Experiential Learning Level III: Developing and Adapting Curricula to Integrate Experiential Learning

1. Experiential Learning Level III: Developing and Adapting Curricula to Integrate Experiential Learning Advanced Training Power Point by: Martin H. Smith Lynn Schmitt-McQuitty

2. Goals • To introduce/reinforce participants’ understanding of the Experiential Learning cycle and Inquiry. • To apply the concepts of Experiential Learning and Inquiry to existing programs and activities.

3. Presenter Role • To provide an opportunity for you to share, think, and get involved in the learning process. • We feel responsible for 20% of the learning that takes place during this workshop. That leaves 80% of the responsibility in your hands.

4. Experience

5. Share • What are the characteristics of each model? • What are the benefits and drawbacks of each? • Which experience would benefit youth in your program the most? Why?

6. Experiential Learning is… Experiential education is not just about doing an activity. Experience becomes learning when it is pondered and reflected upon. This followed by determinations which are made about what to remember and utilize at a later time and in different contexts. By not encouraging this process of inquiry during “hands on” experiences, youth can be cheated out of skills that encourage them to be competent and capable. Being a true leader is about sharing your world view with the youth you work with as well as trying to understand their world view. Through collaboration of feelings during the sharing of experiences, we all expand our knowledge.” - Richard Ponzio & Sally Stanley 4-H CYD, UC Davis

7. Process: 5-Step Experiential Learning Cycle

8. Process: 3-Step Experiential Learning Cycle

9. Process:3/5-Step Experiential Learning Cycle

10. Process: Marek and Cavallo Experiential Learning Cycle

11. What is Inquiry? “Inquiry is a process that all individuals naturally use in approaching new situations and solving problems in life. By engaging in inquiry, …children…gain experience…that will improve their capacity to handle life situations and solve everyday problems.” - Edmund Marek and Ann Cavallo (1997)

12. Inquiry Includes • Active investigation; • Open-ended questioning; • Observing and manipulating (mentally or physically) objects, phenomena, and/or nature; and • The acquisition/discovery of new knowledge.

13. Inquiry and Science • Inquiry is what scientists do. • By experiencing science through inquiry, children learn how to be scientists. Students learn more than just concepts and facts about science, they learn the processes of discovering and establishing concepts and facts.

14. Inquiry and Children • Take responsibility for their own learning. • Improve their written and oral communication skills. • Develop problem-solving, decision-making, and research skills critical for lifelong learning. • Learn how to continue learning. (Note: This is the most important aspect of the inquiry approach .

15. Inquiry and Educators The inquiry approach: • Allows for cross-curricular applications. • Places a teacher in the role of being a facilitator of learning, rather than a disseminator of known information. • Allows teachers to learn more of who their students are, what they know, interests they have, and how their minds work.

16. Curriculum Development The Backward Design Model (Wiggins & McTighe, 1998)

17. “Curriculum Architects” What shapes the work of “Curriculum Architects”? What are the “design codes”? Life skills Content Standards Student Interests Developmental Levels

18. Purpose of a Curriculum • To bring about learning to meet a given, standard, interest, or skill.

19. The Backward Design Model – Step #1 • Begin with the identification of the desired outcomes – What do you want your audience to learn? • Determine “big ideas” that are essential for learning; focus on authentic experiences; address challenging concepts and skills; and make certain learners will be engaged by what you are asking them to learn.

20. The Backward Design Model – Step #2 • How will I know if my learners have learned? • Determine what evidence will show you if acceptable levels of learning (based on desired results) have occurred, and make this visible (e.g., informal checks, academic prompts, projects or skill-based tasks).

21. The Backward Design Model - Step #3 • Plan the activity! • This is usually done first, but by ascertaining the desired results and assessment tools before planning the activity, the “Curriculum Architects” are better able to know their learners, identify effective instructional methods, and determine materials and resources needed.

22. Walk this Way • By taking three steps “backward,” you will move the design, implementation, and effectiveness of your curriculum activities and programs forward.

23. Moving from curriculum users to curriculum designers • Use available curriculum, Check-Off list, Learning Cycle Handouts and the Backward Design Model to determine: • Does this lesson incorporate the elements of Experiential Learning? • Does this lesson model one Experiential Learning cycle over another? • Does this lesson incorporate the elements of Inquiry? • What changes need to be made?

24. Post-Training Survey: Experiential Learning Level III

25. Closing Quotes • Knowledge isn’t more information, it’s design. – David Perkins • The level above expert is learner. – Richard Ponzio

26. Prepared By: • Members of the University of California Cooperative Extension Science, Technology and Environmental Literacy Workgroup: • Steve Dasher, UCCE San Diego County; • Richard P. Enfield, UCCE San Luis Obispo County; • A. Michael Marzolla, UCCE Santa Barbara County; • Richard C. Ponzio, PhD, Department of Human and Community Development, UC-Davis; • Lynn Schmitt-McQuitty, UCCE Santa Cruz and Monterey Counties; • Martin H. Smith, Veterinary Medicine Extension, UC-Davis.