The Role of Experiential Learning and Reflection in the Classroom

Autor/in	Krol, Jonathan Scott
Titel	The Role of Experiential Learning and Reflection in the Classroom
Quelle	(2023), (118 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-0402-4
Schlagwörter	Hochschulschrift; Dissertation; Experiential Learning; Reflection; Learner Engagement; Public Schools; High School Teachers; Teaching Methods; Personal Autonomy; Interdisciplinary Approach; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Experiental learning; Erfahrungsorientiertes Lernen; Public school; Öffentliche Schule; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Autonomie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Master-Studiengang
Abstract	High school students often complain of boredom and are disengaged from learning. This qualitative action research study sought to make improvements in teachers' understanding of Kolb's experiential learning cycle, in particular, opportunities for student reflection, and how to increase usage of both constructs in high school classrooms to engage students and increase their agency. Participants involved in this research study were high school teachers in a public Massachusetts high school. This study was conducted in two cycles. During Cycle 1, research participants consented to interviews and focus groups centered around their level of understanding and pedagogical practices surrounding the experiential learning cycle and reflection. Action steps were designed, implemented, and evaluated in Cycle 2 to provide professional growth for the teachers involved, to ultimately impact their use of the experiential learning cycle in their classroom practice. To learn about the experiential learning cycle the educators themselves took part in three one-hour professional development sessions that mimicked the experiential learning cycle, representing an immersive approach to this professional development. Evaluating these Cycle 2 action steps consisted of member checking, classroom observations, writing analytic memos, and the coding of transcripts of interviews that took place at the conclusion of the Cycle. Findings included that teachers felt a greater understanding and appreciation of and for the experiential learning cycle, particularly reflection, and had a greater facility with implementing the constructs into their pedagogical practices. Implications for the organization were as follows: approximately 10-20% of the institution's teaching staff had greater awareness of how to integrate the experiential learning cycle into their daily lessons, thereby engaging students more meaningfully and increasing their agency. Additionally, teachers who participated in this study worked collaboratively and across disciplines to create sustainable change in their institution. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01