Experiential Learning in my Classroom

Incorporating Experiential Learning Theory in my classroom might include a big project, or a field trip or some type of activity that gives the learners something to think about and work on over the entire course. Regardless of the learning method I want to include the following nine key principles:

1. A good balance between activities and content / theory

2. Reserve judgement to allow a safe place for students to work through to self-discovery

3. Select learning activities that are relevant to the learner

4. Design activities that allow learner to discover connections, concepts and ways they can work within them

5. Reflective time for learners to process what they learnt and how they interact with systems around them.

6. Engage learners on a deep emotional level for self-discovery and implications of the knowledge.

7. Safe learning environment that allows learners to reflect, question, and possibly alter their values

8. Provide space and time for learners to reflect on their relationship with what was learnt, how that lands out there in the world and with others.

9. Stretch out just beyond their comfort zones in the physical and social environments. Exploring actions, consequence, and accountability (Ryerson)

Experiential Learning in the Field of Occupational Health and Safety (Health Care Industry)

Site managers select a worker from their care staff to be a Musculoskeletal Injury Prevention (MSIP) Coach. Pre-requisites to attending are hands on learning in a Safe Patient Handling course and a list of on-line learning that must be completed prior to attending the classroom portion of the coaching program.

This five day workshop includes the support of the MSIP Coach in training's Prevention Advisor who is also their coach back on the unit. Learning activities in the workshop include a good mix of activities to support the ideas and theories presented. Demonstration, role play, guidance and hands on practice. Including, safe patient handling technique, and practice of soft skills for giving and receiving feedback (supportive and respectful) for continuous improvement and all in a safe learning environment. One of the five days is a day with their coach on the unit in the role of an MSIP Coach.

Throughout this learning which includes being a new coach on the units there are many opportunities to experiment with approaches and learn in a safe environment....including learning how to create a safe learning environment for others.

Learning How to Ride the River

"In its simplest form, experiential learning means learning from experience or learning by doing. Experiential education first immerses learners in an experience and then encourages reflection about the experience to develop new skills, new attitudes, or new ways of thinking (Lewis and Williams (1994, p.5)".

References:

Experiential Learning by jhklaas Retrieved from https://youtu.be/mToQGltYXd8 June 21, 2016

Schwartz, Michelle. Ryerson University Handout. Best Practices in Experiential Learning. Learning and Teaching Office (LTO) Best Practices, Issue No. 36: Experiential Learning. Retrieved from 
http://www.ryerson.ca/content/dam/lt/resources/handouts/ExperientialLearningReport.pdf June 22, 2016

Kolb's Experiential Circle of Learning

I have been thinking for days about the concept of Kolb's Experiential Learning Cycle and it is making a lot of sense to me. 

Reflecting on my responses to different learning opportunities and the approach I take as a learner depends on my reaction to the social and environmental conditions where, when, and with whom that learning is occurring.

According to Piaget, as cited by Kolb (1984, pp. 23-25) Experiential Learning: experience as the source of learning and development our cognitive development begins at birth and proceeds through 4 stages:

0-2 yrs: Accommodative - Concrete and action
2 -6 yrs: Divergence - Reflective orientation, internalized actions to images

7 - 11 yrs: Assimilation - Concepts and theories used for decisions

12-15 yrs: Convergent - Deductive reasoning testing if theories and hypothetical concepts are true

From fifteen years of age onward Kolb's theory is that there are four steps we all take when learning and not necessarily in strict order: 1) concrete experience (CE), 2) reflective observation (RO), 3) abstract conceptualization (AC), and 4) active experimentation (AE).

Another layer is added with the approach (watch or do) and emotional response (feel or think) which creates tension because we can't (watch and do) nor (feel or think) at the same time. Forcing us to decide what combination of the two will work best for our approach in that moment or learning task, identified as follows:

1. Diverging (CE/RO)
2. Assimilating (AC/RO)
3. Converging (AC/AE)
4. Accommodating (CE/AE)

The simple act of engaging in thought, alone or interacting with others, brings about change (Dewey, 1938, p. 39, 42-43). Change not just in one person instead the changes change everything. Consider the ripple effect of dropping a handful of pebbles into a still pond...or the flavour created when making a broth from a bunch of different ingredients. 

