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  • What concerns do you have about the accelerated format? How do you think the accelerated format influences learning? What expectations do you think students have of an accelerated course?
  • Experiential learning thus involves a, 'direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it.'
  • The learning cycle can begin at any one of the four points - and that it should really be approached as a continuous spiral. However, it is suggested that the learning process often begins with a person carrying out a particular action and then seeing the effect of the action in this situation. Following this, the second step is to understand these effects in the particular instance so that if the same action was taken in the same circumstances it would be possible to anticipate what would follow from the action. In this pattern the third step would be understanding the general principle under which the particular instance falls. The last step, according to David Kolb is its application through action in a new circumstance within the range of generalization.
  • The learning cycle can begin at any one of the four points - and that it should really be approached as a continuous spiral
  • Lectures
  • Lectures
  • Lectures
  • Blockcourses

    1. 1. +Mixing It Up:An Approach to StructuringAccelerated CoursesMaymester WorkshopSpring 2012
    2. 2. + Rotating Stations / Graffiti
    3. 3. + “It can’t be done!”  Readings, what can be accomplished between classes  Maymester course packet  Structuring class sessions  Teaching and assessment strategies for class sessions  Supporting acceleration: technology, writing center, library
    4. 4. + Course packet for Maymester course  Syllabus (see policy), detailed calendar  Class meeting agendas  Detailed assessed assignment descriptions with assessment tools  Detailed non-assessed assignment descriptions for tasks outside of class  Strategies for success
    5. 5. + Structuring approaches
    6. 6. +
    7. 7. + Kolb’s Model of Experiential Learning
    8. 8. Defining Each Phase1 Concrete Experience 2 Reflective Observation~ Having an experience, personal ~ Reflecting on the experience,involvement seeking to find meaning~ Carrying out an action, seeing ~ Understanding these effects tothe effect of the action anticipate what follows from the action3 Abstract Conceptualization 4 Active Experimentation~ Drawing conclusions from the ~ Trying out what has been learnedexperience ~ Applying through action in new~ Understanding the general situation (leading to new concreteprinciple(s) experiences)
    9. 9. Instructional Activities 1 Concrete Experience 2 Reflective Observation Labs Logs Observations Journals/blogs Primary Text Reading Discussion Field work Brainstorming Trigger Films Thought Questions Readings Rhetorical Questions Problem Sets Examples3 Abstract Conceptualization 4 Active Experimentation Lecture Simulations Papers Case Study Model Building Labs Projects Field work Analogies Projects Homework
    10. 10. Degree of Student Involvement+
    11. 11. + Benefits of Kolb’s Cycle
    12. 12. + Benefits of Kolb’s Cycle  Usingtime to your advantage, chunking class sessions  Class vs. homework, campus vs. online  Diversity and engagement  Enhancing all learning approaches  Complements current strategies, approaches
    13. 13. + Kolb & hybrid courses (option 1) pus c am n O li ne n O
    14. 14. + Kolb & hybrid courses (option 2) Online On campus
    15. 15. + Applying the Cycle
    16. 16. + This session… 1. Graffiti 3. Applying cycle 2. Cycle presentation
    17. 17. + 1. Graffiti3. Applying cycle 2. Cycle presentation
    18. 18. + Quick-and-dirty needs assessment What questions would you like to discuss in the remaining time we have together?
    19. 19. + Discussion strategies
    20. 20. + Discussion strategies
    21. 21. + Lecture strategies (part 1)
    22. 22. + Lecture strategies (part 2)
    23. 23. + Quiz/exam strategies