Should I Encourage Experiential Learning During Class? How?
Lectures are not effective for all students. Help all your students make the most of their education by adding experiential learning to your instructional toolkit. Find out how you can bring this high-impact educational practice into your classroom and increase student engagement in learning with this 20 Minute Mentor.
Help students make the most of their education
Fewer than 10 percent of students say they learn best through lecture. More than 40 percent say they’re thinking about other things during class. But research indicates 75 percent of students learn most through practical application.
Isn’t it time to consider flipping the classroom and incorporating more active learning in your teaching?
The good news is that experiential education doesn’t have to involve study abroad or even internships.
Find out how you can bring this high-impact educational practice into your classroom and increase student engagement in learning with Should I Encourage Experiential Learning During Class? How?, a Magna 20-Minute Mentor.
In this concise and comprehensive video seminar, presenter Barbara Jacoby, Ph.D., faculty associate for leadership and community service learning at the University of Maryland, reviews:
- The definition of experiential learning
- The benefits of experiential education in the classroom
- Guidelines for critical reflection
You’ll discover classroom-ready active learning techniques such as:
- Problem-based learning
- Role playing
- Collaborative learning
- Discovery learning
- Artistic creation
- Collective inquiry
Follow the steps for flipping the classroom
Jacoby shows you the teaching strategies on how to design and implement experiential learning in your classroom, covering the following:
- Identifying appropriate learning outcomes for active learning
- Setting the ground rules for experiential education
- Selecting activities to push students to their learning edge
- Discussing the process and the results
- Assessing student performance throughout the process
- Obtaining feedback on what did and didn’t help students learn
After completing this program, you’ll be able to:
- Design experiential learning activities for your classroom
- Use experiential education techniques in class to achieve learning outcomes
- Employ active learning practices in large and small classes
- Encourage critical reflection
- Effectively facilitate experiential learning in class
- Evaluate student participation in active learning
You know lectures don’t work for everyone.
Help all your students make the most of their education, and learn how to make this high-impact educational practice part of your instructional toolkit.
With a Campus Access License you can load course content onto your internal campus website and help your colleagues bring experiential learning into the classroom too.
Product Code: PM22DA
Barbara Jacoby. Ph.D., is Faculty Associate for Leadership and Community Service-Learning at the Adele H. Stamp Student Union – Center for Campus Life at the University of Maryland, College Park. In this role, she facilitates initiatives involving academic partnerships, service-learning, and civic engagement. She is a Fellow of the University’s Academy for Excellence in Teaching and Learning and was a Center for Teaching Excellence – Lilly Fellow during the 2007-08 academic year. She served as Senior Scholar for the Adele H. Stamp Student Union from 2005-2011, Director of the Office of Community Service-Learning from 2003 to 2005, Director of Commuter Affairs and Community Service from 1992 to 2003, and Director of the Office of Commuter Affairs from 1983 to 2003, all at the University of Maryland.
Dr. Jacoby has served as Campus Compact’s Engaged Scholar for Professional Development. In addition, she is Senior Scholar for the National Clearinghouse for Commuter Programs. She was Director of the National Clearinghouse for Commuter Programs from 1983 to 2003.
Barbara received her Ph.D. from the University of Maryland in French Language and Literature in 1978. She is Affiliate Associate Professor of College Student Personnel in the Department of Counseling and Personnel Services, where she teaches doctoral and undergraduate courses.
Jacoby's publications include six books: The Student as Commuter: Developing a Comprehensive Institutional Response (ASHE-ERIC Higher Education Reports, 1989), Service-Learning in Higher Education: Concepts and Practices (Jossey-Bass, 1996), Involving Commuter Students in Learning (Jossey-Bass New Directions for Higher Education, 2000), Building Partnerships for Service-Learning (Jossey-Bass, 2003), Civic Engagement in Higher Education (Jossey-Bass, 2009), and Looking In, Reaching Out: A Reflective Guide for Community Service-Learning Professionals (with Pamela Mutascio, Campus Compact, 2010).
She has been a member of the Council for the Advancement of Standards in Higher Education since 1980. She has held many leadership positions in NASPA – Student Affairs Administrators in Higher Education and ACPA – College Student Educators International. She was selected as an ACPA Senior Scholar for 2010 to 2015 and received the 2010 Maryland Campus Compact Scholarship Award. Dr. Jacoby writes and consults extensively and makes numerous speeches and presentations across the U.S. and around the world. Her institution and professional associations have recognized her outstanding work on behalf of service-learning and commuter students.
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