Final paper in Experiental Education

Running Head: EXPERIENTIAL EDUCATION 1

Experiential Education

Theory and Practice of Experiential Education

Mackenzie DeMuth

University of Northern Iowa

April 25, 2016

EXPERIENTIAL EDUCATION 2

Experiential Education

“Experiential Education is a philosophy that informs many methodologies in

which educators purposefully engage with learners in direct experience and focused

reflection in order to increase knowledge, develop skills, clarify values, and develop

people’s capacity to contribute to their communities.” The student becomes more actively

involved in the learning process than in traditional, didactic education.

There are so many different experiential educators. Some include: teachers, camp

counselors, therapists, instructors, coaches, etc.

Experiential Education is used in my different settings. Some examples of the

different settings are: non-formal education, place-based education, project-based

education, global education, environmental education, student-centered education,

informal education, active learning, service learning, cooperative learning, expeditionary

learning, internships, and group based learning.

Principles of Experiential Education: Learning Cycles

Stage 1 Model: Experience: simply that experience alone is sufficient for learning.

Stage 2 Model: Experience-Reflection: Outward Bound Plus Model

Stage 3 Model: Dewey 1938 DoReviewPlan

Stage 4 Model: Kolb 1984 1. Experiencing2. Reviewing3. Concluding4.

PlanningTransfer of Learning

Stage 5 Model: Joplin(1981) Focus-action-support-feedback-debriefing

Kelly(1995) Encounter-(dis)confirmation-revision-anticipation-investment

Pfeiffer and Jones(1975) Experiencing-publishing-processing-

generalizing-applying


Stage 6 Model: Priest and Gass (1990, 1997) The Experiential Learning and Judgment

Paradigm. Experience-induce-generalize-deduce-apply-evaluate.

Environmental Education

Environmental Education is a process that allows individuals to explore

environmental issues, engage in problem solving, and take action to improve the

environment. As a result, individuals develop a deeper understanding of environmental

issues and have the skill to make informed and responsible decisions.

Definitions:

“Helping people to become happily acquainted with the life and wonders of wild

nature. It is inspirational and educational” (Enos Mills, 1920).

Interpretation: definition for four decades:

“Interpretation is an educational activity which aims to reveal meanings and

relationships through the use of original objects, by firsthand experience, and by

illustrative media, rather than simply to communicate factual information” (Freeman

Tilden, 1957).

“Interpretation is the communication link between the visitor and park resources”

(Grant Sharpe, 1976).

“Environmental interpretation involves translating the technical language of a

natural science or related field into terms and ideas that people who aren’t scientists can

readily understand” (Sam Ham, 1992).

“Interpretation is how people communicate the significance of cultural and natural

resources. It instills appreciation and understanding” (Knudsen, Cable, Beck, 1995).


“Interpretation is a mission-based communication process that forges emotional

and intellectual connections between the interests of the audience and the inherent

meanings in the resource” (National Association for Interpretation, 2001).

“Interpretation is the translation of the language of the scientists, the voices of the past,

and the significance of the places to help create meanings and connections with the

people of the present” (Carolyn Widner Ward, 2002).

“Any communication process designed to reveal meanings and relationships of

cultural and natural heritage to the public, through first-hand involvement with an object,

artifact, landscape or site” (Interpretation Canada).

Interpretation is NOT:

Communication of facts (Freeman Tilden)

Someone’s personal soapbox

Equal to Environmental Education

Interpretive Programs are programs of field trips by interpreters that is not connected

to a curriculum.

Environmental Education is part of a larger system with an established

curriculum, educational goals, and specific learning objectives.

My personal definition of Environmental Education: The process that people do to get

more involved in nature and learning about the environment while enjoying it.

Outstanding Curriculum

-Project WILD: Project WILD is a wildlife-focused conservation education program for

K-12 educators and their students. It is one of the most widely used conservation and

environmental education programs among educators of students in Kindergarten through


high school. It is based on the premise that young people and educators have a vital

interest in learning about our natural world.

-Project Food, Land, and People

-Project WET

-Project Learning Tree

Communication

Communication is transferring meaning from one source to another. Sometimes

due to barriers in communication, interpreters are necessary to complete the process.

