EXPERIENTIAL EDUCATION

1. EXPERIENTIAL EDUCATION Quality assessment & assurance and the new paradigms in education Ferre Laevers – Julia Moons Centre for Experiential Education University of Leuven - Belgium

2. Theme 1 Beyond the process: how outcome can guide practice

3. Quality at the level of the output OUTPUT objectives outcomes CONTEXT means principles PROCESS   competencies

4. EFFECTS objectives outcomes  Emotional health / self-esteem  Exploratory drive  Competencies & life skills  The basic attitude of linkedness 

5. The new paradigm: ‘competency based learning’ • The output of education questioned • Competencies are life-skills • not the learning is the point, but how to use it

6. Tackling complex situations “Here is a parcel that has to be developed as a parking place for a supermarket. Design a layout for this section that allows a maximum of cars to be parked.”

7. How long is the hallway?

8. The new paradigm: ‘competency based education’ • The output of education questioned • Competencies are life-skills • not the learning is the point, but how to use it • Competencies are complex entities • Integrate skills, insights, attitudes, praxis • Bloom’s taxonomy revisited [from reproductive learning to problem solving & evaluation] • The multiple intelligences • The concept of ‘implicit learning’

9. The new paradigm: ‘competency based learning’ • ‘Stealth education’ & computer games Will the education system be bypassed?

10. The key question HOW CAN WE CHANGE THE PROGRAM INSTEAD OF ADDING NEW FILES AGAIN AND AGAIN?

11. Mental schemes Reality

12. Developmental domains • Gross motor development • Fine motor development • Expression through arts • Expression through language • Understanding the world of objects • Including technology • Understanding the world of people • Including social competence • Logical mathematical competence • Self-organisation & entrepreneurship

13. 1 Gross motor development [level 5] Shows excellent physical skills for his/her age, demonstrated in a broad range of situations where movement is required. It is a pleasure observing his/her movements in space: supple and graceful, purposeful and with efficacy, in an adjusted pace, rhythmical, readily reacting to changes and signals. Picks up new patterns of movement very easily. [Process-oriented child monitoring system]

14. The concept of ‘deep-level-learning’ • An holistic approach • far from a checklist of isolated skills • grasping the essence • covering all age levels

15. 2 Fine motor development [level 5] Is very skilful in handling objects and tools: is able to perform complex operations fluently and with precision. Masters a broad range of manipulations. Has an excellent co-ordination of hand and fingers, detached from the rest of the body. Easily picks up new patterns of movement. [Process-oriented child monitoring system]

16. The concept of ‘deep-level-learning’ • An holistic approach • far from a checklist of isolated skills • grasping the essence • covering all age levels • speaks to the imagination • gives a sense of direction • a source of inspiration for the creation of a powerful learning environment

17. REFLECTION: identify the developmental domains adressed in this activity (the cognitive load) Blackboard

18. Developmental domains • Gross motor development • Fine motor development • Expression through visual arts • Expression through language • Understanding the world of objects • Including technology • Understanding the world of people • Including social competence • Logical mathematical competence • Self-organisation & entrepreneurship

19. De fluteplayers

20. 3 Self-organisation & entrepreneurship [level 5] Is able to manage him/herself well: knows what (s)he wants, can set goals, can engage into action without delay and achieve a good result. Does not give up at the first obstacle and can persist. Can step back and work strategically. Is able to exploit various possibilities and adapt to changing circumstances. Is not ruled by the surroundings, but actively determines the group’s course together with others.

21. Self-organisation Self-organisation is the ability to manage oneself and reach the highest possible quality of life by exploiting the available possibilities which are present in ones surroundings. This competency contains (1) will-power (being able to commit oneself), (2) being able to make choices and set goals, (3) thinking up scenarios for actions and executing them and (4) being able to step back. …the art of living

22. REFLECTION: identify the developmental domains adressed in this activity (the cognitive load) Clay

24. Developmental domains • Gross motor development • Fine motor development • Expression through visual arts • Expression through language • Understanding the world of objects • Including technology • Understanding the world of people • Including social competence • Logical mathematical competence • Self-organisation & entrepreneurship

25. Make every developmental domain in a powerful way represented in the learning environment for every and each child

26. The concept of ‘deep-level-learning’ • An holistic approach • Valuing the ‘intuitive intelligence’ • results on maths at the age of 13

28. Who are the best engineers?

29. Policy with regard to output [1] • Help teachers to grasp the essence of the developmental domains [capacity building] • Make accountable for ‘effort’ not for ‘outcome’ • are all developmental domains represented in children’s activities? • is the level of involvement sufficient to expect deep level learning? • Develop a positive approach to evaluation in settings and schools: valuing talents

30. REFLECTION: identify the developmental domains adressed in this activity (the cognitive load) Baby tubs

31. Policy with regard to output [2] • Use ‘national’ testing for inspiring feedback • periodic sounding testing [on a large sample] • the broad range of capacities • emotional health / exploratory drive / belonging • life skills: social competence / entrepreneurship • Invest in educational research in which a variety of models are developed and tested • comparative study of models • in a pre- and posttest design

32. Theme 2 Developing an effective strategy for quality improvement

33. QUALITY IN CARE AND EDUCATION CONTEXT means principles EFFECTS objectives outcomes PROCESS   INVOLVEMENT WELL-BEING

34. The Leuven experience[Project fundedby Kind & Gezin]…

36. Offer of activities Adult style Organisa-tion CONTEXT FACTORS Group climate Room for initiative Well-being Involvement FACTORS IN THE CHILD CIRCOMSTANTIAL FACTORS

37. Results [1] how much well-being?

38. What should we get at least?

39. Results [2] how much involvement?

40. Results [3] variation in involvement Mean score for involvement at the level of the setting[total: 389]

42. 21 classes, 5 half days observation in a year (100 episodes per class) Low Very low Moderate [Research project Equal Opportunities]

43. Ester Evolution in WB and INV[Ester]

44. The status of the process variables • A measure for the POWERof the learning environment – NOT a child characteristic • Contain key information to improve quality • immediate feedback • the shortest way to interventions • tell who takes advantage of our efforts and who doesn’t • Stand above any educational model / innovation • A common base for the entire educational system  why not install a follow up system from 0 to 18 yrs?

45. Empowering early years practitioners to improve the quality of provision Colleen Marin

46. Context: Public Service Agreement (PSA) “To promote the physical, emotional, social and intellectual development of young children so that they flourish at home and at school.”

47. Public Service Agreement Target 1) To improve the outcomes for children

48. Public Service Agreement Target 2) Reduce the outcomes gap between the areas of high social deprivation and the rest of Kent

49. Settings Involved • 175 settings in total in the 3 areas • 68% took part voluntarily • 119 settings in total • 2,081 children

50. Training & Implementation of Project • All advisers were trained on use of Leuven system • All settings received 4 sessions of Leuven training • All settings received: Leuven handbook, Video of Ten Action Points, Box Full of Feelings and a pack of 20 children’s books which supported exploration of feelings