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Project
#15
Collaborative
Action Research Investigating the Impact of an Experiential Learning
Environment on Secondary Students
August 1996
By: Janice Hendry and Beth Warkentin
Acknowledgements
Introduction
Research
Project
Results
and Conclusions
Researchers'
Reflections
Recommendations
Bibliography
Appendix
A (Letters of Consent)
Appendix
B (Questionnaires)
Acknowledgements
Thank you to
the Dr. Stirling McDowell Research Foundation. By offering educators
opportunities such as this, the foundation has, and will impact
on those individuals involved and on society as a whole. Thanks
to our University of Regina, Faculty of Education colleagues for
their continued interest and encouragement, and a special thanks
to Ann Bishop and Shawn Darrah for their computer expertise and
willingness to help us meet our deadlines.
We would like to thank Terry Myers, Assistant Director of the Last
Mountain School Division, for her ongoing support and facilitation
of release time when needed.
Lastly, we are especially grateful to the secondary students of
Margaret McClumb School whose participation, cooperation, and enthusiasm
made our research a reality and a genuine pleasure!
WHAT
WE HAVE TO LEARN TO DO WE LEARN BY DOING. - Aristotle
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Introduction
A.
Research Question:
This question
became broader during the course of our research and evolved into‹Does
experiential learning and teaching, student-centred curriculum and
active learning meet the academic, social, and emotional needs of
secondary students?
B.
Research Objectives
- To use a
collaborative action approach to investigate the impact of experiential
learning and teaching strategies on secondary students.
- To assess
the effectiveness of the non-traditional teaching methods on secondary
students.
- To assess
Janice's teaching in order to use the findings to improve her
practice.
- To be able
to use the results to assist teachers, pre-service teachers, and
post-secondary educators in their never-ending quest to establish
appropriate and effective learning environments for secondary
students.
C.
Rationale (statement of need)
It is no secret
that children/students learn best when they are actively involved
and are part of a curriculum that acknowledges this. This curriculum
also creates opportunities for experiential learning and teaching
to occur. A great deal of research has been done on teaching and
learning and appropriate student-centred curriculum. This has been
part of the driving force behind "Vision for Saskatchewan
Secondary Schools" written into the Policy Directions
for Secondary Education in Saskatchewan (1994).
Experiential
learning stems from a constructivist view of learning, whereby "multiple
opportunities are provided for learners to construct knowledge in
an interrelated manner for purposes of expanded understanding of
the world" (Marshall, 1992 p. 3). Further, Haberman (1993)
as cited in Adams and Hamm (1994 p. 6) suggests:
- Children
can always learn more. The teacher's effort and energy is instrumental
in students' learning.
- Children
who are given the opportunity for fresh, novel, stimulating experiences
have a powerful incentive for learning.
- Students
will involve themselves wholeheartedly in projects when they have
truly participated in, selected, and planned the activity.
- Children
try hardest when they are fairly certain of success but not absolutely
positive.
- Threats,
punishment, repeated failure, and constant teacher direction lead
children to demonstrate apathy, defiance, hostility toward others,
and self-deprecation.
- Children
learn most from teachers who believe that effort rather than ability
predicts achievement.
- Children
learn most when their honest questions are connected with great
ideas (key concepts).
- Students
actively interpret knowledge in light of current experience.
- Students
learn stories and concepts that matter and develop attitudes of
curiosity and wonder.
The
new core curriculum in Saskatchewan advocates and encourages the
use of experiential learning and teaching methods in all classrooms.
There is a need to employ these strategies in our secondary schools
and then to assess their impact and effectiveness. As stated by
Hopkins (1994), the environment of our secondary schools seems to
"deny students empowerment and the coping skills necessary
to realize themselves as autonomous agents in a democratic society,
suppressing curiosity, autonomy, social criticism, and intellectual
enterprise" (p. 7).
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Research
Project
A.Description
of the Study Population
Teaching assignment
for 1995-96 and total number of students (female and male):
- Science 10:
(F - 13; M - 19)
English 10 A: (F - 5; M - 9); English 10 B: (F - 8; M - 6)
(Pilot of the new E.L.A. Division IV)
- English 20
A: (F - 7; M - 7); English 20 B: (F - 7; Male - 6)
- Biology 20:
(F - 7; M - 8)
- Physical
Education 20: (F - 6; M - 9); Physical Education 30: (F - 4; M
- 5)
- English 30
A: (F - 4; M - 6); English 31 A: (M - 1)
- English 30
B: (F - 4; M - 6); English 31 B: (M - 1)
- Chemistry
30: (F - 3; M - 5)
- N = 61 students
(25 females and 36 males)
Of the 61 students,
41 reside on farms and travel to school by bus, while 20 live in
town. They were chosen because of Janice's teaching workload and
through a process of self-selection. As would be expected the students
represented a wide range of abilities.
