MDDE 612 - Experiential Learning
Program Competencies
1. Problem Solving, Analysis, & Decision Making
1.1. Recognize problems
1.2. Define the aspects of problems
1.3. Formulate questions
1.4. Find and access information
1.5. Critically evaluate the relevance of information for a given situation
2. Instructional Design & Development for Equity
2.1. Critically analyze and discuss the implications of personal perspectives and epistemological orientations for the teaching-learning process
2.2. Appropriately apply systems theory and systems analysis techniques to instructional design situations in distance education
3. Communication Technologies and Networking
3.1.Use a variety of communication and document-sharing tools to create, reflect, and communicate with others
4. Communication & Interpersonal Skills
4.1. Write clearly and in a style appropriate to purpose (e.g. assignments, essays, published documents, and theses)
4.2. Construct coherent arguments and articulate ideas clearly to a range of audiences, formally and informally, through a variety of techniques and media
4.4. Support the learning of others when involved in teaching, mentoring, moderating, collaboration or demonstration activities
4.5 Provide critically constructive and meaningful peer feedback
4.7 Demonstrate effective design, delivery and critical evaluation of presentations, computer conferences, or seminars
5. Research
5.1. Identify what constitutes authentic, evidence-based research, for, and by whom
5.6 Critically review literature both broadly and in-depth
6. Management, Organization and Leadership
6.4. Make considered recommendations regarding the selection of appropriate learning technologies and assure that these selections meet organizational and ethical needs
6.6. Manage workload, other commitments, and information needs within time and structural constraints (in both personal and team management situations).
Reflection #1
As we worked through this course, we had to keep weekly journals reflecting on "true reflective thought". It was through a book called "Why Reflection Matters" by Rose, 2013 (5.6). It challenged me to ask myself how do I use "true" reflective thought as needed to give me a deep analysis and understanding of my experiences, my actions, and how it affected my personal outcomes to "foster personal and professional growth" (Rose, 2013) (4.4) It required me to "dig deep" in critical self-examination, how open I was to new perspectives of learning?
I came to the realization of reading Rose that it provided me with some insight on the terms “reflection” and “reflective practice” both of which have become more popular now in my career in my professional learning. I go to these two directly because I had never really thought of there being a difference between the two. The reflection process provides me time to process the material of learning and link to previous ideas. It was be a quick, daily decisive decision most often on the drive home, on how my day went. Did that lesson work? Would I continue that lesson or will I choose to tweak or now change it as I go (4.2). Occasionally in my professional development, I have had the opportunity to think reflectively in my own practice however, at times with no real time to reflect, a lot of my reflective practice can take place on the fly. I may not always write it down or document it for others to see but I do make sure I do some form of it during my learning.
To me, it means that "True" reflection in practice stays fluid and may or may not always work in my favour. It may not even remotely work in the delivery process to my students. Prediction is what I choose to add to my reflective practice. It is the act of “a thing predicted; a forecast”. How I predict my lesson will turn out will not always go the way I planned. Allowing me the flexibility in my reflective practice when something isn't working gives me the autonomy I need to modify, perhaps change the pace of the lesson, and back up, pause or change gears (1.5). Unfortunately at times, finding time for reflection during busy schedules can be challenging but needed to enhance meaningful professional practice.
The challenge or perhaps the surprising downfall of my reflective practice is that once the “reflect in action” occurs (which usually happens in a mental checklist) I can check it off as successful or not quickly figure out why it didn’t work and change it for next time. Reflection on action for me unfortunately does not occur very often. In fact, very seldom will I revisit my reflection once it has been quickly assessed. When my brain switches off at the end of a teaching day the only thing going through my mind is what I need to do that evening to ensure someone is making dinner (was it my turn tonight?). What laundry needs to be done and how I am going to get the time to "work out" at the gym before I go to bed (6.6).
As I kept a journal for this course, I have been more cognizant of my own personal practice by trying to have a continued understanding of the difference between reflection-in-action and reflection "on action" (5.6). As an educator, I spend most of my time in reflection in the "action stage". I would change and alter my lessons on the fly based on my reaction from my audience (in most cases Grade 8 students). I could use the “in the moment” to switch things up. Based on the observation I can see if the students are able to interpret the information. I can use smaller assessments in order to gauge their learning through application of knowledge.
For me, reflective practice encouraged me to take responsibility for my actions and decisions. It has helped me increase self-awareness and understanding my personal strengths, weaknesses, and areas for improvement both in my personal life and professional career. It has helped with my communication skills and I have a developed a sense and feeling of accomplishment and personal growth, which in turn, helps reduce stress.
References
CAST. (2018). Universal design for learning guidelines version 2.2. UDL Guidelines. https://udlguidelines.cast.org/
Kolb, A., Kolb D., Passerelli A., & Sharma, G. (2014). On becoming and experiential educator: The educator role profile. (pdf)
Rose, E. (2013). Why does reflection matter? In On Reflection, (pp.17-36). Toronto: Canadian Scholars’ Press Inc. (Course text)
Introduction - The "Why" in this course
In this course, we were introduced to experiential learning (EL), which is reflecting on "my" learning (not an easy task). Throughout our weekly forums one of our critiques was investigating Kolb’s model and what different learning styles does it support. I quickly found out that this model had various factors that can influence a person’s preferred style such as cognitive abilities, their social environment, and past educational experiences. Additionally, through readings we had to become familiar with true "reflective learning", through communities of practice, and learning situations.
