Organization of the educational process on the basis of experience...

Organization of an educational process based on experience

Another effective learning idea is learning based on the (experiential learning) experience. The "learning-by-experience" cycle was first proposed by John Dewey, then his idea was developed by David Kolb, who formulated the model of learning from experience in the 80s of the last century. Model D. Kolb (David A. Kolb) and his colleagues from Case Western Reserve University assumes the cyclicity of training. The learning cycle begins with the learner's involvement in a special kind of experience. The learner reflexes about this experience from different points of view, trying to find its meaning. Based on the results of reflection, he deduces logical conclusions (abstract conceptualization) and can add to his own conclusions theoretical constructions. These conclusions and designs direct decisions and actions that lead to a new concrete experience. Not every experience guarantees training.

In order to learn from your own experience, you need to relate it to theory in order to understand what the next time requires improvement. After doing such an analysis, you should do the "parsing". At the same time mistakes are considered as something inevitable and even valuable. Failure is considered normal if you can draw conclusions from it. In practice, these learning conclusions need to be given enough attention. Theoretical analysis can be carried out with the help of a discussion that lasts no more than 10 minutes. But the analysis of practical experience may require a longer time. Such a process is cyclical. The trainee can start the cycle at any stage, but these steps must be carried out in a certain sequence:

- getting a specific experience;

- a review of the experience gained;

- the relationship of experience with theory;

- planning to get a new experience.

Consider each element of the loop separately. The experience can be taken from the real practice of pedagogical work. Getting experience through imitation of "real conditions" in fact, less efficient, for example:

- Monitoring the work of an experienced teacher (live or on video).

- Analysis of a specific situation (For example, trainees discuss an emergency in the organization.)

- The trainees discuss each other's experiences (For example, discuss the experience gained in practice using a diary, portfolio or journal with entries.)

- Simulation and role games (For example, students play a conflict situation among students, the game involves teachers and parents.)

- Blitz-simulation games (For example, nurses work with computer simulations of the resuscitation process.)

- Demonstrations (For example, trainees observe a teacher's experience in a chemical laboratory.)

In order to learn the effective psychological and pedagogical interaction of the participants in the educational process on the experience gained in intensive study, it is not enough simply to "survive" this experience, and then move on. Unfortunately, many in practice do just that, that is. Do not analyze, understand the experience, do not ask themselves and others: what exactly happened? what are the consequences or causes of what happened? Some carry out a reflexive analysis, but this is not enough, we need a thorough feedback, which allows us to learn lessons and find out what we have learned, what communicative techniques we have mastered, to draw conclusions, to think about how to correct the experience, and what to do next. The learning cycle, according to the Flask, just includes the sequence of steps:

Planning - Experience - Thinking - output.

Unfortunately, in training practice, these stages of thinking, conclusions and planning are often ignored, therefore, not every experience, including learning from experience, guarantees learning.

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