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More than just reading what to do, students need to experience what to do in real-world settings and simulations, to make informed decisions as they plan and prepare for success in college and careers, and to develop those crucial 21st century learning skills needed for success in any career pathway. Join us for this webinar of research and discussion about experiential learning, including peer-to-peer learning and mentoring to increase student motivation, exploration, collaboration, and application of real-world skills.
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ALL Management Corporation ©2014 2/18/2016 ALL Management Corporation ©2016
Middle Grade Engagement: Experiential Learning for Real-Life College and Career Readiness Skills
“The most lasting learning comes through direct experience and interaction with the intellectual, social, and physical environments.”
(Active Learning in the Middle Grades, 2015)
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Introduction
Engaging Practices
Inquiry Process
Project-Based Learning
Experiential Learning
Career and College Connections
“I hear and I forget. I see and I remember. I do and I understand.”
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Young Learner in Action
(Maya Penn: Meet a Young Entrepreneur, Cartoonist, Designer, Activist TEDWomen 2013_http://www.ted.com/talks/maya_penn_meet_a_young_entrepreneur_cartoonist_designer_activist)
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Inquiring Minds
Elements of Powerful Learning
• Student-Centered – aligned with student interests, needs, assets, lives
• Ownership – empowered to shape own learning outcomes; autonomy, voice, leadership
• Experiential – real-world authentic experiences; relevant, interactive, thought-provoking
• Out of Comfort Zone – students take risks outside of established areas of competence
• Multifaceted Support – formal and informal support systems; engaging and supportive
learning environment, community resources, tapping into peer cohorts and peer learning
• Reflective – review of experiences, contemplate successes and challenges, growth mindset
(Developmental Characteristics of Young Adolescents, 2014)
Young teens learn best when they feel positive about the learning process, experience strong connections with others, and perceive value in the task.
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Inquiring Minds
Elements of Powerful Learning
• Teachers treat knowledge as something to be constructed, investigated, and disputed.
• Teachers model open-ended inquiry, evidence-based reasoning, and processes for solving non-routine problems.
• Teachers set up instruction so students learn to collaborate with and lead peers in productive ways.
• Students set personal learning goals in the context of authentic real-world tasks.
(A New Era of Education Reform: Preparing All Students for Success in College, Career and Life, 2010)
Students are more likely to develop motivation, perseverance, and self-regulation when given opportunities to become self-directed learners,
and when they are provided instruction responsive to their individual needs.
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Inquiring Minds
Elements of Powerful Learning
(Glen Waverley Secondary College 21st Century Skills, 2016) (P21 Framework for 21st Century Learning, 2016)
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Inquiring Minds
The Inquiry Process
1. Question – ponder ideas; connect interests, prior knowledge, real world
2. Plan – decide on driving question, make predictions, plan approach, gather resources
3. Investigate – research, experiment, produce
4. Report – analyze and interpret findings, share and explain results
5. Reflect – review learning process; consider new questions; apply knowledge
(Teaching and Learning Strategies: Inquiry-Based Learning, 2016)
Question what to do. Plan what to do. Investigate to discover answers. Report what happened. Reflect on what happened.
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In-Depth Exploration
Project-Based Learning
• Empowers students to investigate important ideas and questions.
• Framed around the inquiry process.
• Differentiated according to student needs and interests.
• Driven by student independent production and presentation.
• Requires use of creative thinking, critical thinking, information skills.
• Connected to real world and authentic problems and issues.
(Project-Based Learning: Inspiring Middle School Students to Engage in Deep and Active Learning, 2009)
PBL is a student-centered approach that occurs over an extended period of time,
during which students work collaboratively to select, plan, investigate, and
produce a product, presentation, or performance that answers real-world questions.
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In-Depth Exploration
Project-Based Learning
Present a Real World Problem That Students Can Connect
Set the Parameters
for Completing the Project
Provide Consultation
Input/Feedback
Final Product Share, Reflect,
Assess
Model Inquiry Process and New Skills
Provide Scaffolding of
Support
Projects
START with a driving
QUESTION Students
INQUIRE
Students have
VOICE and
CHOICE Students learn as they
NEED TO KNOW
Students
REVISE
and
REFLECT
Students
present to an
AUDIENCE
(Project-Based Learning: Inspiring Middle School Students to Engage in Deep and Active Learning, 2009)
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In-Depth Exploration
Experiential Learning
(Opportunities for Skill Building: Experiential Learning Model, 2014)
Do the activity before being told or shown how.