B.
Description of Teaching and Learning Environment
In order to
provide a clear picture, it is necessary to briefly describe Janice's
teaching methods, strategies, and the aspects of experiential teaching
that are evident in her curriculum. Firstly, she provides an organized
framework to enable learning to occur, evaluates to allow learning
to proceed, and provides instructional approaches to facilitate
learning in appropriate individual and group situations.
Drawing on the
current literature, curriculum guides, resource materials, and practical
experience, Janice implemented student-centred, experiential, and
active learning strategies into all subjects taught in 1995-96.
Multimedia were incorporated and computer assisted projects were
implemented. The students had access to a Mac Performa 580 CD computer,
colour printer, and a wide variety of appropriate software.
Experiential
learning was developed through research projects, group presentations,
field trips, classroom meetings and discussions, assignments, productive
experiences, and well-planned, hands-on learning. In addition, contracts,
peer coaching, and integrated studies were a part of the curriculum.
Every effort was made to individualize programs, meet students'
needs and to accommodate diversity. Janice's assessment and evaluation
methods were consistent with her instructional objectives for student-centred
learning. Student input was valued through self assessment and a
wide variety of processes and products were assessed in order to
arrive at a final mark.
Above:
This model taken from Marshall, 1992, p.94 aptly depicts
the lesson model that Janice incorporated into the curriculum.
- As Individual
- Knowledge, Abilities, Experience, Beliefs, Preferences
- As Teacher
- Curricular and Pedagogical, Knowledge, Skills, Experience,
Expectations
- As Student
- Strategies for "studenting", Skills, Experience,
Expectations
- Whole class
as group, Peer Groups, Small Groups, Partners
- Structure
and format, Subject matter and topics, Language (vocabulary,
syntax, pictures)
C.
Research Methodology
We tracked what
occurred in the classrooms when students were actively involved
in learning. The impact of these methods in academic, social, and
emotional areas was then assessed through the use of a naturalistic
inquiry approach and ethnographic research methods to obtain the
data. Data was then compiled from anecdotal notes, field notes,
students' work samples, exam results, reflective journals, videotaping,
interviews, questionnaires (Appendix B), and regular planning sessions
by the researchers. Parental input through written feedback on questionnaires
(Appendix B) was also obtained.
D.
Problems and Limitations
Time was a factor.
It was often difficult for Beth to get out to Janice's classroom.
In addition, we had hoped the assistant director of the school division
would make classroom visits at regular intervals throughout the
school year. However, her busy schedule kept her from participating.
We did not get the hoped for response from the parents; only eight
questionnaires were completed out of a possible 45. In conversation
with a number of parents, it was clear that they did not feel they
knew enough about the teaching approach to respond with answers
that would be valid and meaningful. If parents were more informed,
our research project (particularly the parents' responses) would
have provided more data for analysis.
E.
Summary of the Data
We analyzed
the data in terms of criteria for experiential teaching and learning
(Experiential Learning in Early Schooling [Video] 1992).
Aspects of experiential teaching are organized to enable learning
to occur, evaluation to enable learning to proceed, and instructional
approaches to enable learning in appropriate individual and group
situations. In order for experiential learning to occur the following
criteria are evident: establishing a purpose, organizing activities,
accepting responsibility, directing one's own learning, undertaking
trial and error, controlling experiences, and assessing
experiences.
Data was also
analyzed within the framework of the "Vision for Saskatchewan
Secondary Schools" that was proposed by the High School Review
Advisory Committee in 1994, in an effort to advocate the use of
experiential teaching and learning methods and the active learning
approach to address the goals of education for high school students.
Student
Questionnaires
Student questionnaires
were given out in June 1996. 51 out of a possible 61 students
responded. Results were as follows:
Question
# 1: There are various approaches to teaching high school.
Please circle the letter that best indicates the approach which
mostly describes what you have experienced in the various classes
other than Mrs. Hendry's.
