It's too easy to point out Confucius' saying that ends with "I do and I understand". But it's also true! Learners must be highly involved in experiential teaching strategies to be successful 21st century citizens.

Archive for December, 2011

Choose and Choose Wisely II

I am always mindful that when I am seriously zealous of any position I advocate that I am probably giving pause to a critical reader who has to wonder if I wave the flag too quickly!
That was why I put up some caution flags in the last post and will  speak to two more today so that when you do jump in you will know both the plusses and the minuses .
Experiential teaching strategies typically take longer instructional time than chalk and talk strategies – They just do. For several reasons; one being that since students typically have not had the chance to experience experiential learning on any regular basis, it takes them a long time to acclimate to the expectations of these kinds of strategies. Then too, as you will learn when we get to designing such strategies, the thoughtful teacher – designer – creator is usually obliged to create simplified models of whatever you intend to teach. For example, if you mean to “simulate” the Middle East crises, it’s darn hard to simplify that to a few short paragraphs!

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When, Where to Use and Not to Use Experiential Teaching and Why Teachers May Choose NOT to Use Them.

Where do you use experiential strategies? How often?

If say “I use them every day!” I am not sure I’d believe you. And if it were true I’d not be sure how effective a teacher you would be and also would be wondering if you weren’t on intravenous when you got home.

These strategies will take a lot out of you!

So before we get all that much more deep into things experiential and particularly into simulation and role play let’s be sure of a couple of obvious and not so obvious tenets: (more…)

What Was Experiential Again?

What the word sounds like: experience. That is creating active participatory lesson segments that involve and actuate the participants to have an actual role in the lesson’s outcome.

So that that “Madison Avenue Flim-Flam” lesson so characterized by my long ago Fred Flinstone supervisor was exactly what I am referring to; i.e. “where students have an actual role in the lesson’s outcome.” As reminder, in that lesson, students “tried” a literary character as a traitor for having saved a Tory from tarring and feathering. The students decided Oliver Wiswell’s guilt or innocence! In fact the verdict varied from class to class and made for some good comparisons, I later heard, in the student cafeteria of all places. Think about it, students actually talking about their lessons and learnings over cafeteria pizza. (more…)