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Trips week wraee 2010

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    • 1. Experience as Education and Education As Experience: Trips Week at Milken Pavel Lieb, MCHS April 25, 2010 WRAEE Conference
    • 2. Education by Dewey "Anything that can be called a study, whether arithmetic, history, geography, or one of the natural sciences, must be derived from the materials which at the outset fall within the scope of ordinary life experience." John Dewey, Experience and Education, 1938
    • 3. Trips Week Overview: Introduction: Background, Vision and Rationale Creation: Faculty and Student Involvement The Experience: Enlistment, Participation, Reflection Post-Experience: Intel Collection Future Directions: Where can we take this experience?
    • 4. Milken Community High School Overview: Independent Jewish School in Los Angeles Appr. 600 students Community-based
    • 5. Introduction: Vision Passion/Interest driven Out-of-the classroom/”De-formalized” Integrated/Multidisciplinary Community-building
    • 6. Pre-existing Programs Colorado River Trip - entire 9th grade March of the Living - 50 twelfth graders Semester-long Israel Fellowship- 60 tenth graders
    • 7. Experiential Component Scheduling problem with most field trips Time needed for out-of-class experiences
    • 8. Established Goals: Goal 1: To apply, synthesize and create new materials through experiential learning. Goal 2: To connect learning to Jewish identity and behavior. Goal 3: To demonstrate the ability to engage in informal learning that enhances student love of learning.
    • 9. Trips Week Creation Faculty Involvement Student Involvement Variety of Disciplines/Experiences
    • 10. Faculty Involvement Passion/Interest Driven Community Needs/Interest Driven Examples: Habitat for Humanity, Meeting, Greeting and Feeding the Homeless, Superman and the Jewish World of Comics and Graphic Novels, Explorers Anonymous
    • 11. Student Involvement 2009: Habitat for Humanity Introduction to the Milken Business Academy 2010: Surfing Nomads Habitat for Humanity Photographic Discovery Milken Business Academy San Diego for Sophomores
    • 12. Different Experiences Becoming A Recording Engineer - Sound studio setup at Milken Museums/Photography/American Studies - Field trips to multiple locations NY Dance - entirely NYC based Explorers Anonymous - varying outdoors learning/ service components
    • 13. Program List by Field: Service Outdoor Applied Arts Cultural Identity Learning Exploration Adventures in Storytelling Habitat for Humanity Becoming A Recording Engineer Meeting, Colorado River Greeting and Mock Court Trial Digital Photography Feeding the Explorers Homeless Anonymous March of the Living Museums in Los Angeles Service and Santa Monica Superman and Advocacy Mountains Jewish Comics Expressions in Clay (Sacramento) Exploration New York Dance American Studies American Studies Superman and Jewish Comics American Studies
    • 14. Programmatic Price Ranging: 5WGH" A("(E**191"GE-7" UV";)0+1" Ave: $350.43 6).D/09FE0S";(" NTFD"97)21P" ')0/3" (E*E7)2E"L/R17" ?)Q/F)F" Median: $150 ()F)*/0)"NOFD"97)21P" 5,;"+E3C188E0" ABC*E717." Mode: $100 >FE74F1**/09" L1+MA09/0117" >K1F+D/09:')/0809" ?/.C)0/+"6E7*2" St.Dev.: $503.27 5IJ"?E31*1.." H&"?/.FE74" (E.F" (*)4" G7-1"(7/31" Range: $50-$2000 >-C17D17E1." >5"5E-0F)/0." 'DEFE97)CD4" @.7)1*"ABC17/10+1" &'=>?" 67/809:;7)</09" 5-.1-3." ,-./01.."&+)2134" &'"()*+" !" #!!" $!!!" $#!!" %!!!" !"#$"%&'(#)*+,-)*"-./0#1+
    • 15. The Experience Catalog/Online Presence Course Varieties The Blog Photography New Kind of Learning Space
    • 16. Catalog Paper-based Electronic Electronic Sign-up form
    • 17. Blog: Daily updates Comments by parents Reflections 2009: http://blogs.milkenschool.org/Tiyulimweek/ about-tiyulim-week/ 2010: http://blogs.milkenschool.org/tiyulim2010/ recent-posts/
    • 18. Daily Galleries:
    • 19. Post-Experience Processing: Survey Monkey Students: 192 responses Parents: 54 responses Faculty: 61responses
    • 20. Processing the Experience: Student Perspective 92.4% student respondents would prefer to see Tiyulim week happen again 82.2% felt that the program produced better experiences than the Intensive Days in the prior years. 71.9% of all students surveyed felt that there was enough variety of courses from them to choose 60.4% felt that there was enough courses to choose at different cost levels. 93.5% of all student respondents felt that they were exposed to new things and experiences. only 55.5% “definitely” felt that daily activities were appropriately scheduled. It was also interesting to observe that students chose the course based equally on cost and interest in faculty (3 out of 4 on a 4 point scale), because their friends were taking the course (2.4 out of 4 on the same scale), and interest in the topic was the least enticing at 1.71 out of 4.
