ACTIVIT

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ACTIVITÉ DE SYNTHÈSE
Laurence Rocheleau

• Question de Développement
• ANG-1074

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Introduction where it all began

• Tell me and I forget. Show me and
• I remember. Involve me and I
• understand.
• "Chinese proverb"
• "Lo escuché y lo olvidé, lo ví y lo recordé, lo
  hice y lo aprendí".

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Thought Process
(LINKS)

• Pedagogical styles (innovation practica)
• Theory of multiple intelligences
  (Kinaesthetic/active learning)
• (TESL I and II)
• The experience of Language Teaching (Senior,
  2006) Chapter 12 The CLT approach
  Student-centered pedagogy
• How languages are learned (Lightbown Spada,
  2006) chapter 6 2 for 1 approach
  (content-based teaching) and Lets talk approach
  (communicative tasks)
• Experiences at university
• Inclusion Class (workshop with Sebastian Ròjo)
• TESL class (microteaching)
• Oral presentation class (protective character)
• Theatre class (peer presentations)
• Technologies class (Make it Happen!)

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Development Question

• How does experiential learning, or experience as
  the source of learning and development, influence
  students learning of the material and students
  daily behaviours??
• Project (BAL Health and Well-Being)
• Initiation to the Canadian food guide, healthy
  eating habits, healthy cooking, recipe
  adaptations, general nutrition

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PREDECESSORS

• John Dewey experience is a valid and essential
  source of learning
• Howard Gardner multiple intelligences
• Jean Piaget interaction between a person and his
  environment is a valuable source of intelligence
• Gardner motivation theory and situational
  anxiety are respectively heightened and lessened
  in experiential learning.

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Experiential learning Process

1. Experience Doing the activity
2. Share Communicate results, reactions or
   observations
3. Process Analyze and reflect on the experience
4. Generalize Relate experience to a real world
   example
5. Apply Use what was learned in a different
   situation
6. Synthesis activity and Practica

Source David A. Kolbs, (1984) Experiential
Learning Experience as the source of learning
and development
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MethodologyTools and measurable elements

• Student Learning
• A- Traditional Lesson (Rag the dog) evaluation
  of learning (Friday test)
• B- Experiential activity (Prep Rap) evaluation
  of learning (Friday test)
• Student Behaviour(healthy habits)
• Pre-test Experiential learning lesson
  Post-Test
• Student appreciation and sense of learning
• Questionnaire asking for student preference and
  sense of having learned more effectively
  (traditional vs. experiential)

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CANADIAN FOOD GUIDE ACTIVITIES

• True or false statements on the CFG
• 3-day detailed meal plan
• Venn Diagram
• Text on benefits of eating well
• Concept map
• C3 evaluation Does your lunch respect the CFG
  why? Discuss the benefits of respecting it.

COOKING ACTIVITIES

• Cooking muffins and cookies
• Healthy modifications
• Comparing nutritional values
• Blind taste tests
• C1 and CCC8 evaluations Interacting while
  cooking and team work

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Students (Names have been taken out for confidentiality) Results after Rag the Dog lesson (on /5) Results after Prep Rap lesson (on /5) Differential
Student 1 3 5 2
Student 2 2 5 3
Student 3 5 3 -2
Student 4 2 5 3
Student 5 3 5 2
Student 6 4 4 0
Student 7 5 5 0
Student 8 1 5 4
Student 9 1 2 1
Student 10 3 5 2
Student 11 4 4 0
Student 12 2 5 3
Student 13 3 5 2
Student 14 4 3 -1
Student 15 1 3 2
Student 16 1 4 3
Student 17 3 4 1
Student 18 4 5 1
Student 19 2 5 3
Student 20 3 4 1
Student 21 4 5 1
Student 22 1 4 3
Student 23 2 5 3
Student 24 1 5 4
Student 25 5 3 -2
Student 26 1 5 4
Student 27 3 5 2
Student 28 2 4 2
Student 29 1 5 4
Total Score 75 122 47
Group Average 2.6 (52) 4.2 (84) 1.6 (32)
Friday test results
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(No Transcript)
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Almost always Very often Often Sometimes Almost never
I reduce the salt I eat everyday 5 4 3 2 1
I eat vegetables and fruits fresh or cooked 5 4 3 2 1
I eat a good breakfast full of proteins and vitamins 5 4 3 2 1
My food of the day contains fibres 5 4 3 2 1
I reduce the oil and fat I eat everyday 5 4 3 2 1
I dont put sugar on my food 5 4 3 2 1
I dont eat food that is too sugary 5 4 3 2 1
I eat minerals and vitamins 5 4 3 2 1
I drink enough water every day to make my pee pale yellow 5 4 3 2 1
I read the nutritional label on food 5 4 3 2 1
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Health Pre and Post-tests results
Item Pre-test average Post-test Average Differential Position
1 84 106 22 1st
2 120 121.5 1.5 9th
3 98 117.5 19.5 3rd
4 111 124.5 13.5 5th
5 96.5 116.5 20 2nd
6 101 112 11 8th
7 103 116 13 6th
8 115 130.5 15.5 4th
9 109 122 13 6th
10 82 93.5 11.5 7th
TOTAL 1019.5 (73) 1160 (83) 140 (10)
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APPRECIATION AND SENSE OF LEARNING
Rag the Dog Preposition Rap
Appreciation ( of votes) 3 26
TOTAL ( of students) 10 90
Rag the Dog Preposition Rap
Sense of learning ( of votes) 3 26
TOTAL ( of students) 10 90
Canadian Food Guide Cooking activities
Appreciation ( of votes) 0 29
TOTAL ( of students) 0 100
Canadian Food Guide Cooking activities
Appreciation ( of votes) 22 7
TOTAL ( of students) 76 24
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POTENTIALLY INFLUENTIAL VARIABLES

• Prepositions spelling
• Time factor allotted to the lessons
• Incomprehension of test items
• Pre and post tests copying
• Seriousness of self-evaluation

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CONCLUSION

• Experiential lessons lead to
• Increased learning outcomes
• Positive and permanent behaviour changes in the
  students
• Better appreciation by the students
• A heightened perceived sense of learning (in 50
  of the cases)