Knowing that everyone responds differently to learning and the environment in which the learning is occurring. As an instructor I need to provide structure, expectations, resources, guidance, and support to the learners as well as build flexibility into the classroom and lesson plans. Best learning experience can occur when individuals have permission to decide what approach fits with their emotional response (Ryerson). 

References:

Doyle, Susan rendition of Kolb's Experiential Learning Circle based on images viewed on kolb's experiential learning theory pictures June 22, 2016.

Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Kolb84 Kolb Experiential Learning.pdf

Schwartz, Michelle. Ryerson University Handout. Best Practices in Experiential Learning. Learning and Teaching Office (LTO) Best Practices, Issue No. 36: Experiential Learning. Retrieved from http://www.ryerson.ca/content/dam/lt/resources/handouts/ExperientialLearningReport.pdf  June 22, 2016.

What it All Comes Down To

Is we haven't got it all figured out, just yet...

Reference:

https://www.youtube.com/watch?v=9cYYbhCFvro&index=2&list=RD9cYYbhCFvro

Right or Left?

For fun I completed the Left-Brain/Right-Brain Test and discovered I have a 50/50 left/right side brain preference.

Well, it turns out this myth is busted making it incorrect to label ourselves as having a strictly right (or left) brain preference. The myth originated in the 1960s with Roger Sperry's Nobel Prize winning discovery. Patients, with epilepsy who had a surgical procedure severing the connection (corpus callosum) between their two brain hemispheres prevented the two sides from communicating with each other. 

The newest study by scientists from Utah University has debunked this myth. They scanned the brains of 1,000 human subjects revealing all subjects used both sides of their brains equally. 

What is true is that we use both sides of our brains and for different thought process'. As an instructor the important lesson here is that the connections, within all areas of our brains, work their wonderful magic giving us all the gift of being be both analytical and creative. 

I can confidently introduce learning activities that stimulate both sides of the brain knowing that it does not have to be subject specific (e.g. art or accounting). Instead, I can take the whole brain approach utilizing both analytical and creative activities based on what works best for the lesson at hand.

Here are two learning activities examples worth considering:

Analytical:

Pro and Con Grid - Ask the learner to create a pro and con list. 

This activity requires thoughtful process of looking at two sides of each issue and to scrutinize the value of both. 

Creative:

Word Journal - Ask the learner to write down one word to describe a small text, and then to write a paragraph or two to explain why that one word summarized the text for them. 

This activity requires focused reading, skill and creativity to summarize information they have read, and builds their skill in explaining and defending.


References:

https://www.psychologytoday.com/blog/brain-myths/201206/why-the-left-brain-right-brain-myth-will-probably-never-die

http://courses.dce.harvard.edu/~phils4/splitbrain.pdf

http://www.livescience.com/39373-left-brain-right-brain-myth.html

http://testyourself.psychtests.com/bin/transfer?req=MnwzMTc4fDQwODg3Mjd8MHwx&refempt=

Pappas, Stephanie. Live Science Contributor (February 18, 2011) 10 Things you Didn't Know about the Brain. Retrieved from http://www.livescience.com/39373-left-brain-right-brain-myth.html#sthash.IsM1VAVW.dpuf. PLOS ONE. June 2016

Angelo, T. A., Cross, K. P. (1993). Classroom Assessment Techniques. A handbook for college teachers. (Ed2). Jose-Bass, San Francisco, C.A.

The We in Me, by Jill Bolte Taylor

Brain scientist Jill Bolte Taylor describes what went through her mind while she was having a stroke. 

Sharing her experience intelligently with heart and humour. Inspiring and reminding us that we are a life force power with the ability to choose which side of the brain we spend our time in. 

That choice impact us as individuals, our community, society, and world we live in...

References:

https://www.ted.com/talks/jill_bolte_taylor_s_powerful_stroke_of_insight?language=en

Maley, Taylor photographer, Title Neuron, taken October 25, 2011, Taylortotz101. Retrieved from: http://www.flickr.com/photos/taylortotz101/6280077898/  June 2015