    • 21. How Our Students Felt About the Experience: Which of the following words and/or phrases would best describe your experience? Please feel free to check all that apply. 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% re e al l g l al e e n g n ue ng ) fu fu ify tiv m nc tin rin Fu O rm rm fo iq ng lp i s- ris Ti ec ie ac es Bo be Un He fo Fo nd ni r rp sp of er er pe In ea is Ha Su t t te e ex In th In M as as ne g le W in (p do nd A er e Bo I'v th A O
    • 22. Processing the Experience: “De-Formalizing” In what ways did you engage and/or assess students during the week? (Select all that apply) 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% s ns g ng ts ns n ) n k ify ng ac lin io sio es tio tio gi ct ec db di na /T us og ta ea fle a sp ee es ur sc Re en Bl Cr Re Jo zz rf Di e s as tic ui re e Pe le Q p tis (p nt Ar i er Po th er O w Po
    • 23. Given each of the goals of Tiyulim Week below, on a scale of 1 to 4 (four being Fulfillment of the highest), how effective do you think the program and your specific Tiyul were in meeting these goals? Goal 3: To demonstrate the Goals ability to engage in informal learning that enhances student love of learning. Goal 2: To connect learning to Jewish identity and Students behavior. Goal 1: To apply, synthesize and create new materials through experiential learning. 0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 Given each of the goals of Tiyulim Week below, on a scale of 1 to 4 (four being highest), how effective do you think the program and your specific Tiyul were in meeting these goals? Goal 3: To demonstrate the ability to engage in informal learning that enhances student love of learning. Faculty Goal 2: To connect learning to Jewish identity and behavior. Goal 1: To apply, synthesize and create new materials through experiential learning. 2.60 2.70 2.80 2.90 3.00 3.10 3.20 3.30 3.40 3.50 Given each of the goals of Tiyulim Week below, on a scale of 1 to 4 (four being highest), how effective do you think the program and your child's specific Tiyul were in meeting these goals? Parents Goal 3: To demonstrate the ability to engage in informal learning that enhances student love of learning. Goal 2: To connect learning to Jewish identity and behavior. Goal 1: To apply, synthesize and create new materials through experiential learning. 0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50
    • 24. What can/could we improve? Need better planning (earlier in the year) Need larger student leadership component Need better communication with parents Need larger “outcomes” component
    • 25. Big Questions: How can we transfer what we learned into the classroom? Is there room for a truly experiential learning component within the context of an academic year? How do we communicate this to the community?
    • 26. Big Answers Somehow we can transfer this into the classroom! Out-of-class experiences might be expensive and logistically unfeasible, therefore the experiences must be fragmentable. Greater Web presence is essential.
    • 27. Case Study: Surfing Nomads 4-day program Combination of classroom/daytrip/overnight camping Integration of academic/practical/service learning
    • 28. Surfing Nomads Schedule Day 1: Malibu Lagoon Ecology of tidal and nearshore habitats Coastal clean-up Physics of tides Day 2: County Line Intro to Surfing and Surf Culture: rules of the waves Ecology of the urban areas intertidal zones Coastal clean-up
    • 29. Nomads Schedule Continued: Day 3: Trestles Surf Lesson Power of public action Coastal clean-up Geopolitics of Southern California Power of community Day 4: Old Man’s beach Early morning meditation in the ocean Nuclear power in Southern California Coastal clean-up At-sea board “Roundup”
    • 30. Biggest Accomplishments Built a community Integrated many unrelated topics in informal discussion Learned new skills Provided service
    • 31. Proposal Form Main Ideas/Directions General Outline
    • 32. Logistics Form Particulars Filling in the blanks Management
    • 33. Please Share Your Creation! Your name Your program’s title Overall field direction Potential experiential/learning outcomes Anticipated costs Anticipated “hurdles”
    • 34. Final Words Exceptionally feasible! A different invaluable learning modality Potential for paradigm shift
    • 35. Thank You! Contact Info: Pavel Lieb plieb@milkenschool.org 818 445 9585 http://www.milkenschool.org/liebbio/