Teach the Brain Forums

"We shall not cease from exploration and the end of all our exploring... Will be to arrive where we started ... And know the place for the first time."
by T.S. Eliot, Four Quartets
http://www.agelesslearner.com/intros/exp...l#overview
This has great and varied meanings to all of us. What are they? Why?
Be well,
Rob
Segarama

I have always been interested in the Lewinian Experiential Learning Model that begins with Concrete experiences .......then Observation and reflection ......the Formation of abstract concepts and generalizations ......the testing implications of concepts in new situations. I find this very exciting since I am now beginning to understand it with some knowledge of the brain. The Concrete experiences.....are really the experiential learnings (prior knowledge) and a physical change in the neurons with the building of neuronal networks......then Observation and reflection when lead espectially to memory formation and strengthening [firing] the synapses by repeated reflection. I can see how action potential would be involved. Anyway, I am trying to fit the Lewinian Experiential Learning model...to what is known about the brain. The Lewinian model can be found in the text by David Kolb Experiential Learning [pgs.21 figure 2.1
http://www.agelesslearner.com/intros/exp...l#overview

"We don't receive wisdom; we must discover it for ourselves after a journey that no one can take for us or spare us."
- Marcel Proust

"The more powerful, significant, or varied the experience or stimuli which initiated the learning, the stronger and more numerous are the synaptic connections, resulting in better understanding."
- R. W. Dozier Jr.


Rob/Segarama

Hi Rob,
I share your excitement at having discovered that experiential learning initiates the physical building of neural networks. That ongoing reflection consolidates new neural networks.
The crucial issue in regard to education, is that the growth of our neural network does not grow automatically, in the way our vein and artery networks grow.
Neural networks grow as a unique response to usage, and require regular usage to avoid being pruned.
The nature of the usage, is the determining factor in the precise layout of each individual's neural network. Multi-sensory experiential learning stimulates the growth of a far more complex and integrated neural network.
I would suggest that the future of Education, will be with 'Integrated Neural Network Development'?
With an overarching focus on Cognition and Meta-Cognition.
In a world flooded with instantly accessible information, meta-cognition is what will save us from drowning?
Geoff.
[Not drowning, just waving?]

Thank you very much for this discussion on experiential learning.


You might be interested to learn about Mark Springer’s programs, Soundings and Watershed. They are integrative programs in which the academic content traditionally taught in reading, language arts, social studies, and science is taught through real-world themes and activity.

You can read about Soundings in:
Brown. (2002). Self-directed learning in an eight grade classroom. Educational Leadership, 60(1): 54-58.

You can read about Watershed in:
Springer, M. (1994). A Successful Voyage into Integrative Learning. Columbus, OH: National Middle School Association.
(This can be ordered at: http://store.nmsa.org/index.asp?PageActi...&ProdID=27)


You might also be interested to read this excellent work on experiential learning (this work is also an fine example of successful practitioner research!):

Blumenfled, P., Soloway, E. Marx, R., Krajcik, J., Guzdial, M. & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3&4): 369-398.


I hope that future research will directly investigate the impacts of these types of experiential learning programs on the brain. I believe this is a very worthwhile area to explore.
~Christina

OECD expert Wrote:You might also be interested to read this excellent work on experiential learning (this work is also an fine example of successful practitioner research!):
~Christina

Christina,

Thank you for the information about project-based learning. This is a very interesting subject for me due to my interest in Papert's work. This is a field that deserves much more consideration because of its links to how the brain functions.

Project-based learning shows that students are capable of doing research and improving their skills in doing research. Practitioner research is project-based research but for the teacher. In the thread
Discussion Topic Organization paragraph 2)b) says

“This is a process that has been recognized and formalized in many locations around the world. It serves to vindicate that classroom teachers can do valid research in the classroom. There are some recognized classifications of research that have been developed and could be applied under this classification.”

Practitioner research is important to teachers interested in using new ideas in the classroom because it allows them to develop their own skills and at the same time assist in the expansion of knowledge about teaching.

Thanks for your response Karldw. And thanks also for your Discussion Topic Organization, which was very well done!

Practitioner involvement in research is key to ensuring that relevant findings are infused into practice. If forum members are interested in seriously exploring practitioner research, I recommend the following works:

Erickson, Frederick. (1986). Qualitative Methods in Research on Teaching in Handbook of Research on Teaching, M.C. Wittrock (ed.). New York, Macmillan.

