1. Foundations of Experiential Education September 7, 2014 Qatar University College of Arts & Sciences

2. We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time -T.S. Eliot

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5.  Assume good intentions  Salad in my teeth rule  Make the experience work for you  Right to pass  Anything else?

9. Brain Research Social Emotional Learning Multiple Intelligences Maslow’s Hierarchy of Needs FOUNDATIONS

10. The “brain mind” includes our emotions, movement, creativity, immune responses, and abilities to use language, reason, plan, organize, and dream. It allows us to experience compassion, interconnectedness, peace, and uncertainty. Add to that the fact that context and experiences influence and shape the brain/mind and that human beings have the capacity to change their own brain by using reflection, expanding awareness, and altering behavior…. Geoffrey & Renata Caine 12 Brain/Mind Learning Principles in Action Brain Research

11. * Relaxed Alertness: Creating the optimal emotional climate for learning * Orchestrated Immersion in Complex Experience: Creating optimal opportunities for learning * Active Processing of Experience: Create optimal ways to consolidate learning

13. Think about a time or times you have been in a “learning zone” – when you felt that you were really learning, really engaged. What were the circumstances that made that happen – from within yourself and outside of yourself?

14. a. Experimented b. Explored c. Learned from someone else’s example d. Put yourself in the place of someone or something (empathy/perspective taking) e. It was a process f. Safe place to take risks g. It was challenging or a “stretch” h. Reflected on, or thought about, what you were learning i. Related to your life experiences and/or interests j. You were ready to learn it k. Knew it was Important to learn

15. Happens all the time Is a natural way to learn Experimentation Exploration Example Empathy ATTRIBUTES OF EXPERIENTIAL LEARNING…

16. Where do you see experiential learning and experiential education occurring at Qatar University in the College of Arts and Sciences? How does experiential learning already connect to what you do? Experiential Learning at Qatar University College of Arts & Sciences

17. EXPERIENTIAL EDUCATION: Characteristics & Qualities

18. Experiential learning and experiential education are buzzwords within many educational circles. These terms are often used interchangeably. There are numerous published definitions of experiential education (Joplin, 1981; Luckman, 1996; Itin, 1999). The Association for Experiential Education (2004) defines experiential education a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection to increase knowledge, develop skills, and clarify values. Central to this definition is the distinction between experiential education as methodology and experiential education as philosophy. This distinction suggests that there is a difference between experiential learning and experiential education. Experiential Education … a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection to increase knowledge, develop skills, and clarify values. Association for Experiential Education (2013) www.aee.org

19. EXPERIENTIAL EDUCATION A Philosophy… “Intentional, purposeful approach to teaching and learning” Harnesses the natural power of Experiential Learning Is a formal way to support learning Intended aim, outcomes, objectives to focus the experiential process Is learner centered Uses experiential methodologies, of which there are many…

20. COMMON CHARACTERISTICS

21. IV. Facilitating the Experiential Education Process

22. Safe & Supportive Learning Environment Challenging & Relevant Learning Opportunities

24. 1. Create an environment for engaged/enhanced learning * Norming * Scope and sequence * Examples 2. Support skills to support learning * Examples

25. Rules and Expectations from teacher + Agreements between students can create opportunity for ownership and taking responsibility for learning Example: The Best Class Ever Safe & Supportive Learning Environment

26. Rules & Expectations * External * Enforced * Safety * Respect Agreements & Contracts * Internal * Ownership * Rights * Responsibilities

27. Can be used as a diagnostic tool for meeting group needs Safe & Supportive Learning Environment

29. Can be used as a diagnostic tool for meeting student needs

31. Safe & Supportive Learning Environment Challenging & Relevant Learning Opportunities

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36. Story Telling – Best Teaching Best Teaching Great Teaching Strategies

37. Story Telling In partners tell a story that is related to this question: Tell a story about a time when you were at your best as a teacher – It could be about a time that you know your students were successful, or a time when a student who was struggling finally “got it”. It can be something else. Your partner listens intently and writes a note or two about what you’re telling him or her. Write down phrases or words that catch your attention. When done, summarize what you heard. Switch. 3 minutes to tell your story to your partner. 1 minute for summary – fill in gaps Switch

38. Story Telling – Best Teaching Journaling Best Teaching Great Teaching Strategies

39. Journaling In groups of 4 o 6. Compare notes with each other and identify 2-5 reasons why these were “Best” teaching and learning moments. Write a journal entry about your thoughts and feelings regarding one or more of these reasons. What did they spark in you as a teacher/educator?

40. Story Telling – Best Teaching Journaling Close Reading of Informational Article Best Teaching Great Teaching Strategies

41. Close Reading - Informational 1.Read with a pencil in hand, and annotate the text. underlining or highlighting key words and phrases— anything that strikes you as surprising or significant, or that raises questions—as well as making notes in the margins. 2.Look for patterns in the things you've noticed about the text—repetitions, contradictions, similarities. 3.Ask questions about the patterns you've noticed— especially how and why.

42. Story Telling – Best Teaching Analysis/Discussion Close Reading of Informational Article Rubric and Goals Best Teaching Great Teaching Strategies

43. Rubrics and Goal Setting Alone, in pairs, or in small groups, create a rubric indicating levels in each area (This may require further reading or research)

44. Use it to perform a self assessment Set a goal for working on one area.

45. Learning Style Inventory Analysis/Discussion Connection to the Experiential learning Cycle Unpacking the ELC Learning Styles ELC