When I first started this course, the very first learning piece brought us to an uncomfortable position of asking us to write two to three pages on our understanding of experiential learning based on our initial readings and previous experience with the concept. This was difficult for me. As and educator you just do what you know (i.e., daily planning of curriculum, differentiated instructions, scaffolding learning based on needs, getting to know your leaners) but never before did I have to really reflect on the "How" I was delivering those fundamentals in my classroom. I knew going into this course it was going to weigh heavily on reflecting on my own educator role and a more reflective piece. I had to look into clarifying my role as an teacher and how I support my students their learning. I also allowed me to review my educational philosophy, my teaching style, the goals I set for my own learners, and the practices I use to promote learning. This initial process of these questions, was to gain a better understanding of me being able to match my teaching and learning style to a learning theory. I chose Kolb' s theory and the direct link to experiential learning (EL) and the impact of that in my classroom.
For example, in our fractions unit, instead of using a textbook, I presented fractions using various methods, such as: visual pie charts, fraction bars on the walls of our classroom. I provided an interactive online tools program such as Khan Academy or IXL that was able to difficulty of problems based on the student's learning needs at that time. I incorporated a "flipped classroom" ideas explaining fractions as a pre-class preparation: Each night on Google Classroom students were assigned materials to review independently at home that sparked pre learning skills. We were also very tactile in our learning, We created hands-on activities with physical objects such as pizza cutting or fraction tiles. By using these tools, educators can create a more dynamic, personalized, and effective math learning experience that showed in Post diagnostic assessment stages.
Reflection #2
The first assignment required us to look at Kolb’s theory and then apply it to experiential learning (1.4). Using the course readings, our forum discussions and other articles we had to discuss an overview of Kolb’s ELT. We then had to look at major influences on Kolb’s theory, provide a solid critique of this theory and then apply it to Experiential learning (EL) and how Kolb's theory was applied in my own practice or context in education (1.5).
I chose Kolbs theory because it is a model designed to help people learn from their experiences. As an example, Kolb's theory and UDL in my classroom combined would be a Concrete Experience (CE). An activity: Our field Trip to Sudbury Science Centre. UDL Principle: Multiple Means of Engagement: Provide options for students to engage with the environment. This activities enable hands on tactile physical materials, manipulation of objects, and engagement of the senses, providing a tangible and visible outcome (The Constellation room). The nature butterfly gallery. It also provided an opportunity for a hands on one-of-a-kind experience with butterflies.
Reflective Observation (RO). An activity: Reflective Journaling and Group Discussions. We concentrated on math reflective journalling. Throughout the year after each new math lesson to a unit. It enabled students to make connections across mathematical ideas, see and use and experience a different variety of strategies, monitor and reflect on processes that were easy, ones to work on, and some still to tackles for understanding.
Abstract Conceptualization (AC) An activity: Research and Concept Mapping. UDL Principle: Multiple Means of Representation: Provide resources in various formats—texts, videos, infographics, flipped classroom learning (watching before coming to class) and interactive websites about cells (Grade 8). The the students had to create an animal and a plant cell, explain the function and provide labelling and details.
Active Experimentation (AE). An activity: Designing and Conducting a Mini-Experiment. UDL Principle: Multiple Means of Engagement: Allow students to choose the focus of their experiments—water testing in different temperatures (Freezing, heat expansion)
I chose this course because it was the first time I had to apply a theory (Kolb's) specifically to experiential learning. I focused my reflective piece and connections to Universal Design of Learning (UDL) that avoided the 'one-size fits all approach'. I also chose UDL because it is a learning framework that when used with students ability to learn something from a past experience or prior knowledge resulted in a positive effect on both instruction and student engagement in the teaching-learning process (4.1). Combined experiences such as our field trip to Sudbury Science North boosted creativity, sparked interest to learn more about one particular subject, and assume responsibility for their learning.
The experiential learning (UDL) allowed for my student to increase their engagement and motivation, by providing rich experiences that support students to understand what they learn, in hopes that my students are more likely to increase their levels of positivity and creativity (4.4). I wanted to provide real-world connections to my students to connect their learning to their communities, and to the world beyond. Our experience at Science North was a learning process, not a “rigid” experience as it remained fluid and flexible so we were able to take that knowledge back to the classroom and do extension activities such as videos that required large group classroom (6.4). Both Kolb’s and UDL model supported to think about the learners experiences through investigation, prior knowledge and create a positive learning experience for them (2.1).
In conclusion, as an educator, I am constantly trying to find new pedagogy that prompts passion for learning and supports my students to learn to the best of their ability. Kolb's theory combined with UDL includes a “learn by doing,” approach, applying knowledge to experience in order to develop skills or new ways of thinking. They become more adaptable as they learn to apply their knowledge to various new learning situations.
