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How students perceive each other and interact with one another is a neglected aspect of instruction. Much training time is devoted to helping teachers arrange appropriate interactions between students and materials (i.e., textbooks, curriculum programs) and some time is spent on how teachers should interact with students, but how students should interact with one another is relatively ignored. It should not be. How teachers structure student-student interaction patterns has a lot to say about how well students learn, how they feel about school and the teacher, how they feel about each other, and how much self-esteem they have.

There are three basic ways students can interact with each other as they learn. They can compete to see who is "best," they can work individualistically toward a goal without paying attention to other students, or they can work cooperatively with a vested interest in each other's learning as well as their own. Of the three interaction patterns, competition is presently the most dominant. Research indicates that a vast majority of students in the United States view school as a competitive enterprise where one tries to do better than other students. This competitive expectation is already widespread when students enter school and grows stronger as they progress through school (Johnson & R. Johnson, 1991). Cooperation among students-who celebrate each other’s successes, encourage each other to do homework, and learn to work together regardless of ethnic backgrounds or whether they are male or female, bright or struggling, disabled or not, is still rare.
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- Positive Interdependence
  
  The first requirement for an effectively structured cooperative lesson is that students believe that they "sink or swim together."
- Each group member's efforts are required and indispensable for group success (i.e., there can be no "free-riders").
  
  Each group member has a unique contribution to make to the joint effort because of his or her resources and/or role and task responsibilities.
- To ensure that each student is individually accountable to do his or her fair share of the group’s work, teachers need to assess how much effort each member is contributing to the group’s work, provide feedback to groups and individual students, help groups avoid redundant efforts by members, and ensure that every member is responsible for the final outcome. Common ways to structure individual accountability include:
  
  Keeping the size of the group small. The smaller the size of the group, the greater the individual accountability may be.
  
  Giving an individual test to each student.
  
  Randomly examining students orally by calling on one student to present his or her group's work to the teacher (in the presence of the group) or to the entire class.
  
  Observing each group and recording the frequency with which each member-contributes to the group's work.
  
  Assigning one student in each group the role of checker. The checker asks other group members to explain the reasoning and rationale underlying group answers.
  
  Having students teach what they learned to someone else. When all students do this, it is called simultaneous explaining.

Experiential learning - Wikipedia, the free encyclopedia

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experiential education edu progressive learning

Experiential learning is learning through reflection on doing, which is often contrasted with rote or didactic learning.
Experiential learning focuses on the learning process for the individual (unlike experiential education, which focuses on the transactive process between teacher and learner)
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- An example of experiential learning is going to the zoo and learning through observation and interaction with the zoo environment, as opposed to reading about animals from a book. Thus, one makes discoveries and experiments with knowledge firsthand, instead of hearing or reading about others' experiences.
- Experiential learning requires no teacher and relates solely to the meaning making process of the individual's direct experience. However, though the gaining of knowledge is an inherent process that occurs naturally, for a genuine learning experience to occur, there must exist certain elements.
- According to David Kolb, an American educational theorist, knowledge is continuously gained through both personal and environmental experiences. ^[4] He states that in order to gain genuine knowledge from an experience, certain abilities are required:
  
  the learner must be willing to be actively involved in the experience;
  the learner must be able to reflect on the experience;
  the learner must possess and use analytical skills to conceptualize the experience; and
  the learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience.
  
  For the adult learner especially, experience becomes a "living textbook" to which they can refer.
- However, as John Dewey pointed out, experiential learning can often lead to "mis-educative experiences."^[6] In other words, experiences do not automatically equate learning. The classic example of this is the lecture experience many students have in formal educational settings. While the content of the course might be "physics" the experiential learning becomes "I hate physics." Preferably, the student should have learned "I hate lectures." Experiential learning therefore can be problematic as generalizations or meanings may be misapplied. Without continuity and interaction, experience may actually distort educational growth and disable an otherwise capable learner. There are countless examples of this in prejudice, stereotypes, and other related areas.
- A fun learning environment, with plenty of laughter and respect for the learner's abilities, also fosters an effective experiential learning environment. It is vital that the individual is encouraged to directly involve themselves in the experience, in order that they gain a better understanding of the new knowledge and retain the information for a longer time.
- "You teach some by what you say, teach more by what you do, but most of all, you teach most by who you are."

