Problem

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Processing The Experience Tom
Zimmer University of Utah Gateway Academy AEE
Regional Conference February 22,
2009 Albuquerque, New Mexico
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• Experiential Education (EE)
• David A. Kolbs Process of Experiential
• Learning supports the use of EE.

Concrete Experience Active

Reflective Experimentation
Observation Abstract
Conceptualization
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Concrete Experience
Provide an experience. For this conference
I quickly (1 minute) described a day of
backpacking. Participants each drew a piece
of paper from a cup which had number on it from
1,2,3, or 4.
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Their number represented which of these
roles they would assume. Participants were asked
to write down the first emotion or feeling they
had when they learned their role. 4 Roles 1)
Instructor facilitating the reflective group. 2)
Instructor not facilitating the reflective
group. 3) Student who has done group reflection
many times and is completely comfortable. 4)
Student who has never been part of a reflective
group and is slightly nervous. The words were
thrown in the center of the group and each person
grabbed someone elses paper. Each participant
read the word, everyone had the same role,
number 1. A variety of responses from fear and
anxiety to excitement and confidence were
mentioned.
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These are the top 15ish strategies that came out
of the group discussions. -provide
structure -sharing power, co-facilitators and
more importantly students -various reflective
styles -establish physical and emotional
safety -develop a safe environment, comfortable
to share with the group -set guidelines for safe
culture, building culture and relationships -take
care of basic needs, food, water, shelter,
safety -use a model, and practice
it -communication, open-ended questions -mix-up
demographics, foster diversity -preparation for
and maintenance of group -time for physical needs
and peace of mind -set clear goals and
expectations Expanding facilitative repertoire/
experience facilitator debriefing
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These are the top 15ish challenges that came out
of the group discussions. -not having enough
facilitation skills -keeping students
engaged -the context -the various demographics of
the students -facilitator expectations, thinking
each group will be amazing -cold/wet/tired/hungry
low engagement -creating culture and norms of
group to foster engagement -students may not
think it is relevant -not knowing of having
rapport with students -group not being as fun as
the activity -having emotional safety and
respect -the timing of groups, i.e. students are
hungry, in the rain -not preparing and having
intention in mind
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In groups of 2, come up with 5 difficulties or
challenges with facilitating reflection. Groups
of 2 joined other groups and narrowed down to 5
challenges, then groups of 4 joined groups of 8
and narrowed down again.
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In groups of 2, come up with 5 strategies to
assess these challenges. Groups of 2 joined
other groups and narrowed down to 5 strategies,
then groups of 4 joined groups of 8 and narrowed
down again.
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• Strategies
• Set the Stage.
• Full Value Contract, Challenge By Choice
• Reflection not just the Activity
• Safety (Physical Emotional)
• Frontload, Predict The Day, Let students know
  what this thing looks like, what to expect.
• Obvious Transition, Circle, Leaf, Signal, Word
• Value The Reflection, Talk highly of it, make it
  Engaging, Put equal Energy into it, Dont Triage
  it, always make time for it.
• Goals and Objectives- Intentional Programming.
• Be Prepared, Have Questions Ready, have a plan
• Review The Day
• Avoid your perception of the day, Bias.

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• Strategies
• Sequence Questions
• Start Simple Word, Number, Signal, Rose Thorn
• Warm the vocal cords and the comfort of the
  group.
• Move to a Discussion, Connect themes among
  students
• Foster Peer Interaction, get students to discuss
  amongst themselves while you back away from the
  leadership, you can still provide control and
  direction.

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• Strategies
• Reflection Should Address
• What? What Happened?
• So What? Why is that Important?
• Now What? How can we use this in the Future?
• These questions address the cycle.

Concrete Experience Active

Reflective Experimentation
Observation Abstract
Conceptualization
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• Strategies
• Diversify Your Reflective Groups
• If every group is the same, students may
  lose interest
• Frontload
• Q A
• Participant Directed
• (Metaphor, Objects, Cards, Journals,
  Inductive)
• Self Reflection (Journals, Solos)
• Value Silence
• Dont Reflect Everything.
• Dont Wait to the End.
• Co-Facilitation
• Do It, Do It, Do It.
• Superficial Answers to Deeper Reflection

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Self-Efficacy Theory

• Albert Bandura Ph.D., Stanford
• Self-efficacy refers to beliefs in ones
  capabilities to organize and execute the courses
  of action required to produce given attainments.
  .

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• Increasing Self-Efficacy
• 4 sources
• Mastery Experiences
• Vicarious Experiences (modeling)
• Verbal Persuasion (specific)
• 4. Physiological and Affective States

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• Increasing Self-Efficacy
• Facilitators
• Mastery Experiences
• Do it. Run groups, succeed fail
• Vicarious Experiences (modeling)
• See it. Watch others run groups
• Verbal Persuasion (specific)
• 4. Physiological and Affective States
• Recognize it.

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• Increasing Self-Efficacy
• Students
• Mastery Experiences
• Do it. The more they do groups the
• easier more comfortable it will become.
• Vicarious Experiences (modeling)
• See it. They will learn through others.
• Verbal Persuasion (specific)
• Provide it. Positive, Detailed Feedback.
• 4. Physiological and Affective States
• Recognize it, try to manage it?

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Discussion andQuestions
Have students in groups of 2 or 3 come up with 1
question and write it down. Have each group swap
questions. Each group tries to answer the other
groups question. Peer interaction!