Denzin, Norman K. and Lincoln, Yvonna S. (1994). Introduction: Entering the Field of Qualitative Research in Handbook of Qualitative Research, Denzin and Lincoln (eds). Sage Press.

Lytle, Susan and Cochran-Smith, Marilyn. (1992, Winter). Teacher Research as a Way of Knowing. Harvard Educational Review, vol. 62, no. 4, pp. 447 - 474.

~Christina

OECD expert Wrote:Lytle, Susan and Cochran-Smith, Marilyn. (1992, Winter). Teacher Research as a Way of Knowing. Harvard Educational Review, vol. 62, no. 4, pp. 447 - 474.

~Christina

Christina
I think the following from the British Columbia Teachers' Federation http://www.bctf.bc.ca/inquirer/archive/1996-09-01.html puts a perspective on research in general.

quote
(from a Times Educational Supplement article, June 28, 1996)
"Academic research is only read by seven people on average, and that includes the writer's mother."
(attributed to a publisher of a UK academic journal)

I recently saw this title on a UK academic journal:

"Univariate and multivariate omnibus Hypotheisis Tests selected to Control Type 1 Error rates When Population Variances are not necessarily Equal"

Wonder whose mother would plough through that one!
unquote


Some members of the forum may be interested in Teacher-Research at Deer Park School http://www.fcps.k12.va.us/DeerParkES/TR/tchrch.htm by Diane DeMott Painter, Ph.D.


“What is Teacher-Research?
Teacher-Research is a way that teachers look at their teaching and how their students learn. It is structured in the sense that teachers generate a question(s) about what happens in their classrooms and they systematically and intentionally investigate what goes on in their teaching environments. ... Teacher-researchers share their findings with other teacher-researchers and others in the educational field.”

The above indicates what teacher research is and shows the the open systems nature of the idea. Not only is it research but it is also a way for a practicing teacher to gain understanding of particular problems that interest her or him. Through the sharing nature of open systems everyone benefits.

Experiential Learning by David A. Kolb.....pg. 35 quote"

In experiential learning theory, the transactional relationship between the person and the environment is symbolized in the dual meanings of the term experience...one subjective and personal, referring to the person's internal state, as in "the experience of joy and happiness," and the other objective and environmental, as in, " He has 20 years of experience on this job." these two forms of experience interpenetrate and interrelate in very complex ways, as, for example, in the old say, " He doesn't have 20 years of experience, but one year repeated 20 times." Dewey descibes the matter this way:

Experience does not go on simply inside a person. It does go on there, for it influences the formation of attitudes of desire and purpose. But this is not the whole of the story. Every genuine experience has an active side which changes in some degree the objective conditions under which experiences are had. The differences between civilization and savagery, to take an example on a large scale, is found in the degree in which previous experiences have changed the objective conditions under which subsequent experiences take place. The existence of roads, of means of rapid movement and transportation, tools, implements, furniture, electric light and power, are illustrations. Destroy the external conditions of present civilized experience, and for a time our experience would relapse into that of barbaric peoples....

The word "interaction" assigns equal rights to both factors in experience...objective and internal conditions. Any normal experience is an interplay of these two sets of conditions. Taken together...they form what we call a situation.

The statement that individuals live in a world means, in the concrete, that they live in a series of situations. And when it is said that they live in these situations, the mearning of the word "in" is different from its meaning when it is said that pennies are "in" a pocket or paint is "in" a can. It means, once more, that interaction is going on between an individual and objects and other persons. The conceptions of situation and of interaction are inseparable from each other. An experience is always what it is because of a transaction taking place between an individual and what, at the time, consitutes his environment, whether the latter consists of persons with whom he is talking about some topic or event, the subject talked about being also a part of the situation; the book he is reading (in which his environing conditions at the time may be England or ancient Greece or an imaginary region); or the materials of an experiment he is performing. The environment, in other words, is whatever conditions interact with personal needs, desires, purposes, and capacities to create the experience which is had. Even when a person builds a castle in the air, he is interacting with the objects which he constructs in fancy. [Dewey, 1938, p. 39, 42-43]

This book by David A. Kolb, Experiential learning was written circa 1984. David A. Kolb's text, Experiential learning was written over twenty years and seems like I have read it for the first time today.....or did someone else say that
Happy Fourth of July
Rob
Segarama

Thanks very much, Karldw, for this excellent example of teacher research at Deer Park School.

