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Learning the Experiential Way

Learning the Experiential Way

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Learning the Experiential Way

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Presentation Transcript

    1. Learning the Experiential Way Heads-On, Hands-On The Power of Experiential Learning

    3. Describe how a particular body of content (with which they are familiar) can be presented in a series of experiential learning cycles Express willingness and confidence in personally using experiential learning methodology with youth Describe how an experiential learning cycle differs for K through 3rd, 4th through 6th, 7th through 9th, and 10th through 12th grade audiences.

    4. Kolbs Experiential Learning Model

    5. Do Experience (Doing) The leader describes the activity before telling or showing how to do it. Encourage youth to ask questions such as, What do you expect to see? The facilitator or teacher is focusing the learners attention or setting the stage for the learning experience. The youth experience the activity, or Do it. Except for basic instructions, the youth do before being told or shown how. Doing questions: How is it working? What else might you try? What might make it easier?

    6. Reflect Sharing and Processing Share what happened The leader develops questions that they will ask the students about their experience and their reaction to it Youth share the results, reactions, and observations publicly. Sharing questions: What did you do? What happened? What was the most difficult? What was the easiest?

    7. Reflect Sharing and Processing Leader develops questions that will ask about something the learners considered important The youth will process by discussing, looking at the experience, analyzing, reflecting Processing questions: What problems or issues seemed to occur over and over? What similar experiences have you had? How did you feel when. . . .?

    8. Apply Generalize and Apply Generalize is the So What Leaders will develop questions that will ask students how the experience related to their own lives. Youth generalize to connect the experience to real-world examples. These prompt the learners to consider how what was learned can be used in other situations

    9. Generalizing questions: What did you learn about yourself through this activity? What did you learn about (the life skill, i.e., making decisions)? How does this activity relate to real life and not just to this activity? How did you go about deciding what to do?

    10. Apply Generalize and Apply Apply is the Now What The leader develops questions that ask the students how they could use what they learned in similar or different situations. The youth apply what was learned and practice. Applying questions: What is another situation in which this skill can be used? How will the issues raised by this activity be useful in the future? How will you act differently in the future as a result of this activity?

    11. Skills needed by facilitators of Experiential Learning Focusget the attention of the group Observationpay attention not only to what the youth are doing but also to how they are doing it Questioningeach step of the model calls for different types of questions Support and Feedbackit is important to interact positively and believably with the learners Debriefing make sure that all the important opportunities for learning are pursued.

    12. This presentation is based on the Facilitator's Guide for the CCS Curriculum: Heads-On, Hands-On: The Power of Experiential Learning. Dotty M. Burrows Extension Educator 4-H Youth Development Carroll County