A Developmental Model for Teaching in Experiential Learning Settings.

Autor/inn/en	Weinholtz, Donn; und weitere
Titel	A Developmental Model for Teaching in Experiential Learning Settings.
Quelle	In: Professions Education Researcher Notes, 6 (1984) 4, S.3-6 (7 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Stellungnahme; Clinical Experience; Clinical Teaching (Health Professions); College Faculty; College Instruction; Educational Objectives; Experiential Learning; Higher Education; Learning Activities; Medical Education; Models; Skill Development; Teacher Role; Teacher Student Relationship; Work Experience + Suchen Sie Ihr Suchwort? Fakultät; Hochschullehre; Educational objective; Bildungsziel; Erziehungsziel; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernaktivität; Medizinische Ausbildung; Analogiemodell; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Employment experience; Job experience; Occupational experience; Berufserfahrung
Abstract	A model for distinguishing effective and ineffective educational practices in experiential learning settings is described. The model is an adaptation of Hare's developmental phases of successful learning in classroom settings. During the orientation phase, the instructor communicates to learners what they are expected to accomplish. In the experiential learning setting, the acquisition phase involves reliance on a loosely-structured instructional scenario, whereby teachers take advantage of educational opportunities as they present themselves. During the practice phase of the experiential development model: (1) group members increasingly assume responsibility for initiating and maintaining activities related to their skill development; (2) the instructor maintains a low level of control; and (3) instructional activities occur outside of the work situation. The work phase involves the learner in using skills while pursuing tasks independent of the instructor's supervision. Finally, evaluation of individual and group performance occurs in the termination phase. The instructional leadership role and applications of the model to instructors on a medical service are discussed, along with further application of the experiential development model. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01