Experientially Learning and Teaching in a Student- Directed Classroom
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Educational Theory and Application of Experiential Learning in ANR Course Handbook (CSUS423)
Educational Theory and Application of Experiential Learning in ANR Course Handbook (CSUS423) M.W. Everett Table of Contents Overview of the Course .............................................................................................................. 1 Course Syllabus .......................................................................................................................... 2 APPENDIX A - Assignment 1 Rubric (Experiential Learning Plan) .......................................... 11 APPENDIX B - Assignment 2 Rubric (Professional Growth Plan) ............................................ 13 APPENDIX C - Sample Lesson Plan ........................................................................................ 15 Educational Theory and Application of Experiential ii Learning in ANR Course Handbook (CSUS423) Educational Theory and Application of Experiential Learning in ANR Course Handbook (CSUS423) Overview of the Course Welcome to CSUS423, Educational Theory and Application of Experiential Learning in ANR! This hybrid course is self-paced, however there are structured due dates and the end date is the last day in which assignments will be accepted. This course is designed to give students a better understanding of youth leadership from a practitioner perspective. This course is also designed for you to utilize your classroom or other educational location as an environment for learning from your students about experiential learning. Therefore, as part of this course you are being asked to develop a set of experiential learning activities unique to your classroom (Assignment 1) and hopefully try them out with your students. This course is a hybrid format. What does that mean? It means that you will spend a large sum of time working on your own via the web-based, online learning platform called D2L. Additionally, you will attend culminating experiences near the end of the course (see course calendar) where you will meet with professionals who are currently working with individuals using experiential methods of teaching and learning. -
An Experiential Learning Model: Collaborative Student Creations of Multidisciplinary Community Classroom Experience
AN EXPERIENTIAL LEARNING MODEL: COLLABORATIVE STUDENT CREATIONS OF MULTIDISCIPLINARY COMMUNITY CLASSROOM EXPERIENCE Lorelei Boschman*, Colleen Whidden, and Jason McLester Medicine Hat College The creation of a community classroom, grounded in the philosophy of experiential learning, was the challenge for our education students and ourselves as instructors. Goals for our students became twofold: goals as a current post-secondary student and goals as a future educator. To activate this experience, groups of students engaged both collaboratively and individually with exploratory learning at a local community classroom site. Student reflections showed deep value and learning through this experience and of this experience. There were challenges, including navigating collaborative group work and the necessity of becoming vulnerable, alongside the successes of connecting exploratory learning to the real world and witnessing authentic interdisciplinary work. Further questions arising from this research center on authentic assessment practices and the idea of giving back to the community are explored through these real world experiences. Three education instructors, with three different subject specialties, undertook an experiential learning opportunity with 33 students through an interdisciplinary community classroom framework. We had many questions about how to focus the overarching philosophy, framework, and praxis of such a project on our students’ learning and experiencing as 21st century educators. Before starting on this path, we pondered many questions such as what is the crux of experiential learning, could our proposed community classroom live up to its essence, and what objectives we wanted to fulfill through this experience. LITERATURE REVIEW The crux of experiential learning within a progressive education system lies with an individual actively participating in the development of what is being taught and learned (Dewey, 1916; Dewey, 1938). -
Impacts of Service-Learning on Participating K-12 Students
Impacts of Service-Learning on Participating K-12 Students Source: RMC Research Corporation, December 2002, updated May 2007 For additional resources on this and other service‑learning topics visit Learn and Serve America’s National Service-Learning Clearinghouse at http://www.servicelearning.org. Recent research emphasizes academic, civic/citizenship, social/personal, and resilience impacts of service-learning on participating K-12 students. Academic Impacts A number of studies have been conducted showing promising results of the academic impact of service-learning. Students who participated in service-learning were found to have scored higher than nonparticipating students in several studies, particularly in social studies, writing, and English/language arts. They were found to be more cognitively engaged and more motivated to learn. Studies show great promise for