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Experiential education and community building
- 1. Experiential Education in Classrooms, Skillfest 2016 Nisha Aditya With the help of a lot of others!
- 2. Play For Peace Core Values: 1. Inclusion 2. No Competition 3. Emotional and Physical Safety (rules,no correct way) 4. Role Model 5. Fun! Khel Se Mel – Documentary on YouTube -23 minutes (English Subtitles)
- 7. Safe Learning Environment & Group development Classroom Management Designing Experiences Processing Agenda / Objectives
- 8. What are some of the challenges we,as teachers,face in our classes?
- 9. Challenges a teacher faces in a class Different types of learners Differentiated teaching,diverse learning experiences Acceptance of special needs and gifted children Belongingness,IEPs, differential learning, expertise Handling the naughty ones Everyone is meaningfully engaged Balance between conflicts and academics Collaboration, both becoming the curriculum Time to give experiences and covering the content No time to follow the children’s lead Should be a norm,should be a part of the school culture Not expressing in writing,in spite of knowing – how do I assess and justify a ‘C’ Assessing in multiple ways – diverse methods, Writing wonderful answers,changing the exam pattern Attention span Focused students Children refusing to do things,some keep doing – we are too cool for this! Children participating – 100%
- 10. Safe Learning Environments P hysical Safety I ntellectual Safety E motional Safety S ocial Safety = Community In genuine community there are no sides. It is not always easy but by the time they reach community, the members have learned how to give up cliques and factions. They have learned how to listen to each other and how to not reject each other. Sometimes consensus in community is reached with miraculous rapidity. But at other times it is arrived at only after lengthy struggle. Just because it is a safe place does not mean community is a place without conflict. It is, however,a place where conflict can be resolved without physical or emotional bloodshed and with wisdom as well as grace. A community is a group that can fight gracefully – Laurie Frank
- 13. Cooperation Stage – Leader • Put ups/put downs, Hidden agendas, Active Listening, Mixing, Perspective Taking • Takes care of confusion,along with anxiety. • Students try to make sense of their environment. Anyone walking by the classroom would see the teacher directing the activities. • Active leadership role. Leadership is welcome. First Day • The students are seen making sure what they are ‘supposed to do’. • At this point,the teacher is seen as the expert. • Playing,Getting to know each other,Challenge by Choice,(Today’s PfP)
- 14. Scenario 1 Two benchmates are often getting into fights and it’s disturbing the entire class.
- 15. Scenario 2 • Let’s all decide a topic and see what the teacher actions looks like in this stage. • In your lesson plan,how will the following elements look? - Group Work - Instructions - Assessment
- 16. Trust Building Stage - Guide - Making mistakes,trustworthiness,Empathy,Risk Taking, Physical and emotional - Power shift begins. - Still in charge of PIES safety.Taking help of the Contract. - Expression and class vocabulary – Nexta Hungra - Opportunities to students to make decisions -walks - Processing is important during this phase -reflection journal - Spotlight activities,Blindfold activities,Risk Taking
- 17. Problem Solving stage - Mentor - Decision making,Group Goals,Taking Turns,Leadership, Conflict Resolution - Process observer. - Sometimes a well-placed time-out for an observation from you is all your students need in order to refocus. (Rule of Loud Example) - Sharing observations - Helps make students aware of strategies they may not have known about before. (new stuff) - Academic Content (Energy Audit),Problem Solving Initiatives
- 18. Challenge Stage - Consultant • Individual goals,Stating needs,Support,getting over fears,Success / failure • An equal part of the community – approval of leave • No longer the sole expert • Can offer connection to the larger picture and offer suggestions • Students can choose to take your advice or not. • Encourage independence. Challenge by Choice. • Handle the meta-data. • Community work,Outdoor experiences,Presentations and projects
- 20. Diagnose Intentionality Why? Academic / Life skills / Specific With Who? Needs of the Group When / for how long? Year / Week / Month / One time Where? Space constraints
- 21. Design • Experiential Learning Cycle • Brain Body Elements
- 22. Bodybrain Compatible Elements Movement Collaboration Meaningful Content Adequate Time Mastery with Application Absence of Threat Enriched Environment Choices Immediate Feedback © 2010 Susan Kovalik, the Highly Effective Teaching (HET) Model • www.theCenter4Learning.com
- 23. Deliver • Invitational Education Theory (Purky and Novak,1989) • As designed
- 24. I want my happiness. I want happiness for the other. The other wants his / her happiness. The other wants my happiness. I am always able to make myself happy. I am always able to make the other happy. The other is always able to make himself / herself happy. The other is always able to make me happy.
- 26. Assumes that: -People are always motivated. - People choose their behaviour,and that they do the best and safest things they can from their perspective at the moment of acting. Invitational Education Theory Invitation Education Principle
- 27. TRUST - An invitation is an opportunity to build trust. - To be inviting it is necessary to trust the process. - Trust is based on the memory of invitations sent,received and acted upon successfully. - As trust develops,so do the nature of invitations. INTENTIONALITY -An invitation is never an accident.It’s a choice made; a choice someone took. - Some people Wish,others Want,successful people Invite - Good intentions are not always good Invitations. - When the opportunity is ripe,Invite; there may never be another chance. Invitation Education Principle
- 28. OPTIMISM -Human potential is always there,waiting to be discovered and invited forth. - To be INVITING in a disinviting environment is to change the environment. -Challenges,problems,‘impossibilities’ may be invitations in disguise. RESPECT - The price of any invitation is respect for the other person’s right to say NO Invitation Education Principle
- 29. Debrief (Processing) • Intentionality • Experiential Learning Cycle • Processing
- 32. 3 personal keywords 1. Trust the process 2. Self-facilitation 3. Relationships
- 33. References: • Journey Toward The Caring Classroom, By Laurie Frank • Article ‘Creating Safe Environments’ – Trimiti Newsletter on Mental Health – Aditya and Nisha (2014) • Content from Diploma in Experiential Education and Practice by Vishwas Parchure (www.vishwasparchure.com)
- 34. Thank you! We are copyleft. For any material that you need, Pebble Creek Life School, Hyderabad Contact us at: adityamv88@gmail.com 9960874710