Interpretation is an artful form of communication stressing ideas and relationships to help

build connections between resources and people.

Two Types of Interpretation: Personal vs. Non-personal

Personal interpretation is person-to-person communicating. It is when there is an

instructor or guide and they explain how to do something or what something is to a group

of people. An example of this is Darrin explaining how to kayak and how to be safe while

kayaking to a group of people. There is physical interaction between interpreter and

visitor. It is a more meaningful form of communication. It is also a good way to achieve

management goals and objectives.

Non-personal interpretation is when it’s object-to-person communication. This is

when signs, posters, exhibits, etc., share information with people. They will allow people

to read them or observe them without someone else telling the people what to do or what

that exhibit may be. There is no physical interaction. It allows more visitor freedom and

reaches more people.


Interpreters

Interpreters can be many people. Some examples are: Environmental educators,

interpretive naturalists, naturalists, park rangers, cultural and historical interpreters.

They work in the Federal, State or Local government.

If they work in the National Park Service USDA Forest Service, US Fish and

Wildlife Service, Bureau of Land Management, or US Army Corps of Engineers they are

working for the Federal government. If they work for the Iowa Department of Natural

Resourcing they are working for the State government. If they are working for County

Conservation Boards or City Parks and Recreation they are working for the Local

government.

They can also work for private agencies and organizations. Some Profit

Organizations include: Tour companies, guide services, motels, travel organizations, and

museums. Some Non-Profit organizations are Nature Conservancy, National Audubon

Society, Sierra Club, Park Associations or Museums.

Goals of Interpretation

The primary goal of interpretation is connecting the visitor to the resource. They

use orientation services (cognitive and spatially locate themselves in the resource),

Information (connect to resource and meet basic informational needs), and Educational

Messages (natural resource, cultural, and management based messages). The secondary

goal of interpretation is to protect and manage within management goals. This includes

protecting the visitor, protecting the resource, and promoting the agency.


Teaching Concepts

Recognizing types of learners: watchers, feelers, thinkers, and doers. Teachers describe,

demonstrate and do. They have to think about the student’s safety, comfort zones, their

ability to see and hear you, etc. Working with a variety of ages is important and will

happen to a person some point in their life. It is important to know the different levels of

groups and how to teach them.

Learning

Short Term Memory: students can handle 2-4 bits of information at a time. The

teacher must sell the information to the student in order for them to understand.

Long Term Memory: there are three levels. 1. Surface 2. Conceptual 3. Instinctual

Students learn better when they see, do and self discover rather than just hearing

the information.

Nature Deficit Disorder

Nature Deficit Disorder is when children aren’t spending enough time outdoors.

This leads to behavioral problems. It is important for children and everyone else to spend

time outdoors and in nature. It’s good for the body and mind. The term is from Richard

Louv. He coined it in his 2005 book called “Last Child in the Woods.” When I was a

child I spent a lot of time outside. I was always playing sports or exploring some wooded

area because that was interesting to me. I still love the outdoors and spend as much time

as I can outside.

Nature Centers and Exhibits

The best exhibits/signs have the following:

Seldom provide detail or in depth info but provoke visitors to want more


Reveals the meaning of the site (unified theme)

Purpose is to interpret objects and experiences on the site

The information should be compatible with the site

Short and concise information

Sign Basics: Serif font is the best for paragraphs. It’s easy to read. Times New

Roman is a good serif for signs. The type size for headings should be big enough to read

from afar. Use of caps is important for headings. The font should also be flush left and

ragged right. Open space is very important. It gives some room and it makes the sign look

less busy. Pictures are always a great way to get people’s attention. The basic materials

that the signs should be made out of are: wood, fiberglass, metal, and porcelain enamel.

Avoiding square panels and reflective materials is a good idea. Choosing weather

resistant materials is the best choice.

Exhibits: When to use an Exhibit? Exhibits are good to use when there isn’t an

interpreter around to explain things to the visitors. Another reason is when there are

enough visitors to justify the expense of an exhibit. It should be safe and convenient as

well as not a distraction from the site.

Characterization

First Person: Become the character in every aspect: dress, dialogue, mannerisms,

delivery, etc. Really know the character and stay in it at all times. Research and

practicing the character is very important to make it believable and fun for the audience.

