Originally Posted by Joan Heaton
Just from what you have written and with all due respect, I think that you might enjoy working with our Teaching for Experiential Learning model. Rightly so, it is in the second stage of the cycle, where you think the model breaks down, that the instructor’s role becomes paramount. It is in this second stage, the observation, reflective stage, that the student does, indeed, need help to figure out if s/he did the ‘actual’ or ‘desired’ outcome. The instructor needs to help the student make that decision!
Then, again, in the third stage, based on the information acquired through the observation and reflections discussion, the development of needed changes are sought in the form of modifying the task being used. The task, then, becomes the instrument for teaching. Here again, the role of the instructor is paramount. In stages one and four the student is performing pretty much on his/her own with the instructor observing the performances.
from the may 9 post:
|1. The process of experiential learning begins when the instructor works with a student(s) to ‘create’ a Concrete Experience. The focus of this stage is on the “feelings/sensations” that are occurring during an attempt to produce a desired outcome. Through Direct and/or Indirect Teaching Styles, (Direct: Command, Task or Practice, Reciprocal, Use of Small Groups; Indirect: Guided Discovery, Guided Exploration, Problem Solving, Individual) the instructor will help the student(s) identify those feelings/sensations and associate them with the actual outcome.
2. Second, the student(s), with the help of the instructorobserves the activity/task and reflects upon the feelings/sensations that are associated with the ‘actual’ outcome as they relate to the ‘desired’ outcome. These observations and reflections lead to the recognition of what happens relative to the desired outcome.
3. Third, using the information acquired through the observations and reflections, the development of needed changes are sought in the activity/task to better achieve the desired outcome - unless the desired outcome has already been achieved.
4. Finally, the next step is to test this new activity/task. As the new activity/task is tested, the new feelings/sensations experienced need to be associated with the new outcome. As a result, a new concrete experience emerges and the learning cycle continues.
Yes, Step 3 is also paramount.
Your may 9 post confused me a bit. This new post makes it clear that it is the activity that will be modified in the analysis phase of step 3, and step 4 is doing the modified activity. (With same feeling as focus?)
The problem is that if the actual and desired outcomes are so far apart, the entire activity may need to be thrown out completely.
The student is then lead to what they may think is a unrelated activity. Devastating for guided discovery. The instructor appears to be all over the map, and the student(s) get really confused.
The key is that a solid conclusion must be reached at every iteration of the cycle. This conclusion must drive the next step. The conclusion may even be that the student needs to work on foundation skills before attempting to create the original "concrete experience" again.
You've written that this is the cycle of the Experiential Learning Model:
A) Feel. Watch. Think. Do.
Implicit in your original order (A), there must be some prior phase. In the bolded quote above, you mention a "desired outcome". I assume that usually the student is somehow made aware of the "desired outcome".
It is very important just how that desired outcome was communicated.
If the desired outcome was simply told to them, the student(s) must think a bit about how to acheive it. The sequence is:
B) Think, feel, watch, think, do
eg. Make 6 turns on your edges, no sliding. Start with tipping the skis, and then stretch the legs to let the edges engage.... focus on feeling the edges locking into the groove....
If you demo the exercise, then describe the outcome, and focus on feeling you get:
C) Watch, think, do, feel, watch, think, do
eg. (You Demo a few carved turns). Then say: Make 6 turns on your edges, no sliding. Start with tipping the skis, and then stretch the legs to let the edges engage.... focus on feeling the edges locking into the groove....
Finally, if you DON'T tell them the desired outcome, just prescribe a task, and ask them to focus on a feeling you get:
D) DO, feel, watch, think, do
Which can happen with a more advanced group. eg. "Make 6 turns no sliding. Focus on feeling the edges lock into a groove.
With great respect, I think forcing the starting point of the cycle to be feeling is somewhat artificial.
In every example, as long as you focus on feeling, any sequence will work. If you can, I suggest that the starting point of the cycle be the dominant learning style of the student(s) -- if one exists.