Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Harness the power of Experiential Education

ICT's can be a great tool to maximise the benefits of experiences that have been shared by a group of students.
by

Brian Moes

on 24 April 2012

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Harness the power of Experiential Education

"there is an intimate and necessary relation between the processes of actual experience and education" Educational Theorists like John Dewey, Maria Montessori and Rudolf Steiner have been writing about the benefits of experiential learning for a long time. Health Unit on Stress Outdoor Education Centres Experiential Education is when a teacher uses experiential learning
to move toward a specific learning outcome. ICT's can support Experiential Education Resources Harness the power of Experiential Education Before there were schools Experiential Learning was the primary way people learnt Photo credits: 'horizon' by pierreyves @ flickr John Dewey Believed . . "that the heart of all learning lies in the way we process experience" It has also been said Each tried to model the best process for experiential learning and their models have the following common steps. Experience Reflection Action Good Experiential Learning combines direct experience that is meaningful to the student with guided reflection and analysis. Schools currently use Experiential learning in all types of ways. Some examples are: Experiential Learning Teaching Pracs Curriculum Based Field Trips In fact its the structures, philosphy and methodology provided to support "experiential learning" experiences that exist on the right hand side of the scale. For example . . . Experiential Sliding Scale Passive Students receiving the experience of others as interpreted by the teacher. Students experience learning firsthand and draw meaning and information from thier own experiences. Ok . . . . So What? Now it is still a BIG part of our society And we all use it to teach because it is
instinctual. Experiential Education has these benefits:
It promotes Higher Order thinking. It naturally caters for multiple intelligences. It is excellent in developing life skills such as: Resilience
Teamwork
Communication
Leadership
Responsibility
Problem Solving BUT . . . It can be hard to implement within the structures
of mainstream schooling due to:
time
timetables
not fitting in well with the standardised testing culture
cost etc.
Speaking in front of class Video
During stress event
Pre
Post Audio Readings
blood pressure
breath rate
temperature
Information that
can be captured
to be used for reflection. Visiting Teachers rating Students Teamwork Ability Visiting Teachers rating students improvement in
targeted areas. Reflection Experience Biology Field Trip Audio of Questions that occur
to students about why things are
the way they are. Video of Vegetation Changes Pictures of trees with
location data embedded. Route walked. Data Samples
- Temperature
- PH Readings Speed of water movement information Acceleration/Deceleration of tree limbs
in the wind. Readings Images of insects or macropods Images Time lapse images of the movement
of the sun and shadow. Video Video Journal of students
emotions or learnings. Video of Animals
encountered. Audio Iocation Sample Locations Elevation Distance
between
points Audio of Reflection at the end of each day Video of Environment Images of the Flora and fauna Route walked. Images of students completing
activities Images Images of the landscape Video Video Journal of students. Video of Animals
encountered. Audio Iocation Photos Locations Elevation Location
of Activities Year 7 Camp Iconic Pictures of social skills. Pictures of Campsites Reflection Videos for students
Sharing what they have learnt. Images of food eaten Verbal notes on what is served for each meal Audio of interviews with the Residents Route taken to get
there. Images of Resident Photos
to show life story. Images Video Video Journal of students
reflects before and after the visit Interviews Audio Iocation Locations of where the
Resident has lived. Location of
Children Visit to a nursing home Reflective writing pieces on learnings
Multimedia Presentations of Experiences
Study of Flora and Fauna using Video and images captured
Study of Geography of the area
Studying the local Indigenous groups and the dreamtime stories linked to land features in the area
Investigation into health & nutrition by studying the food eaten and the engery values and relation to the food pyramid.
Creation of an interactive map linking pictures to locations on a map.
Maths projects based on distance travelled during the trip, distance from homes, speed traveled, forces applied during activities.
Readings Acceleration/Deceleration Preparation Learning about the effects of stress on the body
Writing tasks outlining expectations
Logistics for capturing data Fund raising
Development of the area of study
Plan of Logistics
Writing tasks outlining expectations and goals
Research into History and Geography. Graphing the results
Interpreting the results
Investigating ways of managing stress
Examine the pitch of the voice
Maths projects based on standard deviation, mean, averages for a class set of data.
Fund raising
Development of the area of study
Plan of Logistics
Writing tasks outlining expectations and goals
Research into History and Geography. Study of the history of the last 100 years.
Plan of Logistics
Selection of Suitable Residents
Training in the use of the technology. Reporting on Findings (Graphs, Images, Sounds)
Investigating questions raised during the experience
Creating maps of populations of flora and fauna in a specific sample size
Studying of insect or animals using video footage
Journaling experience and reflections.
Using Maps to study to larger geographical features of the area (i.e. where is the water coming from)
Calculating rate of flow and volume of water.
Measuring environmental contaminants
Multimedia Presentation of life story
Displaying a map of the residents life
Create a news paper report of an event from the residents life.
Maths project to graph the average distance from where people were born that they are now.
Examine the level of physical mobility and look into social and equity issues resulting from this.

Context log Sparkvue ContextLog Environmental Education Centres Professional Blogs Experience and the Curriculum - Bert Herwood Notes Art
Sport
Drama
Dance
Science Its a challenging, active, student centered process that impels students toward opportunities for taking initiative, responsibility and decision making. (Proudman, 1995) References Proudman, B (1995), AEE adopts definition, AEE Horizon, 15, 1

Horwood, B (1995), Experience and the Curriculum, Kendall/Hunt, Iowa, p5-21

Dewey, J (1938), Experience and Education, Collier, New York Often this is where it stops. But to harness the real power of experiential learning you need to take the next step into Experiential Education. Horwood, (1995) Notice this is an experience that is school based.

It has what Tom Herbert (a pioneer in school based Experiential Education) identifies as the five variables that can help experiential Education work in a school based setting.
Reality, Risk, Responsibility, Predictability and Reflection. As students engage in the projects they have the experience to reflect back on

Any multimedia or resources that they collect has a greater meaning because it is a record of an experience that they have had. It can go into a digital portfolio for them to keep. There is such a difference between learning about biology this way and learning it out of a book. The multi-sensory experience cannot be underestimated.

Experiential Education can have a real power in helping students to clarify values and to address social issues.

Aims
Define Experiential Learning
Define Experiential Education
Present the benefits, limitations and challenges associated with Experiential Education
Discuss how ICT can support Experiential Education
Create Awareness of Resources
About Me
Teacher for 10 years
3 years at a High School
7 years at Maroon Outdoor Education Centre
Experiential Education is one of the key aspects of the teaching at MOEC Summary ICT's should never be driving the experiences you choose the data you collect or the reflection or learning activities that you provide afterwoulds.

Begin with the curriculum objectives and work from there. Contact email: brian@moes.com.au experiential education blog: www.moes.com.au Employability Skills Framework Communication
Teamwork
Problem Solving
Self Management Planning/Organisation
Applying Technology
Learning
Initiative & Enterprise (Australian Chambers of Commerce 2005)
Full transcript