A.Lecture
- 14
B. Combination - 25
C. Active Learning - 11
Question
# 2: Please indicate the approach that most closely describes
your classes with Mrs. Hendry. Circle the appropriate letter.
Refer to # 1 if you need clarification of the approaches.
A.Lecture
- 0
B. Combination - 4
C. Active Learning - 46
Question
# 3: Circle the teaching approach you prefer.
A.Lecture
- 0
B. Combination - 4
C. Active Learning - 47
Question
# 4: Please describe how the teaching approach you chose
in # 3 has contributed to positive learning experiences for
you. Consider the following aspects when writing your reflections:
classroom atmosphere; student-student relationship; teacher-student
relationship; motivational quality of the lessons.
The following
quotes from the questionnaire answers to # 4 have been categorized
under the "Vision for Saskatchewan Secondary Schools"
(Saskatchewan Learning, Training and Employment, 1994 p. 2).
Embedded within this framework are the criteria and essential
components of experiential teaching and learning described at
the beginning of this section. Both researchers realize that a
number of the quotes could fit under more than one category but
have chosen one area only and will leave the reader to decide
where there could be multiple categories.
The Foundations
Secondary
schools are based on the recognition and appreciation for both
the commonalities and diversities among individuals. Secondary
schools are based on the belief that all students can achieve
personal excellence. Secondary schools are based on the belief
that an understanding of the relationship between their own
lives, their community, and the global community is essential
for all students.
Teaches
us to accept each other.
The Learning
Community
Learning
takes place in an environment that is caring, thoughtful, and
purposeful. The school recognizes that the meaningful involvement
of parents, guardians, and the community is essential.
...classroom
is relaxed and fun learning.
...brings the class closer together.
Teacher
and student become friends which makes them work together with
respect.
I feel
when I work in a group I work better.
More
relaxed atmosphere.
Develop
stronger student relationships.
The Program
Secondary
schools provide all students with a broad foundation of skills,
knowledge and values, and encourage each student to develop
intellectually, socially, personally, culturally, and spiritually.
Each student is encouraged to strive for the achievement of
excellence. Secondary school programs are student-centred and
recognize the individual readiness of all students to move on
to the next step in learning. All students see learning as a
lifelong endeavour.
When
I am involved in active learning, all the information is more
clear to me.
Atmosphere
in the classroom is positive, everyone has fun in what they're
doing.
There
is good motivation in the lessons, it makes you work harder.
It keeps
it interestingŠfor the most part, school is boring stuff.
Keep the classroom lively with oral discussion, quick questionsŠlaughing,
it keeps a tense place fun.
Teaches
us to accept each other.
You try
harder.
Made
learning easier.
The classroom
is more comfortable.
It is
not dull or boring, you can use your head in the lab.
I like
learning by trial and error basis or hands on approach. It provides
a more relaxed learning environment.
I can
work better with a partner and get assignments done easier and
faster.
[Active
learning'], it has a positive learning experience for me because
you're not just taking notes and doing questions where you have
to memorize them for a big test. You learn to work with different
people. Get to know the teachers really well.
The more
everyone works together, the more it helps me understand.
The Learning
Opportunities
Learning
opportunities are planned, focused, and challenging. Learning
opportunities are flexible enough to meet the needs of students
and the community, and at the same time they are dynamic and
futuristic, preparing all students for life in the twenty-first
century.
Get more
input and different points of view.
You learn
more and have to help others.
Stay
on task.
When
working in a group, it is easier to get the work done.
It allows
us to express our thoughts and ideas and not be afraid of the
feedback.
You want
to listen and learn.
Better
communication line with students.
The lesson
almost makes you want to do it.
You don't
have to listen to the teacher giving long boring speeches.
It is
much easier to learn if you don't get lectured by the teachers
all the time.
Assignments
are hard but they are interesting so it doesn't seem like so
much work.
It doesn't
go in one ear and out the other. You get more out of it.
We have
fun while learning.
The Results
Secondary
schools educate all students to achieve their full potential
to attain personal excellence and contribute responsibility
to society. All graduating students are adaptable, self-confident,
self-reliant individuals of competence and integrity who are
empowered to face the challenges of their future.
I never
enjoyed Science much yet after this years Bio I am seriously
considering an animal biologist career.
My marks
are much better as we practise this method [active learning/experiential
learning].
In Mrs.
