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Education Students and

Education Students and. Mary L. Jones, Ed.D. Building Confidence and Competence In Using Local Resources for Experiential Learning Curriculum Development. Experiences of Pre-Service Teachers Applying the XLearning Process in a Rural Community.

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Education Students and

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  1. Education Students and Mary L. Jones, Ed.D

  2. Building Confidence and Competence In Using Local Resources for Experiential Learning Curriculum Development Experiences of Pre-Service Teachers Applying the XLearning Process in a Rural Community

  3. Xlearning is a Perfect Fit for Cultural Curriculum Development South Dakota Teacher Certification Requirements • South Dakota Indian Studies INED 411 • Human Relations EDFN 475 • Both classes focus on groups of people, the impact of the groups on the past, present and future, and the need to maintain the cultural integrity of the groups in a classroom setting.

  4. Campus Participants • Undergraduate students enrolled in INED 411 and EDFN 475 during the 2012 spring semester • All were education students

  5. Community Support • High Plains Western Heritage Center – Spearfish, SD • Vore Buffalo Jump – northeastern Wyoming • Volunteers and staff from both facilities

  6. Campus Support • JaceDeCory – Assistant Professor of American Indian Studies – cultural advisor • Faculty from the BHSU School of Education and Behavioral Sciences – project evaluators • Staff from Center for American Indian Studies - project evaluator

  7. Process – Classroom Teacher/Community • Contacted Western Heritage Center (WHC) • Established expectations of the WHC Director as to the facility use for educational purposes • Developed a timeline for process including visits to WHC, due dates for research and project review, Local History Day presentations

  8. Process – Classroom Teacher/ Students • Basic introduction of process • Pre-Process evaluation of knowledge and experience • James Banks cultural curriculum model • Visited WHC and formed working groups • Research • Project • Presentation on campus and at WHC • Post-Process evaluation of knowledge and experience

  9. Gathering Data Students, Topic Experts, Teacher, Community Staff and Volunteers

  10. Process Evaluation • Process evaluation of knowledge and experience using a scale of 1-5 (strongly disagree –strongly agree) 1. I am not familiar with experiential design in curriculum development using local resources. 2. I understand experiential design in curriculum development using local resources. 3. I am confident in my ability to effectively develop and apply experiential design in curriculum development using local resources. 4. Additional comments

  11. Progress Reports Topic Group Members / In Progress / Completed / Next • Group leaders submitted the Progress Reports on specified dates • Required accountability for group members • Detailed progress, possible points of concern, and areas to assist group for the teacher

  12. Teacher Observation • Journal of observations in class and at WHC • Discussions with groups and individuals

  13. Interviews • Interviews with staff and volunteers at WHC • Interview with project cultural advisor

  14. Data Collection Results Pre-Process Student Evaluation

  15. INED 411 students EDFN 475 students I am not familiar with experiential design in curriculum development using local resources. Strongly disagree or somewhat disagree = 5 Neutral = 2 Somewhat agree or strongly agree = 18 • I am not familiar with experiential design in curriculum development using local resources. • Strongly disagree or somewhat disagree = 3 • Neutral = 1 • Somewhat agree or strongly agree = 20

  16. INED 411 students EDFN 475 students I understand experiential design in curriculum development using local resources. Strongly disagree or somewhat disagree = 15 Neutral = 3 Somewhat agree or strongly agree = 7 • I understand experiential design in curriculum development using local resources. • Strongly disagree or somewhat disagree = 20 • Neutral = 1 • Somewhat agree or strongly agree = 7

  17. INED 411 students EDFN 475 students I am confident in my ability to effectively develop and apply experiential design in curriculum development using local resources. Strongly disagree or somewhat disagree = 9 Neutral = 6 Somewhat agree or strongly agree = 11 • I am confident in my ability to effectively develop and apply experiential design in curriculum development using local resources. • Strongly disagree or somewhat disagree = 18 • Neutral = 4 • Somewhat agree or strongly agree = 2

  18. Pre-Process Summary • The majority of students responding to the survey were not familiar with experiential design or using local resources in curriculum development • The majority of students responding to the survey did not feel prepared to develop experiential learning curriculum • Some expressed positive attitudes about learning the process

  19. Starting the Classroom Process Introduction to James Banks and Applying Multicultural Curriculum Reform to XLearning

  20. Challenge of Curriculum Model • Based upon research by Banks, the majority of classroom teachers do not explore culture in-depth • Many cultural lessons are based on food, festivals and purchased generic material • Few challenges are presented for the students to immerse themselves in the culture

