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 the ‘Process approaches to learning’ Category

The Grand Finale

You’ve been able to “herd the cats”. You have monitored and adjusted against the students’ needs and your own instructional / learning needs. Students have engaged well and have followed the flow-process of the simulation and now you are able to bang the drums for the great crescendo, the Grand Finale.

Let’s talk about this. How did you design the simulation to end?

MATHEMATICALLY? That is, you fashioned a process that inexorably leads the simulation to specific conclusions. For example, Cutthroat, a Simulation of the Industrial Revolution, uses a Supply and Demand graph that dictates how many cars the Automobile Companies can sell at the price they set. A profit chart helps the companies decide whether they made money to sustain themselves. Computer simulations are even more complex about this approach. They will have logarithms that will determine the outcome along the flow of decisions made and not made. (more…)

Pulse Taking the Process: Managing the Magic

Finally! The simulation is in motion. You’ve

– set the model

– set the roles

– identified the tasks

– demonstrated the process

– connected it to the students’ learning needs and expectations

And now the students take charge of their own learning . I guess that means that you can “go home” or do a crossword puzzle at your desk. (more…)