Teaching in a specialist area
Aristotle once said: “For the things that we have to learn, before we can do them, we learn by doing them”. The Experiential Learning Model is designed around this concept. While designing your next lesson, learn how to maximize a learner's understanding of important concepts. The Experiential Learning Model consists of a 5-step cycle: Experience, Share, Process, Generalize, and Apply. Click on the right arrow to watch one further video on this topic.
Table of Contents
- Tutorial Video
- Reading Materials
- 'The future of education and skills 2030’ from the Organisation for Economic Co-operation and Development (OECD)
- 'Chapter 1: The Philosophy of Education’ from ‘Approaches to learning: A guide for Teachers’ by A Jordan, O Carlile, A Stack, published by McGraw-Hill Education
- 'Curriculum in development’ edited by A Thijs and J van den Akker for the Netherlands Institute for Curriculum Development (SLO)
- 'Developing Inclusive Practice: A Role for Teachers and Teacher Education?’ Journal article by Martin Rouse (Aug 2018)
- 'Using digital technologies to promote inclusive practices in education.’ A Handbook by Dr Leila Walker, Futurelab with Ann Logan, education consultant (2009) pp.32-46.
- 'Reflective Practices: A means to teacher development’ Taken from: Asia Pacific Journal of Contemporary Education and Communication Technology (APJCECT) ISBN: 978 0 9943656 82; ISSN: 2205-6181 Year: 2017, Volume: 3, Issue: 1
- Presentation
- Good Practice Example
- Good Practice Example
- Good Practice Example
- Evidence Opportunities
- Extended Learning
- 'Preliminary Lessons about Supporting Participation and Learning in Inclusive Classrooms.’ is a journal article by Morningstar, M., Shogren, K., Lee, H. and Born, K. (June, 2015). This descriptive study examined observational data collected in inclusive classrooms from six schools that were operating schoolwide inclusive policies and practices. The article discusses the findings in several areas from staffing arrangements and roles, to behavioural interventions and access to the curriculum.
- Teamwork, peer observations and joint planning are commonly viewed as an effective way to improve quality in schools. This article 'Sharing good practice: Strategies to encourage teacher collaboration' examines how collaboration between lead practitioners and teachers is a powerful professional development activity that can help teachers improve their subject knowledge, think about teaching strategies in different ways and learn new ideas to try in the classroom.
- Click read this document ‘What Makes Great Teaching? Review of the underpinning research’ by Coe, R., Cesare, A., Higgins, S. and Major, L.E. (2014) for The Sutton Trust. It looks at what current research tells us about:What makes 'great teaching'What kinds of frameworks or tools can help capture great teaching?How could this promote better learning?
- Experience based learning is an important part of contemporary teaching and training practices. It requires the learner to consider their full range of learning experiences, which include; formal learning, informal learning, non-formal learning, lifelong learning, incidental learning and workplace learning. This paper, ‘Experience Based Learning (EBL)’ by L Anderson, D Boud and R Cohen looks at the impact of EBL on both a personal and social level and examines the various models of EBL that exist in education today. It was printed in ‘Understanding Adult Education and Training’ by Foley, G. (Ed.). Second Edition. Sydney: Allen & Unwin, pages 225-239.
- Think And Challenge
- Evidence Opportunities
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