  21. Multicultural Education and XLearning Compatibility • http://www.edchange.org/multicultural/curriculum/steps.html • http://www.learner.org/workshops/socialstudies/pdf/session3/3.Multiculturalism.pdf • http://people.ucsc.edu/~marches/PDFs/Approaches%20to%20Multicultural%20Reform,%20Banks.PDF

  22. Challenge for BHSU Students • Education students were required to immerse themselves in a cultural topic that was inspired by a display at the WHC. • After a field trip to WHC, students formed groups based on like interests. • Within each group, four roles were chosen – Leader, Creative Director, Researcher, Writer • Roles were based on student self identified talents

  23. Research • Everyone in the group researched the topic but the Researcher was responsible for verifying the information, organizing the facts, and relating the information to the inspirational display at WHC • The Writer assembled the paper for group members and topic experts to review, edited and revised for final copy

  24. Project Development • With topic approval, groups choose a grade level or ability level for project • Ability levels were acceptable as the projects were for tourists as well as school groups • The Creative Director was largely responsible for this portion of the project development • The Leader submitted regular Progress Reports • The teacher regularly met with groups to review Progress Reports

  25. Peer and Topic Expert Reviews • Completed projects were displayed for peer review • Groups had one week to make changes before the topic experts from BHSU and WHC reviewed the projects • Groups had three to four days to make additional changes before projects were displayed at WHC as part of Local History Day Celebration

  26. Peer Evaluation

  27. Peer Evaluation

  28. Topic Expert Evaluation

  29. Topic Expert Evaluation

  30. Setting up and hosting the final projects at Local History Day

  31. Ghostownsthat flourished and faded

  32. Recording a Winter CountUsing traditional methods

  33. Can You Dig It? - The hazards and rewards of mining

  34. Star Quilts – Three levels of design challenge

  35. Lakota Games - Building skills needed for hunting

  36. Managing Pine Beetle Infestation in the Black Hills

  37. Using a drop spindle – processing wool

  38. Archeology – Using clues from the past to explore a culture

  39. Vore Buffalo Jump Permanent Display Researched and Designed by INED 411 Students

  40. Traditional Uses of the BuffaloPermanent display VBJ

  41. Traditional Uses of the Buffalo

  42. Pre – Process /Post – Process Evaluations

  43. INED 411 students EDFN 475 students I am not familiar with experiential design in curriculum development using local resources. Strongly disagree or somewhat disagree = 5/12 Neutral = 2/2 Somewhat agree or strongly agree = 18/4 • I am not familiar with experiential design in curriculum development using local resources. • Strongly disagree or somewhat disagree = 3/13 • Neutral = 1/5 • Somewhat agree or strongly agree = 20/5

  44. INED 411 students EDFN 475 students I understand experiential design in curriculum development using local resources. Strongly disagree or somewhat disagree = 15/2 Neutral = 3/3 Somewhat agree or strongly agree = 7/12 • I understand experiential design in curriculum development using local resources. • Strongly disagree or somewhat disagree = 20/3 • Neutral = 1/3 • Somewhat agree or strongly agree = 7/17

  45. INED 411 students EDFN 475 students I am confident in my ability to effectively develop and apply experiential design in curriculum development using local resources. Strongly disagree or somewhat disagree = 9/3 Neutral = 6/0 Somewhat agree or strongly agree = 11/14 • I am confident in my ability to effectively develop and apply experiential design in curriculum development using local resources. • Strongly disagree or somewhat disagree = 18/3 • Neutral = 4/4 • Somewhat agree or strongly agree = 2/16

  46. Post-Process Evaluations Summary • The majority of the students responding to the survey did understand the theory of experiential design. • The majority of students responding to the survey did feel more confident and competent about finding and using local resources to develop experiential learning curriculum.

  47. Post-Process Comments • I don’t think experiential learning is a very effective method. The work can be done but it isn't worth it as a teacher or a student. • I have enjoyed working on this project. I didn’t like parts of the group project activity. I think this is an extremely beneficial technique – learning and teaching. • The process was a journey but a rewarding one.

  48. Post-Process Comments • I learned lots from doing a project and sharing it with the community. I learned how to improve over and over, which hopefully improved the overall clarity and historical/contemporary learning outcome. • This will be very helpful as a future educator. • I feel more comfortable with this material now than I did at the start of the class, but I still do not feel fully confident.

  49. Post-Process Comments • This was a very enlightening project. I thoroughly enjoyed all aspects of working on the project, with the exceptions of a few group difficulties. • I am learning a lot. Enjoyed learning about outside research material. • Beginning to see and get how this works. Not too confident yet.

  50. Teacher Observations • Initial confusion and a frustration about the new topic • Interest and excitement built during the visit to WHC • Group selection went well but in both classes there were students “left over” and they formed their own groups by default • More commitment by some individuals than others in a group

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