Hendry's classes you learn for yourself not because a teacher
is telling you to.
Parent
Questionnaires
Parent questionnaires
were sent home with each of the participating students in June
1996. The following quotes from parents capture the essence of
their perceptions regarding the impact of experiential teaching
and learning methods on their children.
Although there
was a very low rate of return (8 out of 45 possible parent responses),
the responses received produced rich data that confirmed the positive
impact of the experiential teaching and learning curriculum on
the secondary students. Here again the quotes are organized under
the "Vision for Saskatchewan Secondary Schools."
The Foundations
Secondary
schools are based on the recognition of and appreciation for
both commonalities and diversities among individuals. Secondary
schools are based on the belief that all students can achieve
personal excellence. Secondary schools are based on the belief
that an understanding of the relationship between their own
lives, their community and the global community is essential
for all students.
In Mrs.
Hendry's class the students are active learners and are motivated
to learn. They develop a genuine interest in the material because
it is presented in a way that has relevance to the students
and their lives.
Develop
better understanding of each other and mutual respect.
The Learning
Community
Learning
takes place in an environment that is caring, thoughtful, and
purposeful. The school recognizes that the meaningful involvement
of parents, guardians, and the community is essential.
Responses
did not specifically address this category of the "Vision."
The Program
Secondary
schools provide all students with a broad foundation of skills,
knowledge and values, and encourage each student to develop
intellectually, socially, personally, culturally, and spiritually.
Each student is encouraged to strive for the achievement of
excellence. Secondary school programs are student-centred and
recognize the individual readiness of all students to move on
to the next step in learning. All students see learning as a
lifelong endeavour.
One important
difference I see in my daughter is that she is genuinely excited
about what she is doing in these classes. We are always hearing
about what they did today in Mrs. Hendry's class. It is great
to see our children so motivated to learn.
The students
feel safe to say what they think, to ask critical questions
and to take risks.
I see
a much improved student in my daughter - her marks are much
better.
Different,
less memorizing and more hands on. More interesting.
Students
learn by doing - more effective.
The Learning
Opportunities
Learning
opportunities are planned, focused, and challenging. Learning
opportunities are flexible enough to meet the needs of students
and the community, and at the same time they are dynamic and
futuristic, preparing all students for life in the twenty-first
century.
It is
my experience that people learn by doing. The students are motivated
when they are given genuine choices in the learning projects
and activities they are doing.
I think
that the more important skills my daughter needs are the ones
she is learning in Mrs. Hendry's classes: research, critical
thinking, cultural awareness, cooperative group work, productive
problem solving, and effective conflict resolution.
Social
and emotional advantage - control over own learning.
Mrs.
Hendry's students really respect her, so I feel these methods
and her as a great person, really help them learn.
The Results
Secondary
schools educate all students to achieve their full potential
to attain personal excellence and contribute responsibility
to society. All graduating students are adaptable, self-confident,
self-reliant individuals of competence and integrity who are
empowered to face the challenges of their future.
Rather
than being told what to think Mrs. Hendry's students are learning
how to think, how to learn and how to critically examine what
they are learning.
I find
that my daughter has developed more confidence in her abilities
and takes more responsibility for her actions.
This
respect and trust is often lacking in the lives of many people
and I find our students rise to meet the challenge.
Definitely
a more effective way - accept responsibility for own work.
My daughter
has a much better feeling about herself after being in Mrs.
Hendry's class.
Gain
confidence, feel good about accomplishments.
This
is an excellent way for them to prepare themselves to handle
and accept the challenges that they will be faced with in future
years.
I think
the good students are probably going to do alright with any
teaching program but may excel if the new
way is how they like to learn.
Student
Reflections
Student reflections
were taken from their journals in all subject areas and from the
researchers' field notes. These have been categorized within the
framework of the "Vision for Secondary Schools in Saskatchewan."
The Foundations
Secondary
schools are based on the recognition of and appreciation for
both commonalities and diversities among individuals. Secondary
schools are based on the belief that all students can achieve
personal excellence. Secondary schools are based on the belief
that an understanding of the relationship between their own
lives, their community and the global community is essential
for all students.
Reflections
did not specifically address this category of the "Vision."
The Learning
Community
Learning
takes place in an environment that is caring, thoughtful, and
purposeful. The school recognizes that the meaningful involvement
of parents, guardians, and the community is essential.
