Experiential Learning Presentation


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  • Experiential Learning Presentation

    1. 1. EXPERIENTIAL LEARNING Applying the theories of Carl Rogers Towards a 21st Century Classroom Marc Stephens University of Phoenix CUR 558 Professor Elizabeth Ferguson October 28, 2007
    2. 2. Rogers Recognized 2 Types of Learning Cognitive Memorization of facts. Experiential Applied knowledge coming from doing!
    3. 3. Why Experiential Learning?
    4. 4. It’s Not a New Idea!
    5. 5. Principles of Experiential Learning <ul><li>Human beings have a natural potentiality to learn. </li></ul><ul><li>Significant learning occurs when the learner perceives the relevance of the subject matter. </li></ul><ul><li>Learning involves a change in self-organization and self-perception. </li></ul><ul><li>Learning that threatens self-perception is more easily perceived and assimilated when the external threats are at a minimum. </li></ul><ul><li>Learning occurs when the self is not threatened. </li></ul><ul><li>Much significant learning is acquired by doing. </li></ul><ul><li>Learning is facilitated when the learner participates responsibly in the learning process. </li></ul><ul><li>Self-initiated learning involves the whole person. </li></ul><ul><li>Independence, creativity and self-reliance are all facilitated when self-criticism and self-evaluation are basic. </li></ul><ul><li>Much socially useful learning is learning the process of learning and retaining an openness to experience, so that the process of change may be incorporated into the self. </li></ul>Jarvis (2006, p. 186)
    6. 6. <ul><li>A facilitator: </li></ul><ul><ul><li>Sets the initial mood and climate of the class experience </li></ul></ul><ul><ul><li>Elicits and helps to clarify the purposes of the individual learners and the overall group </li></ul></ul><ul><ul><li>Relies on the desire of the learner to implement those purposes </li></ul></ul><ul><ul><li>Organizes and makes wide variety of resources readily available </li></ul></ul><ul><ul><li>Regards themselves as a resource for the group </li></ul></ul><ul><ul><li>Accepts and considers both intellectual content and emotional attitudes </li></ul></ul><ul><ul><li>Allows themselves to be be a participant learner, shares in the learning environment </li></ul></ul><ul><ul><li>Takes the initiative in sharing of their own thoughts and feelings </li></ul></ul><ul><ul><li>Stays aware for strong feelings expressed by learners, negotiates conflicts </li></ul></ul><ul><ul><li>Accepts their own limitations as a human being </li></ul></ul><ul><li>Rogers, (1969, pg. 164-166) </li></ul>Teacher as Facilitator of Learning “ A facilitator can provide the trust, understanding, and realness to free the learner to pursue significant learning.” Kirschenbaum, (2004, p.121)
    7. 7. Experiential Learning Cycle 3-Stage Model <ul><li>Teacher and learner together: </li></ul><ul><ul><li>Plan </li></ul></ul><ul><ul><ul><li>Consider curriculum goals </li></ul></ul></ul><ul><ul><ul><li>Decide expected learning outcomes </li></ul></ul></ul><ul><ul><ul><li>Decide on activities to meet these goals </li></ul></ul></ul><ul><ul><li>Do </li></ul></ul><ul><ul><ul><li>Engaging activities </li></ul></ul></ul><ul><ul><ul><li>Self-directed learning </li></ul></ul></ul><ul><ul><li>Review </li></ul></ul><ul><ul><ul><li>Check effectiveness </li></ul></ul></ul><ul><ul><ul><li>Compare actual outcomes to expected outcomes </li></ul></ul></ul><ul><ul><li>Start the process again </li></ul></ul><ul><ul><ul><li>The review is new input for planning! </li></ul></ul></ul>Neill (2004, 3-stage model section)
    8. 8. Curriculum Considerations <ul><li>Student-centered curriculum based on standards </li></ul><ul><ul><li>Federal and State curriculum demands are discussed with learners during planning stage and are integrated into the planned learning outcomes. </li></ul></ul><ul><ul><li>HOW the student fulfills the requirements and what other learning occurs along the way is defined by a learning contract negotiated between learner and teacher. </li></ul></ul><ul><li>The teacher must be ready to allow learners a wide range of topics with a wide range of approaches, to be decided by the individual learner. </li></ul><ul><ul><li>Multiple Intelligence theory is of great help in assisting students to address their learning in ways that will best suit them. </li></ul></ul><ul><ul><li>Making a wide range of both high-tech and low-tech materials available will allow the learner to explore more fully. </li></ul></ul><ul><li>Some students will not be ready </li></ul><ul><ul><li>For whatever reason, be it discipline problems, special needs, parental objection to self-direction, or other factors, some students may not be ready to fully participate in self-directed learning. </li></ul></ul><ul><ul><li>Provide these students with more traditional guided curriculum, depending on the need of the particular student. </li></ul></ul><ul><ul><li>Always include some factor of self-decision, no matter how small. </li></ul></ul><ul><ul><li>Observe for signs of readiness to progress along the self-learner spectrum </li></ul></ul>“ If we value independence, if we are disturbed by the growing conformity of knowledge, of values, of attitudes, which our present system induces, then we may wish to set up conditions of learning which make for uniqueness, for self-direction, and for self-initiated learning.” – Carl Rogers (On Becoming a Person, 1961)
    9. 9. The 21st Century Classroom
    10. 10. References <ul><li>Borich, G. (2007). Effective Teaching Methods. Columbus, Ohio: Merrill Prentice Hall. </li></ul><ul><li>Jarvis, P. (2006). Towards A Comprehensive Theory of Human Learning. New York, New York: Routledge. </li></ul><ul><li>Kirschenbaum, H. (2004). Carl Rogers's Life and Work: An Assessment on the 100th Anniversary of His Birth. Journal of Counseling & Development, 82(1), p116-124. Retrieved October 20, 2007, from EBSCOhost </li></ul><ul><li>Neill, J. (2004). Experiential Learning Cycles - Overview of 9 Experiential Learning Cycle models. Retrieved October 28, 2007, from http://www.wilderdom.com/experiential/elc/ExperientialLearningCycle.htm </li></ul><ul><li>Rogers, C. (1969). Freedom to Learn. Columbus, Ohio: Merrill Publishing Company. </li></ul><ul><li>Carl Rogers quotes from On Becoming A Person . Retrieved October 28, 2007, from http://psychology.about.com/od/psychologyquotes/a/rogersquotes.htm and http://thinkexist.com/quotes/Carl_Rogers/ </li></ul>