Thank you, Rob, for sharing this perspective on experiential learning. It is interesting to think about this type of interaction from the perspective of the brain. It is now well-established that the environment impacts the brain in ways that are mediated by the brain’s current state. The brain, in turn, influences the environment via human action. Therefore, there is a synergistic interplay whereby the environment shapes the brain, while the brain shapes the environment. Now, consider interaction within a sociocultural environment (Jean Lave and Etienne Wenger’s participatory model of learning). When you add this perspective to the model, multiple individuals’ brains are indirectly shaping one another!

~Christina

Christina, I would prefer to have someone help us out in times of [crises] who has learned how to handle [crises] through experietial learning. I keep thinking of the rank in the service where a master chief has essentially learned his/her trade through experiential learning and of course classroom textbooks. I then think of the Navy ROTC graduate who becomes the master chief's boss. What we are dealing with is someone who really knows how to fixed the problem and the ROTC graduate who "is trained to see the big picture and learns to lead and delegate and is more so a University Graduate". They really need each other. When it comes to other types of [crises], where rank is not considered Then the person's self efficacy will need to play the "crisis manager". Sometimes our sytems get in the way of really solving a problem. Credit is given in Colleges and Universities for experience yet when push comes to shove, I want a mechanic with me in the car when it breaks down rather than the president of GM.
Same goes for medical research and getting things done.
Rob
Segarama

hi Rob
In response to the discussion of experiential learning. I have just been involved with motivating a teenage girl who is passionate about undertaking training as a Psychologist. Though, she suffers from the maths learning disorder of Dyscalculia. Which presents a major obstacle for her future studies.
Yet within the context of experiential learning. I argued that her Dyscalculia provides an invaluable insight into the socio-psychological impact of a 'learning disorder'. As experienced within the broader community.
Rather than a disadvantage, I emphasised the opportunity that her learning disorder provides. From an experiential basis, as a future Psychologist.
Her life experience as a Dyscalculiac, is also a direct corrolary to a spectrum of other 'Learning Disorders'.
Where their is a shared experience of the obstacles that people with 'Learning Differences' experience.
Where 'Learning Difference', is not recognised as a unique insight. But rather as a 'Disability'. Which is accompanied by the accusations of being either 'Lazy or Stupid'. Or perhaps both?
Yet I suggested to her, that as a Psychologist who has an experiential understanding of the obstacles to social integration to people with learning differences. Her experience as a Dyscalculaic would provide her with an advantage, rather than an obstacle?
Rob, returning to your analogy of a Mechanic, would you prefer a Psychologist who had read 'all of the books', or one that had personal experience of the problem?
I suspect that we share a confidence in the 'experiential Psychologist'?
Geoff.

Geoff, Have you ever read the paperback called the Saber-tooth Curriculum by J. Abner Peddiwell and Foreword by Harold Benjamin.

When you were a kid and first learned to fish, did you learn from reading a book or what? I am a voracious reader and really believe in reading, but I also believe that some of the things that we did in school could have been related to recreation and learned with declarative memory. If you have not read this little satire...it is a must. [Also great experiential learning]
Be well.
Rob
Segarama

I want to talk about learning. But not the lifeless, sterile, futile, quickly forgotten stuff that is crammed in to the mind of the poor helpless individual tied into his seat by ironclad bonds of conformity! I am talking about LEARNING - the insatiable curiosity that drives the adolescent boy to absorb everything he can see or hear or read about gasoline engines in order to improve the efficiency and speed of his 'cruiser'. I am talking about the student who says, "I am discovering, drawing in from the outside, and making that which is drawn in a real part of me." I am talking about any learning in which the experience of the learner progresses along this line: "No, no, that's not what I want"; "Wait! This is closer to what I am interested in, what I need"; "Ah, here it is! Now I'm grasping and comprehending what I need and what I want to know!"

Carl Rogers 1983: 18-19

:o (On Experiential Learning...) Nothing ever becomes real till it is experienced -- even a proverb is no proverb to you till your life has illustrated it. --John Keats (1795-1821)

The course of nature is to divide what is united and to unite what is divided. Goethe

GETTING 'INVOLVED' IN LEARNING
''You get out what you put in.'' (plus a bit more)

The core idea in 'active reviewing' is that the more you get
INVOLVED in learning, the more you learn. That's not very
profound, but it's surprising how often this principle is brushed
aside or misunderstood.

