9:50-9:57 Arrival Activity Posters on the Wall: Informal Education Settings, Informal Education Methods, Formal Education Settings, Formal Education Methods, Experiential Education Markers, Giant-post it notes 4 sets around the room
10:00-10:20 Theory Overview Dewey – 1938 “… the principle of continuity of experience means that every experience both takes up something from those which have gone before and modifies in some way the quality of those which come after ,” (p. 35). “ What he [the learner] has learned in the way of knowledge and skill in one situation becomes an instrument of understanding and dealing effectively with the situations which follow,” (p. 44). “ In a certain sense ever experience should do something to prepare a person for later experiences of a deeper and more expansive quality. That is the very meaning of growth, continuity, reconstruction of experience,” (p. 47). So, from Dewey, we start to learn that the experience a learner has must somehow inform future thinking, understanding or behavior in order for it to be on what he calls - the continuum of experiential learning.
10:00-10:20 Theory Overview
10:00-10:20 Theory Overview concrete experience, observation of and reflection on that experience, formation of abstract concepts based upon the reflection, testing the new concepts, (repeat).
10:00-10:20 Theory Overview Extract – in experiential education, the learner takes something they learned via an experience and applies it to a future activity and the understanding of that activity/experience A lot of what we call “Experiential are really highly participatory or experience-based, but not experiential. Let’s test it out.
10:00-10:20 Theory Overview
10:20-10:25 Poster Re-View Cattegories Schmattegories Debrief the answers on the wall Other things are experience-based or even “participatory” or maybe “co created” or “experience-based” but not experiential Red Marker the things on the experiential list that are not! – Four volunteers - one at each station reading out.
10:25-10:55 Experiencing the Difference
10:25-10:55 Experiencing the Difference With the people around you, pick at least one of these quotes to reflect on as a result of the two “leadership” experiences you just had.
10:25-10:55 Experiencing the Difference How are the two experiences similar? (not frontal, small groups/pairs, active/movement, visual and kinesthetic) How are the two experiences different? (reflection, possible application for future behavior, retention, influence understanding) Example of Volunteer Project vs. Service Leanring
10:55-11:00 Q&A Processing
11:00-11:05 Wrap Up Rate it on a scale of 1-5 Aha Moments; Start, Stop, Continue
JewishGPS BJELA Categories Schmattegories Nov 2012
Arrival Activity• As you come in … notice the five posters on the wall.• Grab a marker. Please write examples or characteristics of the category labeled on each poster. JewishGPS, LLC • www.jewishgps.com
Categories Schmategories: What Makes it So?BJELA Religious School Educators’ Conference November 11, 2012 JewishGPS, LLC • www.jewishgps.com
Methods vs. Settings• Setting – the location in which the learning takes place• Method – the pedagogy used to impart the knowledge; the technique the learner encounters JewishGPS, LLC • www.jewishgps.com
Informal Settingsinfed: the Encyclopedia of Informal Education:informal education is “the education of dailyliving,” one can conclude that informal settingsare all the places you live your daily life: home,community, grocery store, library, shopping mall,restaurant, etc. They write, “This contrasts withformal education which tends to take place inspecial settings such as schools.” http://www.infed.org/i-intro.htm JewishGPS, LLC • www.jewishgps.com
Jewish Informal Education Settings (according to Robyn)• Summer Camp• Youth Lounge• Hotels• Retreat Centers• Geographic Location (i.e. DC, NY, NOLA, Israel)• Park• Volunteer Site JewishGPS, LLC • www.jewishgps.com
Informal & Non-Formal Education MethodsTony Jeffs and Mark K. Smith“…informal education is the lifelongprocess in which people learn fromeveryday experience … and non-formal education is organizededucation activity outside of formalsystems.” JewishGPS, LLC • www.jewishgps.com