service-learning as an avenue for increasing achievement among alternative school students and other students considered at risk of school failure. Studies on school engagement generally show that service-learning students are more cognitively engaged in school, but not necessarily more engaged behaviorally. Studies of students’ problem-solving abilities show strong increases in cognitive complexity and other related aspects of problem solving. Service-learning, then, does appear to have a positive impact on students by helping them to engage cognitively in school and score higher in certain content areas on state tests. Many of these outcomes are mediated by the quality of the program. For example: California Service-Learning Programs (Ammon, Furco, Chi & Middaugh, 2001) Researchers found that academic impacts were related to clarity of academic goals and activities, scope, and support through focused reflection. -
Inspired Learning! Lesson One Comparing Experiential Approaches to Learning
Inspired Learning! Lesson One Comparing Experiential Approaches to Learning Welcome to Lesson One of Inspired Learning! In this lesson, we will be exploring various experiential methods of teaching and learning. To help you in this discussion, I have created a summary sheet, “Comparing Approaches,” as your Handout. I suggest you either print this out or have it handy as we jump in! In this lesson, we will be comparing four different methods of experiential learning for both the early childhood and elementary years. The names of these methods are probably familiar to you, but how much do you know about the methods themselves? My goal here is to present to you a side-by-side comparison of the Waldorf, Montessori and Charlotte Mason methods with a brief description of Reggio Emilia as well. By the end of this lesson, you should have a good grasp of the history, philosophy and approach of each of these methods. In Lesson Two, we will dig deeper into the unique aspects of Waldorf education in particular. I think it’s important to keep in mind that most of these methods were created for the classroom. As we all know, classrooms and homeschools are very different animals, so part of our job as homeschoolers is translating teaching methods we find compelling into the home setting. I often wish that we could ask the founders their thoughts. What would Steiner say about Waldorf-inspired homeschooling in the 21st century? But alas, we don’t have that luxury, so it’s up to us! For any of you who are new to homeschooling, and even for you seasoned veterans, here’s a best-advice tip: do not try to recreate a classroom (of any of these methods) at home! Homeschooling does not have to look like school at home. -
Service Learning Handbook
SERVICE LEARNING HANDBOOK www.regis.edu/rhchpservicelearning Table of Contents Table of Figures ............................................................................................................................................ 2 SECTION 1: OVERVIEW .................................................................................................................................. 3 What is Service Learning? ......................................................................................................................... 3 Characteristics of Service Learning in Rueckert-Hartman College for Health Professions ................... 5 Types of Engagement: ........................................................................................................................... 7 A Distinct Form of Community Service ................................................................................................. 8 Student Goals and Learning Outcomes in RHCHP: ............................................................................... 9 Foundations of Service Learning ............................................................................................................. 11 Experiential Learning Theory .............................................................................................................. 11 Critical Consciousness ......................................................................................................................... 12 Civic & Community Engagement ....................................................................................................... -
The Effects of an Experiential Learning and Mentorship Program Pairing Medical Students and Persons with Cognitive Impairment: a Qualitative Content Analysis
Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 2013 The Effects of an Experiential Learning and Mentorship Program Pairing Medical Students and Persons with Cognitive Impairment: A Qualitative Content Analysis Darby J. Morhardt Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Social Work Commons Recommended Citation Morhardt, Darby J., "The Effects of an Experiential Learning and Mentorship Program Pairing Medical Students and Persons with Cognitive Impairment: A Qualitative Content Analysis" (2013). Dissertations. 727. https://ecommons.luc.edu/luc_diss/727 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 2013 Darby J. Morhardt LOYOLA UNIVERSITY CHICAGO THE EFFECTS OF AN EXPERIENTIAL LEARNING AND MENTORSHIP PROGRAM PAIRING MEDICAL STUDENTS AND PERSONS WITH COGNITIVE IMPAIRMENT: A QUALITATIVE CONTENT ANALYSIS A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY PROGRAM IN SOCIAL WORK BY DARBY J. MORHARDT CHICAGO, IL DECEMBER 2013 Copyright by Darby J. Morhardt, 2013 All rights reserved. ACKNOWLEDGEMENTS This is a path I have wanted to take for many years and I have many people to thank for their encouragement and support along the way. First of all I want to express my deepest appreciation to my committee chair, Dr. Marcia Spira, for enthusiastically supporting this endeavor from the beginning and her guidance over the course of the past four years. -
