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This document discusses approaches for structuring accelerated courses, such as those offered during a Maymester session. It introduces Kolb's model of experiential learning, which involves four phases: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The document explores how to apply this model within accelerated courses through instructional activities aligned with each phase, as well as through hybrid course structures that combine online and in-person learning. It also addresses benefits of Kolb's model and discusses strategies for lectures, discussions, and assessments within accelerated course formats.
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- 1. + Mixing It Up: An Approach to Structuring Accelerated Courses Maymester Workshop Spring 2012
- 2. + Rotating Stations / Graffiti
- 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. + 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. + Structuring approaches
- 6. +
- 7. + Kolb’s Model of Experiential Learning
- 8. Defining Each Phase 1 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 to the effect of the action anticipate what follows from the action 3 Abstract Conceptualization 4 Active Experimentation ~ Drawing conclusions from the ~ Trying out what has been learned experience ~ Applying through action in new ~ Understanding the general situation (leading to new concrete principle(s) experiences)
- 10. 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 Examples 3 Abstract Conceptualization 4 Active Experimentation Lecture Simulations Papers Case Study Model Building Labs Projects Field work Analogies Projects Homework
- 14. Degree of Student Involvement +
- 15. + Benefits of Kolb’s Cycle
- 16. + 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
- 17. + Kolb & hybrid courses (option 1) pus c am n O li ne n O
- 18. + Kolb & hybrid courses (option 2) Online On campus
- 19. + Applying the Cycle
- 20. + This session… 1. Graffiti 3. Applying cycle 2. Cycle presentation
- 21. + 1. Graffiti 3. Applying cycle 2. Cycle presentation
- 22. + Quick-and-dirty needs assessment What questions would you like to discuss in the remaining time we have together?
- 25. + Lecture strategies (part 1)
- 26. + Lecture strategies (part 2)
Editor's Notes
- 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