Describe the experience and/or reactions.
Reflect about what happened; discuss the learning process.
Relate the experience and utilized skills to everyday experiences.
Apply what was learned to another situation or activity.
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Real-World Experiences
Maya’s Computer Experiences
Experiential Learning
1. Took apart an old computer.
2. Put the computer back together.
3. Learned how a computer worked from inside out.
4. Spurred greater curiosity to expand computer skills.
5. Built her own website. Learned computer programming.
Inquiry Process and PBL
1. Faced with the problem of a computer virus.
2. Considered the meaning of “virus.”
3. Spurred creative idea of animated virus characters.
4. Created her own animated series about virus characters.
5. Produced and shared her animated series with audiences.
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Real-World Experiences
Career and College Connections
(Ready for College and Career: Achieving the Common Core Standards and Beyond through Deeper, Student-Centered Learning, 2014) (Creating a Collaborative Career Development Program for Middle Grades Students, 2010)
• Student-centered learning approaches create the ideal conditions for students to acquire and practice the knowledge, skills, and behaviors needed for future success.
• During the middle grade years, students need the opportunities to gain greater self-awareness, access to information about college and career options, and develop skills and competencies to make informed decisions about their future.
• Students need to be able to take what they have learned in school and apply it to other situations, including college, the workplace, home, and communities.
Preparing middle grade students for their future requires challenging them with real world problems and contexts.
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Real-World Experiences
Career and College Connections
Tapping into Student Interests, Needs, and Lives through Experiential Discovery:
Baseline for Inquiry - Have students visit local places and communities, to quietly
take notes about what they observe, what in particular captures their attention,
questions they have about what they see and hear, and prompting them to
speculate about how it ties into their own future – their part of the big picture,
possible issues and dilemmas they might face, and what they’d like to change.
Partnering with professionals in career pathways to provide authentic learning experiences for students in the middle grades can increase motivation, engagement, and depth of learning.
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Prompt for Inquiry
Real-World Experiences
Question 1:
What are some other ways to tap into student interests, needs, and lives
as a baseline for inquiry?
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Prompt for Inquiry
Real-World Experiences
Question 1:
What are some other ways to tap into student interests, needs, and lives
as a baseline for inquiry?
TV shows
Social media
Hobbies and extracurricular activities
Observing their choices during free time and lunch time
Student interest inventories, journal entries, conversations
Virtual online shopping to see what “top three items” they choose
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Real-World Experiences
Career Connections
(Career & College Clubs, 2016)
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Real-World Experiences
Career and Lifestyle Connections
(Career & College Clubs, 2016) (The Game of Social Life: An Assessment of a Multidimensional Poverty Simulation, 2015)
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Real-World Experiences
College Connections simulations and immersion
(Career & College Clubs, 2016)
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Real-World Experiences
College Connections simulations and immersion
(Career & College Clubs, 2016) (Facilitating College Readiness through Campus Life Experiences, 2014)
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Engaging Exploration
Real-World Experiences
Question 2:
What career and community themes would be relevant and meaningful
for your students to experience in planning for their future?
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Engaging Exploration
Real-World Experiences
Question 2:
What career and community themes would be relevant and meaningful
for your students to experience in planning for their future?
Keep in mind the big picture: Beyond providing individual students with motivation to go onto postsecondary education and career training, it’s about having these young minds help redefine the problems we are facing today, and in a few years, with some acquired skills, working with us to solve them.
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Discussion
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Conclusion
Karen Hall Education Coordinator Career & College Clubs
(310) 242-8809 [email protected]
www.careerandcollegeclubs.org
Next Webinar: Middle Grade Engagement: Elevating the Expectations and Outcomes of At-Risk Students
Webinar On-Demand: http://careerandcollegeclubs.org/webinar-series/