Third Person: Looks like a person from a different era but speaks about people and events

from a current perspective. Usually they use crafts and demonstrations to help the

audience understand.


In both first person and third person clothing, makeup, and details are very important.

Clothing should be authentic. Makeup can be simple like mud, dirt, flour or grease but

should be believable. The details can include smoke, food, tools, music or anything that

will help the performance.

Puppets

Puppets are fun to help focus peoples attention. They can be helpful for

communicating ideas to all ages. The interpreter can use them in a humorous way to get

the audience to laugh and enjoy the presentation. Puppets are easy to carry and

inexpensive. They can also be a great way to show what the real animal looks like so the

audience can have a better understanding of that animal.

Tips for using puppets:

Move puppet in sync with what is being said

Open and close mouth with each syllable

Move lower jaw, puppets head should remain level

Stay in character

Puppets should make eye contact with audience

The puppet should carry the program and be the main focus

Develop a distinct personality and voice for puppet

Keep the program active and short

Storytelling

Storytelling is fun and everyone listens if it is well told. It’s an old way to get

people involved and using their imagination. A well told story could capture the

audience’s attention and interest them. Not everyone can be a good storyteller. They have


to be animated. The interpreter has to be creative and willing to practice the stories but

not tell them the same way every time. Stories provoke emotion and can teach people

values. People can also learn culture and character of others through storytelling.

Storytelling has many different techniques: relaxation, humming exercises, using

different parts of your voice, inflection, diction, and facial expressions all contribute to a

great story. The interpreter should set the scene, develop the story, use a crisis and have a

moral.

There are some do’s and do not’s of storytelling. The do’s are: speak loudly and

clearly, speak in a good pace, tell the story spontaneously, use silence for effect, and

practice. Some do not’s are: being with an apology, really long stories, reading from a

script, expressing opinion, using unwelcoming language or body language, and getting

sidetracked. Also don’t be too detailed, use weak gestures, use fake voice or leave your

listeners without a resolution to the story’s conflict.

Interpretive Hikes

Night hike: Darkness or reduced lighting provides a different perspective on the

environment.

Wet Walk: It can be fun, unusual, revealing and literally get everyone immersed in the

theme.

Moving Mechanically: Using other modes of transportation like their car, bike, or

anything else they can use to get around to still be involved and explore.

Roving Interpretation

This is a personalized, face-to-face communication where the audience has

chosen the venue the resource is the stage, and the interpreter is a catalyst for knowledge.


Roving provides the means to protect the resource and the visitor and to ensure a quality

recreational experience.

There are many reasons for roving. A few are: public relations, providing timely

and site-specific information and education, gaining a better understanding of the visitor

and the resource, and protecting that resource.

Evaluation and Assessment of Programs

Evaluation is a critical component of all interpretation. It links many of the

elements discussed in the other chapters of the book and brings the reader from program

creation to program assessment. It is conducted because people want to know more and

want to do better. There are many reasons why evaluations of programs are done. It is

important and provides insight into the overall success of interpretive efforts.

There are 3 big components that should be evaluated and they are: the interpreter,

the audience, and the program.

Interpreter: Body language, appearance, enthusiasm, credible, voice quality, eye

contact, confidence, grammar, and passion.

Audience: Learning, attendance, satisfaction, enjoyment, behavioral change,

emotional impact, attention, memory, and provocation.

Program: Connection, relevant, enjoyable, appropriate, thematic, engaging,

structured, cost-effective, and accessible.

Outdoor Recreation

Competence: Knowing or not knowing how bad or good you are at something.

Teaching strategies: three D’s: describe, demo, do. This includes doing the whole

thing once to show everyone, doing a part of it to break it down then doing the whole


thing again with everyone participating. It’s an easier way for people to learn. Interaction

is very important and people learn faster that way.

Having a lesion plan is important and organized. Intro, setting, goal, components,

methods, equipment, and evaluation are what you should include in a lesson plan.

Knowing how to enjoy outdoor adventures with kids is important. Slowing down

and letting them explore is great. Have fun with them.