When 'left and right brains' are both tuned in and when 'body,
mind and spirit' are fully engaged in the learning process, there
are instantly more ways of learning open to us. More dimensions
of learning become available.

By involving more of our own personal resources we notice more,
take in more, process more, remember more and benefit more.
The more of ourselves we invest in the learning process, the more
we gain from it.

Each learner should spend as much time as possible at the optimal
level of involvement. That matters more than anything else. If
learners are not switched on, then any process you lead them
through (or 'urge' them through or 'facilitate' them through) is
just going through the motions. It hardly qualifies as
'experiential learning' if the experience is not engaging.

For the most effective learning from experience, learners need to
be fully engaged in the reviewing process - as well as in the
experience being reviewed.

You will need to look wider than 'active reviewing' for ways of
getting learners involved, but 'active reviewing' certainly
places a high value on involvement - before, during and
(especially) after the learning 'activity'.

Editor:Roger Greenaway

An article in the Review of Educational Research examined reviews from ninety-six experiential education programs from around the world. It concluded that overall, students who participated in these programs were more engaged during the learning process and made superior gains in academically-related skills compared to students in traditional, transmission-oriented classrooms (Barth, 2001).

While such program-based approaches to experiential learning may not be feasible for all learning communities, teachers in any learning community can make use of hands-on learning experiences. For example, Sylverster (1994) offers an account of his success in having the children of a third grade urban Philadelphia classroom learn through the creation of and hands-on involvement in a mock socioeconomic community that served as a microcosm of the real-world.

It seems that experiential learning is alive and well. In almost all cases this nondeclarative unconscious [stealth] molecular biology of cognition memory and education minds its own business in a separate pathway from the more academic declarative conscious molecular biology of cognition. So the two go their own way...and I might say are really quite different. I retrieved ERIC materials on experiential learning from the net on July 18, 2005 called Wilderdom. Have a great evening. Be well, Rob

I NOTICED THAT THE HYPERLINKS ARE NOT WORKING IN THE MAIN BODY SO.......TRY THE URL http://www.wilderdom.com/experiential/

Outdoor Education
Experiential Learning
& Experiential Education
Philosophy, theory, practice & resources James Neill
Last updated:
06 Feb 2005


Introduction
What is experience?

What is experiential learning?

What is experiential education?

Who are experiential educators?

What is a teachable moment?

Studying experiential learning

Experiential Education Philosophy
What is empiricism?

What is radical empiricism?

Dewey's philosophy of education

Experiential education in schools

Teacher philosophies of education

Outdoor education philosophy

Experiential Learning Theory
12 reasons why experiential learning is effective

Experiential learning theory
(Carl Rogers)

Scale of experientiality
(Gibbons & Hopkins, 1980)

Psychology of play

Experiential Learning Cycles
Experiential learning cycles
(including Kolb's 4 stages)

Critique of Kolb's experiential learning theory
(Mirriam Webb, 2004)

Experiential Education Practice
Index to group games & activities

Peace & experiential education

Group development & dynamics

Group facilitation & processing

Experiential Learning Quotes
The things we have to learn before we do them, we learn by doing them.
- Aristotle

The knowledge of the world is only to be acquired in the world, and not in a closet.
- Lord Philip Dormer Stanhope Chesterfield

Experiential education is elusive, often paradoxical, a multifaceted jewel with ethical, aesthetic, spiritual, physical social and psychological dimensions, even cosmic dimensions. Psychological mountain climbing may be the right phrase for what we mean by experiential education.
- John C. Huie

More Education Quotes...
What's New?

School's out: Open-air British schools in the 1930's
(The Independent, 23 January, 2005)
The idea of outdoor schools, primarily for health reasons, derived from the sanatoria that sprang up in Europe in the latter part of the 19th century. In the sanatoria, fresh air and sunshine as much as medicine were used to treat tuberculosis (TB), with mixed success. This idea was extended in Britain during the first half of the 20th century, with the focus on improving the health of children who were seen as sickly and susceptible to TB. The schools were truly open-air (no walls) with purposeful, harsh (but supposedly healthy) environmental conditions, especially during winter, intentional. By the 1940's there were 155 open-air schools and they aimed to improve both health and academics. These open-air schools shared much with the philosophy with Baden-Powell's scouting movement and Outward Bound.