U. of
R. thing was neat [collaboration with Faculty of Education,
Phys. Ed. at U. of R.].
This
year's program was very enjoyable, especially with the different
things like the U. of R. people and the trip. Those things I
really enjoyed.
The Program
Secondary
schools provide all students with a broad foundation of skills,
knowledge and values, and encourage each student to develop
intellectually, socially, personally, culturally, and spiritually.
Each student is encouraged to strive for the achievement of
excellence.
I thought
our lab team worked great together.
This
lab was probably the best because we got to look at a variety
of things and do what we wanted.
I really
enjoyed this lab. I like it better when you don't have to follow
a book and you can just take your time and explore anything
that interests you.
I like
the idea of contracts.
I like
how we get to pick our mark range.
The thing
I most enjoyed was being able to interact with other people
during assignments.
It's
a lot better to decide what mark range you're getting before
you do it because you have something to work for.
When
I have fun I take pride in my work.
With
the contract you got to set your own limits working at your
own pace, allowed for more interaction with classmates giving
different points of view.
I enjoy
the classroom climate of tables rather than desks, they are
much roomier and easier to work at.
I would
rather sit at tables because it is more open and a friendlier
atmosphere. Tables are better to sit in because you have more
space and you don't feel so cramped in. The appearance of the
room is bright and cheery. Bulletin boards are bright, the atmosphere
makes you want to work. The carpet makes the room warm. The
room gives you more room for discussion, makes you want to talk.
I liked
playing team sports, learning new sports and improving my physical
fitness.
I enjoyed
the improvement of skills aspect because it is about time we
learned the mechanics of each skill.
I think
this year was really good in P.E. because it was different and
different is good.
This
program was efficient and productive (P.E.).
Conversation
between two students:
Student
A: I'm not taking P. Ed. next year because it will just bring
down my average.
Student B: Well if you have Mrs. Hendry, it won't because
she is more concerned with your over all attitude, participation,
and individual improvement. Not your athletic ability.
We became
aware of new methods of work.
The Learning
Opportunities
Learning
opportunities are planned, focused, and challenging. Learning
opportunities are flexible enough to meet the needs of students
and the community, and at the same time they are dynamic and
futuristic, preparing all students for life in the twenty-first
century.
I found
this lab interesting, see the grains which you would not normally
see with the naked eye.
It is
much easier to learn about things by seeing them.
Also
the ability to use the computer was good.
I really
like the atmosphere and feeling of doing that kind of assignment,
in that room, and in groups.
You were
able to ask people their opinion on the answer you found.
With
notes and assignments you get bored because it's always the
same.
When
you do questions in a group you get more points of view and
opinions.
Working
in a group is better because we can compare ideas and have one
really good answer between all of us.
It was
easier when we were allowed to sit with a partner and ask other
people.
All other
activities were basically fun and skill oriented. It was a good
year.
The Results
Secondary
schools educate all students to achieve their full potential
to attain personal excellence and contribute responsibility
to society. All graduating students are adaptable, self-confident,
self-reliant individuals of competence and integrity who are
empowered to face the challenges of their future.
Cooperative:
learn to work with all types of people and ideas. Helps in later
life when you have to learn to work with anyone.
Prepare
us for independent work in University, we learn to think for
ourselves.
Life
skills: we've learned how to use our minds, and give opinions
in a constructive concise way.
The video tapes
served to confirm the perceptions of students and parents and strengthened
the evidence of the impact of the teaching and learning environment
on secondary students. These video tapes are available for viewing
upon request.
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Results
and Conclusions
Hopkins captures
the essence of experiential learning when he states: "Experiential
learning offers meaningfulness, connection, interest, and purpose
in the place of memorization, abstraction, remoteness and isolation,"
(p. xi) and this is clearly what the students' and parents' responses
to the questionnaires, students' reflections, researchers' field
notes, and classroom video tapes indicate.
In addition
to the original objectives of the research project being met with
reasonable success, there was overwhelming evidence that the impact
of an experiential/active learning curriculum for secondary students
is positive. Janice's students became independent, responsible,
self-motivated problem solvers and critical thinkers who were, above
all else, excited about learning. The greatest impact was
the building of self-confidence; the students were not afraid to
voice their thoughts and opinions, to share ideas and help each
other. They actually felt they were learning. There was an impact
on the researchers as well which is described in Researchers' Reflections
later in this report. This research should have a third impact‹an
impact on how the education community delivers its programs in secondary
schools.
