3. +
“It can’t be done!”
Readings, what can be accomplished between classes
Maymester course packet
Structuring class sessions
Teaching and assessment strategies for class sessions
Supporting acceleration: technology, writing center,
library
4. +
Course packet for Maymester
course
Syllabus (see policy), detailed calendar
Class meeting agendas
Detailed assessed assignment descriptions with
assessment tools
Detailed non-assessed assignment descriptions for
tasks outside of class
Strategies for success
8. Defining Each Phase
1 Concrete Experience 2 Reflective Observation
~ Having an experience, personal ~ Reflecting on the experience,
involvement seeking to find meaning
~ Carrying out an action, seeing ~ Understanding these effects to
the effect of the action anticipate what follows from the
action
3 Abstract Conceptualization 4 Active Experimentation
~ Drawing conclusions from the ~ Trying out what has been learned
experience
~ Applying through action in new
~ Understanding the general situation (leading to new concrete
principle(s) experiences)
9.
10. Instructional Activities
1 Concrete Experience 2 Reflective Observation
Labs Logs
Observations Journals/blogs
Primary Text Reading Discussion
Field work Brainstorming
Trigger Films Thought Questions
Readings Rhetorical Questions
Problem Sets
Examples
3 Abstract Conceptualization 4 Active Experimentation
Lecture Simulations
Papers Case Study
Model Building Labs
Projects Field work
Analogies Projects
Homework
16. + Benefits of Kolb’s Cycle
Usingtime to your
advantage, chunking class
sessions
Class
vs. homework,
campus vs. online
Diversity and engagement
Enhancing
all learning
approaches
Complements current
strategies, approaches
17. + Kolb & hybrid courses (option 1)
pus
c am
n
O
li ne
n
O
What concerns do you have about the accelerated format? How do you think the accelerated format influences learning? What expectations do you think students have of an accelerated course?
Experiential learning thus involves a, 'direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it.'
The learning cycle can begin at any one of the four points - and that it should really be approached as a continuous spiral. However, it is suggested that the learning process often begins with a person carrying out a particular action and then seeing the effect of the action in this situation. Following this, the second step is to understand these effects in the particular instance so that if the same action was taken in the same circumstances it would be possible to anticipate what would follow from the action. In this pattern the third step would be understanding the general principle under which the particular instance falls. The last step, according to David Kolb is its application through action in a new circumstance within the range of generalization.
The learning cycle can begin at any one of the four points - and that it should really be approached as a continuous spiral