Excellent teachers: Exploring self-constructs, role and personal challenge
(Roger Vallance, 2000, Paper presented to the Australian Association for Research in Education)
Who are the excellent teachers, and what do they look like? This empirical report is based on self reported data about the characteristics of excellent teachers in the Australian Catholic schooling system. Four common characteristics emerged: Excellent teachers were: 1) organized; 2) focused on whole person; 3) loved the students; and 4) were committed to the students.

On the importance of asking questions
(Julius Sumner Miller, 1967, Preface to "Millergrams" - Book II)
On the vital importance of asking questions, rather than assuming to know. Eloquently champions the flame of enthusiasm that can be kindled when we ask questions, contemplate, discuss, experiment and meditate on questions.

Fifth grade students at crumbling Chicago elementary school challenge political indifference
(Ralph Nader, 20 April, 2004, http://www.commondreams.org)

Nurturing scientific literacy among youth through experientially based curriculum materials
(Robert Horton & Suzanne Hutchinson, 1997)

An intervention hierarchy for promoting young children's peer interactions in natural environments
(Brown, Odom, & Conroy, Fall, 2001, Topics in Early Childhood Special Education)

Experiential Education Resources
Experiential education articles

Experiential education quotes

Programs & organizations

Recommended links

Experiential Learning FAQs
Is it better to do one-off intensive programs or to have intermittent education experiences?

What are the problems with alternative schools?

Studying Experiential Learning
Several authors (e.g., Kraft, 1991; Richards, 1977) have pointed out that experiential learning dates back beyond recorded history and remains pervasive in current society, whether formalized by educational institutions or occurring informally in day-to-day life. In this sense, experiential learning is not an alternative approach, but the most traditional and fundamental method of human learning. Ironically, the current perception of experiential education as ‘different’ is probably less due to new developments in experiential learning than it is to the normalization of didactic teaching as the mainstream educational methodology.

For these reasons, those seeking a deeper understanding of experiential learning should consider the philosophies of not only contemporary figures such as Kurt Hahn (who was inspired by and utilized Plato’s “The Republic” in designing Outward Bound programs), Kolb's Experiential Learning Cycle, and so on, but also include study of those who have previously described the process of experiential learning long before many current forms of experiential education began. Main figures in this sense are John Dewey and Paulo Freire, but also consider how the work of William James, Maria Montessori, Rudolf Steiner and Francis Boal apply to our current educational situations.

Since the 1950's there has been a growing focus in writings and research specifically on experiential learning. Major sources for such material related to experiential learning in the outdoors are journals, conferences, books (e.g., edited texts that focus on current thinking in experiential learning such as Boud, et al., 1993; Weil & McGill, 1989), and websites.

Experiential Learning can come in many different forms. I wonder if it would fit under case studies etc. What do you think?

URL:http://www.actionbioscience.org/education/herreid.html


Be well,
Rob

Well, if I wanted to go hunting for buried treasure which I don't; how would I go about hiring a competent well trained person to go with me. What I am getting is that I would want a person who is self efficacious in hunting for buried treasure. If he or she is self efficacious, might he or she fit Albert Bandura's definition of self-efficacious which might be experiential learning or if I wanted to go sky diving which I don't, would I look at the instructors report card in math, science, reading, literature or would I really want to check out how well my new instructor has been trained and check his/her assessment in instructing sky divers. He or she would definitely have to be self efficacious in his/her trade.


Obviously what I am getting at is the real assessment of competence for the particular task to be completed. It could be many ways of learning, but it had better be good the more dangerous or precise it gets. Give them a true or false test....I don't think so.
Be well,
Rob

The more I look at learning and expecially experiential learning, the more I believe that we count on our five senses plus.... Children with special needs who have sensory deficits have a difficult time accessing the central nervous system in a prescribed manner without the teacher, parents and learner expressly concentrating on afferent sensory receptors and enriched environment. I was in particularly thinking about the access to the environment via vision. If we are dealing with severe visual deprivation, then we lose a majority of our sensory afference immediately. However, that is the challenge that we have and the learner has....to use all sensory means possible to learn. We as educators must be cognizant that all children learn via their senses and repond accordingly through their efferent motor connection. Do the neurons ever get "distracted" going through the relay centers of the thalamus...indeed. It is my belief that with sensory/experiential learning ....in-depth in learning helps understanding, memory and learning. Teach with the senses in mind.
Best,
Rob

URL retrieved 8-6-05 from the internet. [good url]
URL: http://www.e-advisor.us/teacher_roles2.htm

segarama Wrote: I was in particularly thinking about the access to the environment via vision.