Toshalis & Nakkula, "Motivation, Engagement, and Student Voice
MOTIVATION, ENGAGEMENT, AND APRIL 2012 STUDENT VOICE By Eric Toshalis and Michael J. Nakkula EDITORS’ INTRODUCTION TO THE STUDENTS AT THE CENTER SERIES Students at the Center explores the role that student-centered approaches can play to deepen learning and prepare young people to meet the demands and engage the opportunities of the 21st century. Students at the Center synthesizes existing research on key components of student-centered approaches to learning. The papers that launch this project renew attention to the importance of engaging each student in acquiring the skills, knowledge, and expertise needed for success in college and a career. Student-centered approaches to learning, while recognizing that learning is a social activity, pay particular attention to the importance of customizing education to respond to each student’s needs and interests, making use of new tools for doing so. The broad application of student-centered approaches to learning has much in common with other education reform movements including closing the achievement gaps and providing equitable access to a high-quality education, especially for underserved youth. Student-centered approaches also align with emerging work to attain the promise and meet the demands of the Common Core State Standards. However, critical and distinct elements of student-centered approaches to learning challenge the current schooling and education paradigm: > Embracing the student’s experience and learning theory as the starting point of education; > Harnessing the full range of learning experiences at all times of the day, week, and year; > Expanding and reshaping the role of the educator; and > Determining progression based upon mastery. -
Student Voice and the Common Core
Student Voice and the Common Core SUSAN YONEZawa University of California, San Diego Replacing a discrete, sometimes lengthy list of topics to learn, the Common Core asks teachers to help students develop high-level cognitive skills: to per- sist, model, critique, reason, argue, explain, justify, and synthesize. Faced with this challenge, teachers are wondering what they can do to help students to meet the new standards and prepare for 21st-century careers. Research on student voice can provide some answers and inform the conversation about Common Core implementation. Over the past two decades, researchers, stu- dents, and educators have teamed up across a variety of projects and places to provide us with what kids say they need to engage deeply in their studies. Interestingly, what students have long told us they want in classroom cur- riculum and pedagogy resonates with Common Core principles. As educa- tors work to implement the Common Core, student voice can offer useful guidance as well as concrete examples of the schoolwork students find most challenging, engaging, relevant, and educational. The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The stan- dards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. —Common Core State Standards Initiative mission statement If the reforms of the past 30 years have taught us nothing else, we know by now that theorizing about reform is far easier than enacting it. -
Student Voice: How Young People Can Shape the Future of Education
WINTER 2019 Student Voice: How Young People Can Shape the Future of Education Student Voice: How Young People Can Shape the Future of Education Overview “It’s all about the students.” How often do we hear this sentiment—or something THE PROJECT similar—in conversations on educational policy and practice? Education leaders The Condition of Education in the take action every day to support and guide students. Dedicated teachers Commonwealth project is one way review and revise their approaches to instruction, while school leaders institute the Rennie Center fulfills its mission of producing non-partisan, high-quality, new strategies to enhance learning inside and outside the school building. independent research that promotes Communities rally around innovative institutions to augment and sustain success. improvement in public education for all Without question, these efforts aim to accomplish a noble goal: helping students Massachusetts children. achieve better outcomes in school and in life. Yet one voice that’s usually missing in discussions about how best to support PROJECT COMPONENTS student outcomes is the one that arguably matters the most: students Data Dashboard: This interactive tool themselves.1 Within the education system, decision-making structures provides an in-depth look at 25 school and practices often do not recognize or encourage students as legitimate performance indicators. Users can delve stakeholders.2 In educational debates dominated by questions of learning inputs deeper by looking at different student groups and monitor progress over time. This (standards, curricula, funding) and outcomes (assessments, college and career data is collected from the Massachusetts success), we often neglect to listen to the students who are most impacted by Department of Early Education and proposed or actual reforms. -