David A. Kolb - Wikipedia, the free encyclopedia

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kolb education experiential progressive edu

These four elements are the essence of a spiral of learning that can begin with any one of the four elements, but typically begins with a concrete experience.

Experiential education - Wikipedia, the free encyclopedia

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education experiential dewey progressive edu

Experiential education is a philosophy of education that focuses on the transactive process between teacher and student involved in direct experience with the learning environment and content.
The Association for Experiential Education regards experiential education "as a philosophy and methodology in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills and clarify values."
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- John Dewey was the most famous proponent of experiential education
- Dewey's fame during that period rested on relentlessly critiquing public education and pointing out that the authoritarian, strict, pre-ordained knowledge approach of modern traditional education was too concerned with delivering knowledge, and not enough with understanding students' actual experiences.
- He was largely focused on the active involvement in students in real experience, radical democracy and the creation of praxis among learners.
- the goals of education, which he defined as obtaining the freedom of thought
- Active learning, a term popular in US education circles in the 1980s, places the responsibility of learning on learners themselves, requiring their experience in education to inform their process of learning.
- From personal journaling students can:
  
  solve problems
  examine relationships
  reflect on personal goals
  witness personal growth from reading past entries
  clarify and reconcile old issues
  recall difficult memories that evoke vulnerability
  evoke inner therapy by sharing written results.
- Whether teachers employ experiential education in cultural journalism, service learning, environmental education, or more traditional school subjects, its key idea involves engaging student voice in active roles for the purpose of learning. Students participate in a real activity with real consequences for the purpose of meeting learning objectives.
- The experiential education mindset changes the way the teachers and students view knowledge. Knowledge is no longer just some letters on a page. It becomes active, something that is transacted with in life or life-like situations. It starts to make teachers experience providers, and not just transmitters of the written word.
- Experiential education uses various tools like games, simulations, role plays, stories in classrooms.
- Besides changing student roles, experiential education requires a change in the role of teachers.
- Teachers become active learners, too, experimenting together with their students, reflecting upon the learning activities they have designed, and responding to their students' reactions to the activities. In this way, teachers themselves become more active; they come to view themselves as more than just recipients of school district policy and curriculum decisions.
- At first, these new roles and structures may seem unfamiliar and uncomfortable to both students and adults in the school. Traditionally, students have most often been rewarded for competing rather than cooperating with one another.
- Teachers are not often called upon for collaborative work either. Teaching has traditionally been an activity carried out in isolation from one's peers, behind closed doors.

26 Oct 09

Building Klimt - Art History - KinderArt

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Be an Architect! Intermediate Level

architecture game & lesson

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National Art Education Association - Learning - Lesson Planning

"Curriculum & Lesson Plans
Includes thematic lesson plans, activities, materials, themes and artists. "

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National Art Education Association - Advocacy - NAEA Advisory Archives

NAEA Advisory Archives
articles about the arts in education

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art-edu edu resource education art naea

web2.0 tools- Schrock digo list

A list of links to support the use of Web 2.0 tools for teaching and learning in the K-12 environment. \n\n(There are many items here, so be sure to visit the additional pages or choose to see 100 items from the bottom of the page.)

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web2.0 tools edu education

KinderArt - Art History - Lessons About Artists and Art History

Art History and Art Appreciation Lessons, Learn about the Masters for Kids, Crafts and Activities for Kids of All Ages

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Mr. Mallory's Stuff: Elementary Art Resourses

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Try This: Art Department Sites

"art department Web sites"

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The Art Teacher's Guide to the Internet

The Art Teacher's Guide
to the Internet
by Craig Roland
Davis Publications, 2005

ISBN: 0-87192-695-4
paperback, 262 pages
Price: $24.95

Covering the spectrum of topics related to pragmatic use of the Internet in the art room, this up-to-date resource provides a solid introduction to how art teachers can make the most of the Internet by transforming existing online resources and today's art curriculum goals into working teaching strategies and rewarding classroom projects for students.

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