I have been busy getting ready for the new year but I wanted to share with you something I saw on TV. It was an inspiring story about a blind boy who plays video games. There is a blind boy in our high school who also plays video games and rides his bicycle around the neighborhood.

Blind Teen Amazes With Video-Game Skills

I have been told that the above link does not work. I think this one does:

New link

:o Well, I just need to discuss experiential learning at least a little bit. I believe that experiential learning is solid and we have known for a long time that we learn via experiences. We have Universities who give credit for experiential learning or those who manifest a self-efficacious demeanor.

I want to have a guide who has "been there and done" that to take me through the jungle. This is an individual who has learned by experience.If we use metacognition in our thinking, we can create many many experiential opportunities and increase the depth of our learning. We are the learners too.

If you have not read Experiential learning: Learning as a source of learning and development by David Kolb....Dr. Kolb is a professor at Case Western Reserve University. [l984] What????? 1984...how can this be a good book? Well, it is a classic and used universally. Very expensive!

Be well,
Rob
Retrieved Url 8-10-05 from the internet...
URL: http://www.positivepractices.com/Efficac...icacy.html

Good afternoon from San Diego,

I have been searching the web under experiential learning and the 21st Century Learning Inititative. I really have a healthy respect for the coming together of countries in the various fields and especially education.
August 11,2005 retrieved from the internet this URL: http://www.pisa.oecd.org/document/13/0,2..._1,00.html

Interesting Material....
Best,
Rob

It is true we learn from experience. So how do we get to learn from experiences if we are just born or age 2 etc. At that age we of course are dependent upon our family and care givers. They help us learn with providing various experiences commensurate with our readiness. When we reach preschool age, do we go to preschool to enhance our learning via experiences... or do we just wait until kindergarten and begin taking in these experiences several years later. A child is never too young for learning. Then why is a child sometimes emotionally not ready to learn when going to a particular kindergarten. Actually the child is ready to learn from experience but not from a kindergarten experience? At least this kindergarten experience so.....what is the big deal.....have the child learn at a level commensurate with their own readiness. The title grade one or kindergarter does not mean that the child cannot learn. It means that the grade levels and environment are not at a experiential environmental level that will help the child interact most effaciously with the environment. The grade level is a school district structure to educate the large numbers of children attending. Universal preschool or Universal learning classes could be offered to all children at a younger age than kindergarten. Remember we are dealing with the child's interaction with experiences. So experiential preschools have their place and no particular structure other than the child's readiness to learn from experiences is important.
So just maybe, just maybe we have the cart before the horse. Children learn from experience and school grade levels are geared for certain ages not readiness...or is the grade level itself the problem Grade 1,2,3. etc. Oh well, it keeps us thinking.

Be well, URL http://www.infed.org/biblio/b-explrn.htm
Rob

Hi,

Miami Valley School Program for learning with and by experience...this url was retrieved August 12, 2005. It is a good read.
Best, URL: http://www.mvschool.com/index.html
Rob URL: http://www.mvschool.com/ls/ls_news.htm

Well, experiential learning is so very important that it is sometimes not even thought of as learning because we are not always sitting behind a desk and in a classroom [stamped] official. YET, we do know that we learn from experience. It does not always have to be vicarious...it can be real experience too. The neat thing about experiential learning is that most of the time we have fun interacting with our environment and experiences.

At Case Western University a man named Dr. David Kolb is an expert in experiential learning....he has written the famous book circa l984 titled Experiential learning: Experience as the source of learning and development.; also at Case Western University is a man named Dr. James Zull who has written a break through book that I know educators really like titled The art of changing the brain: Enriching the practice of teaching by exploring the biology of learning. Jim is a easy going man who I met a couple of years ago and we have been exchanging e-mails from time to time. Put the two of them together and you have a history of learning that is exceptional.
The following articles on experiential learning are exceptionally good.
Retrieved URL from the internet many times but on this occasion today 8-13-05. URL: http://www.wilderdom.com/experiential/
URL: http://www.comfsm.fm/socscie/biolearn.htm
URL: http://www.duke.edu/~pk10/language/intro.htm
Best,
Rob