For all the
sceptics who suggest that experiential teaching won't be effective
for high school students who "need marks," the following
are the final averages in Janice's classes:
| Science
(Grade 9) |
71% |
|
|
| English
10 A |
69% |
English
10 B |
75% |
| English
20 A |
75% |
English
20 B |
76% |
| English
30 A |
78% |
English
30 B |
73% |
| English
30 A |
77% |
English
30 B |
76% |
| (after
Dept. exam) |
|
(after
Dept. exam) |
|
| Biology
20 |
70% |
|
|
| Phys.
Ed. 20 |
84% |
Phys.
Ed. 30 |
89% |
| Chemistry
30 |
77% |
|
|
| Chemistry
30 |
75% |
|
|
| (after
Dept. exam) |
|
|
|
Out of this
research grew the idea of producing a video and a handbook. The
video is currently being completed and will be entitled, "Creating
Student-Centred Curriculum in Secondary Classrooms." This video
is designed to assist educators in describing, clarifying, and implementing
experiential active learning in their classrooms.
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Researchers'
Reflections
Beth:
This collaborative research project was one of the most rewarding
and exciting educational endeavours of my 35 year career in teaching.
To see experiential teaching and learning in action at the secondary
level and to see it "really work" was quite an overwhelming
experience.
Firstly, the
collaborative relationship that Janice and I established was one
in which, according to Feldman (1991), as cited in Fliesser and
Goodson (1995) was:
"ideal
for all actors: work with parity; assume equal responsibility
for problem identification, data collection, analysis, and report
writing; share the same set of goals; and, needs are met (respect,
payment for services, kind and caring treatment)." (p.
188)
My role, as
secondary researcher, was to work from a more theoretical perspective,
to provide support for Janice's experiential teaching‹support
in the way of relevant literature, material, and resources. In addition,
I was available to discuss ideas and strategies; what worked and
what didn't and why. Janice, the classroom teacher, implemented
experiential teaching methods and facilitated experiential learning
for the students. Both of us worked equally on any administrative
tasks related to the research project.
Secondly, to
be able to see high school students involved in learning and loving
every minute of it was a great joy. Janice's home room students
often gathered in the classroom to talk and work on the computer
and to complete assignments during their noon hour break‹a
rare occurrence indeed. Exams and tests were conducted in a relaxed,
caring environment, one in which the students were made to feel
as comfortable as possible. Janice always put a "humorous"
and "trick" question on each exam to relieve tension.
The students looked forward to this and discussed them with peers.
The students
sent me a personalized invitation to the Grade Twelve graduation
ceremonies and grand march. What I saw that night was quite incredible;
the graduates were responsible, confident, and self-reliant. It
was evident that they believed in themselves and had aspirations
to strive for and goals to focus on. Their relationships with their
peers, teachers and families were respectful and caring. The students
planned and carried out their ceremonies with assistance from Janice
when necessary. One of their own assumed the Master of Ceremonies
duties and carried out the task in a most commendable manner. I
can't help but think that a great part of what I witnessed that
night was due to the teaching and learning environment Janice established
in the Grade 12 classroom.
All I can say
now is that I am suffering from "post-research blues"
and will miss my visits to Margaret McClumb School. However, three
of the Grade 12 students will be attending the University of Regina
(two in the Faculty of Education) this fall and plan on dropping
in to see me. I am looking forward to their visits. My contact with
Janice will not end either. I'm sure we will be discussing secondary
education whenever the opportunity arises, either in person, or
by phone, and who knows, perhaps by e-mail.
Janice:
Being involved in an educational research project was the furthest
thing from my mind when I started my teaching career three years
ago. However, last year when Beth approached me to consider doing
research on the impact of experiential learning and teaching in
my secondary classroom, I thought it would be a challenging and
rewarding experience.
I first thought
that it would be impossible for me to do research when I had only
been teaching for three years. However, I believed in my experiential
teaching methods and I knew that my students were excelling academically,
socially and emotionally, so my anxiety soon vanished. Taking part
in a collaboration research project has given me the opportunity
to reflect in greater depth on my teaching methods and I now have
concrete evidence regarding this method to share with other teachers
who are looking for a way to improve the quality of education for
their students.
