teaching Our philosophy guides the implementation of our teaching Our philosophy gives us the “why” behind our actions and lesson plans. (“why” must precede the questions of “what” and “how” (deChambeau, 1977) on page 41 in text.) Our philosophy gives us the “why” behind our actions and lesson plans. (“why” must precede the questions of “what” and “how” (deChambeau, 1977) on page 41 in text.) Our philosophy gives us the framework by which we teach and facilitate learning in adults. Our philosophy gives us the framework by which we teach and facilitate learning in adults. Our philosophy is linked to our beliefs and our values. Our philosophy is linked to our beliefs and our values.

Discussion What would a teacher’s life and teaching look like if he/she did not identify his/her personal philosophy of adult education? What would a teacher’s life and teaching look like if he/she did not identify his/her personal philosophy of adult education? What would you expect it to look like? What would you expect it to look like?

Philosophy of Adult Education Inventory (page 60-73) Take (should have already done prior to class ) Take (should have already done prior to class ) Discuss results Discuss results

Apps Framework The learner The learner Overall purpose of adult education Overall purpose of adult education Content of subject matter Content of subject matter Learning process Learning process Role of the adult educator Role of the adult educator

Identifying your Values An alternative to writing your philosophy An alternative to writing your philosophy Personal example: How values impact the facilitation of adult learning Personal example: How values impact the facilitation of adult learning – Guidance of the Holy Spirit – HS plays a vital role in the process as guide, teacher – Representation – all voices need to be heard – Collaboration – working together sharpens the final outcome – Ownership – the final outcome needs to be owned by the majority if not all for it to have effect.

Values Philosophy of Adult Education Action

Discussion What do I value about the learner? What do I value about the learner? What do I value about adult education? (or the education of adults) What do I value about adult education? (or the education of adults) What do I value about the content to be taught? (would be idiosyncratic to the topic) The content should be… What do I value about the content to be taught? (would be idiosyncratic to the topic) The content should be… What do I value about the learning process? What do I value about the learning process? What do I value about the role the adult educator plays in adult education? What do I value about the role the adult educator plays in adult education?

Learner Purpose of Adult Education Content Learning Process Role of Adult Educator VALUES PHILOSOPHY OF EDUCATION

Assignment Discussion Paper: “Personal Philosophy of Adult Education” Paper: “Personal Philosophy of Adult Education”

Next Session Assignment for next week (March 4 th ) Assignment for next week (March 4 th ) Chapter 4: Identifying your Learning Style Chapter 4: Identifying your Learning Style Do Appendix B and bring to class Do Appendix B and bring to class Chapter 5: Designing instruction Chapter 5: Designing instruction Chapter 6: Understanding & using learning styles Chapter 6: Understanding & using learning styles Caffarella: chapter 9 (course home page) Caffarella: chapter 9 (course home page)