Six practical reasons for outdoor adventures:

Fun

Affordable

End up with incredibly capable kids

Educational

Instill safety consciousness in children early in their lives

Own life will be enriched

Theory of Optimal Arousal: BoredomOptimalAnxiety

Earth Day at Hartman Reserve Nature Center

Earth Day is on April 22 each year. It marks the anniversary of the birth of the

modern environmental movement in 1970. It is important for people to learn about the

Earth and what they can do to make it a better place to live.

Hartman Reserve was a really good time for everyone involved. Everyone in class

had a topic. They made poster boards, an activity for the kids and had a presentation. We

all did a great job I thought. I learned a lot from other posters and had fun interacting

with everyone that came to Earth Day.


Evening Class/Night Time Activities

Getting together with the class out at Black Hawk Park was a lot of fun. We

played games, animal called, sang songs and ate smores. There are several different types

of programs that are presented in a darkened environment. Night hikes, night sky and star

gazing, campfire, and audiovisual programs are all things that people can do in a

nighttime setting.

Nighttime safety is very important. There are a few things people can do to be safe in the

dark.

Selecting a trail that is wide and level, recheck the route, count the participants,

designate someone to be the last person of the group, advise everyone to have

some sort of flashlight, and encourage everyone to have a buddy.

Professionalism, Organizations, IAN Standards

The characteristics of a profession: knowledge-based, standards of practice,

accreditation, quality control, and continuing educational opportunities. As an interpreter,

you have responsibility to represent the organization for which you work in an

appropriate and ethical manner.

Guest Speakers

Angi Reid: Angi is the Education Coordinator at the Waterloo Center for the Arts. She

came in and helped us make nature journals. They were really cool and I’ve used mine a

few times. I would love to write more and get other people involved more in nature.

Sitting outside and thinking about life is a great way to distress. I learned why it’s

important to write in nature.


Mike Havlik: Mike is a naturalist from Dallas, CCB. He talked about the teaching

pedagogy. Teaching pedagogy are teaching strategies that help people understand things

that they learn. Each pedagogic is described so that you can quickly understand how the

technique might be relevant to your teaching. I honestly had no clue what this was so it

was interesting to learn about.

Linette Bernard: Linette is the ICEC Executive Director. She talked about Kinder Nature

and why it is used. Kinder Nature is a website that has many songs and activities on it for

teachers to teach to their classrooms. It reminds me of Project WILD. It is really nice to

go to if you need an idea about a song or activity to do with a group of kids. I didn’t

know about this website before she came in so it was fun to learn about.

Linettte came back to our class and talked about Interpretation with Live Animals. She is

apart of SOAR and is a communications director of it. She houses a hawk that she

brought into class. I learned that these animals are not your pets and you shouldn’t treat

them like pets because they are wild animals. It was very interesting and I enjoyed it a

lot.

Mike Bonser: Mike is the Conservation Officer for the Iowa DNR. He talked about

Communication and Interpretation in Law Enforcement. He was an interesting guy full of

knowledge. I learned many things from him. One thing is that is can be hard to do. He

has many different people he deals with everyday.

Steve Martin: Steve works at the Butler county CCB. He is a storyteller and a good one at

that. I learned different ways to tell a story and how to make them believable. He really

caught my attention and it was fun to hear his stories. He scared some of the class


sometimes with his ‘all of the sudden’ loud voice but it good everyone’s attention and

was fun.

Andy Martin: Andy is the Outdoor Recreation Coordinator at UNI. He goes on trips with

the students and runs the office in the WRC. Outdoor rec is very important and is a great

thing to have at UNI. The outdoor rec trips look really fun and I would love to go on one

sometime. I learned many things about UNI outdoors that I didn’t know. It was cool

hearing about the history of it and why it’s important to have on a college campus.

Conclusion

All of the topics I learned in this class will help me become a great working

professional in a career working with kids and outdoor recreation. I can use what I

learned to create a great environment for all of the people I work with and teach.

Learning how to work with kids was something that comes natural to me but it was fun to

learn more about it. In any field it is important to know how to work with others. I

learned a lot in this class and had fun doing it. I liked the interactive activities and group

projects. It helps me learn when I’m being interactive. I thought Darrin did a great job

teaching this class also. It helps when the professor gets involved with the students and

has a good time doing so. I will miss this class but I’m very happy with how it went and

what I took away from it.

Documents

Final paper in Experiental Education