The positive
impact on my personal life and career has been tremendous. Being
able to interact with individuals on a professional basis at conferences
has allowed me to grow intellectually and gain knowledge of different
research methods that have enhanced the final outcome of our research.
Working collaboratively with Beth also reinforced my teaching methods
because we were both able to work together in a very positive way
to deliver a completed project we believe is excellent.
Lastly, our
education system will definitely benefit from our research. We believed
in a teaching method, researched that method, and now have proof
that the method has a positive impact on students and their futures.
It is our sincerest
hope that our colleagues in secondary schools will undertake similar
action research projects in order to improve upon practice in the
high schools of our province.
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Recommendations
More parent
education is needed regarding experiential teaching and learning
as most parents are only familiar with the traditional methods that
they were exposed to during their own school years. Parents should
be made aware of the types of teaching methods and strategies being
used in their children's classrooms.
As this research
project has shown, experiential teaching and learning strategies
do meet the academic, social, and emotional needs of secondary students.
It is evident that people learn by doing and it is to be hoped that
our colleagues will "learn by doing" through the implementation
of an active learning, experiential, student-centred curriculum
in their classrooms. Furthermore, this study and its implications
could be incorporated into secondary teacher education programs
at the university level.
If these methods
could become an integral part of secondary education in this province,
then statements such as:
Secondary
schools‹are arenas of intense control and manipulation endured
by an objectified, disembodied and, often, alienated student population.
(Hopkins, p. 6)
would
have no meaning.
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Bibliography
Adams, D.
& M. Hamm. (1994). New designs for teaching and learning:
Promoting active learning in tomorrow's schools. San Francisco,
CA: Jossey-Bass Publishers.
A First
Look at Experiential Teaching. (1992). [Video]. Santa Rosa,
CA: Loudon Manning Enterprises.
Bogdan, R.
& S. Knopp Biklen. (1992). Qualitative research for education:
An introduction to theory and methods. Boston, MA: Allyn and
Bacon, Inc.
Callahan,
J.F., L.H. Clark, & R.D. Kellough. (1995). Teaching in
the middle and secondary schools. Englewood Cliffs, NJ: Merrill/Prentice
Hall.
Chapman, S.,
P. McPhee, & B. Proudman. (1992). What is experiential education?
The Journal of Experiential Education, 15(2), 16-23.
Dana, T.M.
& D.J. Tippins. (1993). Considering alternative assessment
for middle level learners. Middle School Journal, 25(2),
3-5.
Experiential
Learning in Early Schooling. (1992) [Video]. Santa Rosa, CA:
Loudon Manning Enterprises.
Fliesser,
C., & I. Goodson. (1995). Negotiating fair trade; Towards
collaborative relationships between researchers and teachers.
In S. Majhanovich (Ed.), Reforming teacher education: Problems
and prospects (pp. 187-197). London, ON: The Althouse Press.
Hart, D. (1994).
Authentic assessment: A handbook for teacher educators.
New York, NY: Addison-Wesley Publishing Company.
Hopkins, R.L.
(1994). Narrative schooling: Experiential learning and the
transformation of American education. New York, NY: Teachers
College Press.
Kritt, D.
(1993). Authenticity, reflection, and self-evaluation in alternative
assessment. Middle School Journal, 25(2), 43 45.
Marshall,
H. (Ed.). (1992). Redefining student learning: Roots of educational
change. Norwood, NJ: Ablex Publishing Corporation.
McNiff, J.
(1995). Action research for professional development. Dorset,
England: Hyde Publications.
Saskatchewan
High School Advisory Committee. (1994). Policy directions for
secondary education in Saskatchewan. Regina, SK: Saskatchewan
Education Training and Employment.
Schwartz,
S. & M. Pollishuke. (1990). Creating the child-centred
classroom. Toronto, ON: Irwin Publishing.
Wilson, R.J.
(1996). Assessing students in classrooms and schools. Scarborough,
ON: Allyn and Bacon Canada.
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Appendix
A
(Letters
of Consent)
FOR PARENTS
Letter
of Consent to Participate in a Secondary Research Project
Participant's
Name: _____________________________________________________
Address: _____________________________________________________
Telephone: _____________________________________________________
I, _________________________________,
agree to allow my daughter/son, __________________________________,
to participate in a collaborative research project in Margaret McClumb
School at the high school during the school year 1995-1996. I give
permission to allow videotaping and interviewing of my daughter/son,
and to use portions of her/his work, and other relevant data collected
during the study. I understand that the videotapes will be used
only as instructional material to show the use of experiential teaching
and learning in a secondary school setting.