Informal, Non-formal or Voluntary? Setting or Method? Jewish social scientist Bethamie Horowitz Makes a distinction when she titles activities typically called “informal” as “voluntary” such as youth group, Israel trips, and Jewish college programming. (2000, June; rev. 2003). Connections and journeys: Assessing critical opportunities for enhancing Jewish identity. Retrieved from http://www.ujafedny.org/assets/documents/PDF/who-we- are/Connections-And-Journeys-Opportunities-for-Enhancing-Jewish- Identity.pdf JewishGPS, LLC • www.jewishgps.com
Experiential Education Theory Overview: It all starts with Dewey“In a certain sense everhas “…the principle of continuity“What he [the learner]experiencethe way do somethinglearned in should ofof experience means thatto prepare a personin oneevery experience bothlaterknowledge and skill for takesexperiences of a deeper andup something from thosesituation becomes anmore expansive quality. That isinstrument of understandingwhich have gone before andthe very meaning of growth,and dealing effectively withmodifies in some way thecontinuity, reconstruction ofthe situations which follow,”quality of those which comeexperience,” (p. 47).(p. 44).after,” (p. 35). JewishGPS, LLC • www.jewishgps.com
Theory Overview: KolbEBLS company wasfounded in 1981 withthe goal to provideongoing qualityresearch and practiceon experientiallearning JewishGPS, LLC • www.jewishgps.com
ExampleExperiential Element ApplicationActivity Put toast in oven, set dial, and toastReflection/Observation Toast is burnt; Toast tastes bad I am not happy; I’m hungry I made a mistakeAbstract Conceptualization Because I set the dial too high, this was the result I gotPlanning for Next Time Plan another meal that I need toast, determine how much to lower the dial, buy more bread, clean out the toastActivity Make another piece of toast, this time with the determined lower setting JewishGPS, LLC • www.jewishgps.com
Going DEEPIn 1999, the Experiential Training and Development Alliance publishedThe DEEP Document: The Definition, Ethics, and Exemplary Practices ofExperiential Training and Development.What the DEEP document asserts in comparison to the others isthe difference between experiential education and experience-based learning. “Experience-based learning (action alone)becomes experiential when the elements of reflection (reflectionoptimizes learning), transfer (transfer applies learning), andsupport (support maintains transfer) are present.(ETDA, p. 6, 1999). http://www.etdalliance.com/Resources/Documents/DEEP.pdf JewishGPS, LLC • www.jewishgps.com
Categories Schmattegories! A Re-View• Let’s look at the answers on the wall – anything you want to disagree with or challenge?• Mis-use of “experiential” education for experience-based education. JewishGPS, LLC • www.jewishgps.com
EXPERIENCING the DifferenceFour-Corners Game: Jewish, Zionist/Zionism, Education/Educator, American•This word describes my core personal identity – Share one memory from your teen years that shaped your core identity•This word describes my core professional identity – If a reporter were to describe your professional achievements in Jewish education, what are three words they would use.•If my immediate family had to choose one of these words todescribe me, they would choose …. – What is the moment you became a Jewish family? or What is your first Jewish family memory?•This is the most important aspect of my work – If you were king/queen for a day, what would you decree about Israel Education in your organization? JewishGPS, LLC • www.jewishgps.com
Simon Says/Follow the Leader• Exodus 18:21 But you must [also] seek out from among all the people capable, God-fearing men - men of truth, who hate injustice. You must then appoint them over [the people] as leaders of thousands, leaders of hundreds, leaders of fifties, and leaders of tens.• Isaiah 54:4 Behold, I made him a witness to the peoples, a leader and commander to the peoples.• Genesis 33:13-14 [to Esau] My lord, replied Jacob, you know that the children are weak, and I have responsibility for the nursing sheep and cattle. If they are driven hard for even one day, all the sheep will die. Please go ahead of me, my lord. I will lead my group slowly, following the pace of the work that I have ahead of me, and the pace of the children• Exodus 22:27 Do not curse the judges. Do not curse a leader of your people.• JewishGPS, LLC • www.jewishgps.com
Compare and Contrast• How are the two experiences similar?• How are the two experiences different? JewishGPS, LLC • www.jewishgps.com