Third Graders Speak: Experiences and Perspectives of Reading and Writing in Urban Public Schools
University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Spring 2005 Third graders speak: Experiences and perspectives of reading and writing in urban public schools Kimberly A. Boothroyd University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Boothroyd, Kimberly A., "Third graders speak: Experiences and perspectives of reading and writing in urban public schools" (2005). Doctoral Dissertations. 260. https://scholars.unh.edu/dissertation/260 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. NOTE TO USERS This reproduction is the best copy available. ® UMI Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. THIRD GRADERS SPEAK: EXPERIENCES AND PERSPECTIVES OF READING AND WRITING IN URBAN PUBLIC SCHOOLS BY KIMBERLY A. BOOTHROYD B.S., State University of New York at Cortland, 1982 M.Ed., University of New Hampshire, 1991 DISSERTATION Submitted to the University of New Hampshire In Partial Fulfillment of The Requirements for the Degree of Doctor of Philosophy in Literacy and Schooling May 2005 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3169077 Copyright 2005 by Boothroyd, Kimberly A. All rights reserved. INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. -
Student Voice: an Emerging Discourse in Irish Education Policy
International Electronic Journal of Elementary Education, 2015, 8(2), 223-242. Student Voice: An Emerging Discourse in Irish Education Policy Domnall FLEMING The Weir Centre, Ireland Abstract In positioning student voice within the Irish education policy discourse it is imperative that this emergent and complex concept is explored and theorized in the context of its definition and motivation. Student voice can then be positioned and critiqued as it emerged within Irish education policy primarily following Ireland’s ratification of the United Nations Charter on the Rights of the Child (UNCRC) in 1992. Initially emerging in policy from a rights-based and democratic citizenship perspective, the student council became the principal construct for student voice in Irish post- primary schools. While central to the policy discourse, the student council construct has become tokenistic and redundant in practice. School evaluation policy, both external and internal, became a further catalyst for student voice in Ireland. Both processes further challenge and contest the motivation for student voice and point to the concept as an instrument for school improvement and performativity that lacks any centrality for a person-centered, rights-based, dialogic and consultative student voice within an inclusive classroom and school culture. Keywords: Student voice, Student council, Evaluation, Performativity, Citizenship. Student voice: Definition, Theorised, Motivation, Contested Definition Student voice as an emergent and complex concept refers to students in dialogue, discussion and consultation on issues that concern them in relation to their education, but in particular, in relation to pedagogy and their experiences of schooling whether as a student cohort, individual class groups or within a forum construct like a student council (Fleming, 2013). -
A NARRATIVE INQUIRY of BLACK UPPER MIDDLE-CLASS CHILDREN's EXPERIENCES with SCHOOL WRITING April L
Georgia State University ScholarWorks @ Georgia State University Middle and Secondary Education Dissertations Department of Middle and Secondary Education Spring 5-17-2019 A NARRATIVE INQUIRY OF BLACK UPPER MIDDLE-CLASS CHILDREN'S EXPERIENCES WITH SCHOOL WRITING April L. Poindexter Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/mse_diss Recommended Citation Poindexter, April L., "A NARRATIVE INQUIRY OF BLACK UPPER MIDDLE-CLASS CHILDREN'S EXPERIENCES WITH SCHOOL WRITING." Dissertation, Georgia State University, 2019. https://scholarworks.gsu.edu/mse_diss/81 This Dissertation is brought to you for free and open access by the Department of Middle and Secondary Education at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Middle and Secondary Education Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, A NARRATIVE INQUIRY OF BLACK UPPER MIDDLE-CLASS CHILDREN’S EXPERIENCES WITH SCHOOL WRITING, by APRIL L. POINDEXTER, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree, Doctor of Philosophy, in the College of Education & Human Development, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chairperson, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. _________________________________ Michelle Zoss, Ph.D. Committee Chair _________________________________ _________________________________ Nadia Behizadeh, Ph.D. Jennifer Esposito, Ph.D. Committee Member Committee Member _________________________________ LaToya Owens, Ph.D. Committee Member _________________________________ Date _________________________________ Gertrude Tinker Sachs, Ph.D.