The collaborative
nature of the project and methods of collecting data have been explained
in a previous letter (Fall 1994), and I am satisfied with the explanation
and requirements of the participants. I also understand that I am
free to withdraw my daughter/son from the project at any time. This
withdrawal will not mean denial of any experiential learning opportunities.
_____________________
Parent's/Guardian's
_____________________
Signature Date
FOR STUDENT
Letter of
Consent to Participate in a Secondary Research Project
Participant's
Name: _____________________________________________________
Address: _____________________________________________________
Telephone: _____________________________________________________
-
I, _________________________________,
agree to participate in a collaborative research project in Margaret
McClumb School during the 1995-1996 school year. I give permission
to be videotaped and interviewed, and to have samples of my work
and other relevant data used for research purposes. Videotapes will
be used only as instructional material to show the use of experiential
teaching and learning in a secondary school setting.
The collaborative
nature of the project and methods of collecting data have been explained.
I am satisfied with the explanation and requirements of the participants.
I also understand
that I am free to withdraw from the project at any time. This withdrawal
will not mean denial of any experiential learning opportunities
and will not prejudice my evaluation and/or my marks.
___________________________
Student's Signature
_____________________
Date
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Appendix
B
(Questionnaires)
June 13, 1996
Dear Parent(s):
As our research
project to assess the impact of experiential teaching on secondary
students draws to a close, it is important that Mrs. Hendry and
I receive information from parents regarding their perceptions of
the effects of Mrs. Hendry's teaching methods.
We would appreciate
your responses to this questionnaire. They will be kept strictly
confidential and used as one part of the information to assess Mrs.
Hendry's experiential classroom environment.
Please fill
it out and return it as soon as possible.
Thank you for
your participation.
Janice Hendry
Beth Warkentin
1. Do you think
what is happening in Mrs. Henry's class(es) is different from when
you were a student? If so, in what way?
2. Which of
the following approaches to teaching and learning do you feel is
a more effective way for students to learn and why?
(a) Teacher
directs students, they work individually, take notes, listen to
lectures and are assessed mainly through tests and exams.
(b) Teacher
does some direct teaching but assumes an additional role of guide
and facilitator. Students often work with a partner or in small
groups and organize activities, accept responsibility, and are
actively involved in directing their own learning. Students are
assessed in a variety of ways. This is known as experiential teaching
and learning.
3. Aside from
possible academic advantages, do you see any other benefits (e.g.,
social, emotional) for students in an experiential environment?
Please elaborate.
4. Other comments.
Experiential
Learning Research Student Questionnaire
Thank you for
taking the time to complete this questionnaire.
1. There are
various approaches to teaching high school. Please circle the letter
that best indicates the approach which most closely describes what
you have experienced in the various classes other than Mrs.
Hendry's.
A. LECTURE
Lectures, note-taking and some assignments; students work on their
own; exams and quizzes; teacher evaluates students using test
marks and student assignments.
B. COMBINATION
Mostly lectures and note-taking; some group work; exams and quizzes;
teacher evaluates students using tests and assignments.
C. ACTIVE
LEARNING
A lot of cooperative group work and partner work (poetry appreciations,
literature circles, response journals in English 10, Macbeth production
and medieval feast, novel and science contracts, laboratory work,
various projects such as role plays in science, group story writing,
Physical Education experience with U. of R., ski trip to Duck
Mountain for P.Ed. etc.) - students actively participating; some
notes, quizzes and exams; evaluation based on more than marks
and hand in assignments (group input and effort also assessed).
2. Please indicate
the approach that most closely describes your classes with Mrs.
Hendry. Circle the appropriate letter. Refer to # 1 if you need
clarification of the approaches.
A. LECTURE
B. COMBINATION - mostly lecture, some group work
C. ACTIVE LEARNING - students' direct involvement
3. Circle the
teaching approach you prefer.
A. LECTURE
B. COMBINATION - mostly lecture, some group work
C. ACTIVE LEARNING - students' direct involvement
4. Please describe
how the teaching approach you chose in # 3 has contributed to positive
learning experiences for you. Consider the following aspects when
writing your reflections: classroom atmosphere, student-student
relationships, teacher-student relationships, motivational quality
of the lessons.
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