The Design of Intellectual Experience

Finkel, Donald; Monk, Gerald

doi:10.1002/j.2334-4822.1982.tb00015.x

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John Dewey: Experienced-based Learning and Post-experience A1

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1982

1996

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“…Actually this board is an oversized version of the report-back chart recommended by Maier and others (1976, p. 46 'The "Learning Cell" (Goldschmidt, 1971), the Peer Tutoring Writing Workshop (Bruffe, 1980), and the classroom workshop approach (Finkel and Monk, 1979) are excellent examples of the way in which temporary and project-specific groups can be used to increase the effectiveness of instructor-centered classroom activities. (Goldman, 1965;Laughlin & Johnson, 1966).…”

mentioning

confidence: 99%

Team Learning: a Potential Solution To the Problems of Large Classes

Michaelsen

Watson

Cragin

et al. 1982

Exchange: The Organizational Behavior Teaching Journal

115

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mentioning

confidence: 99%

Team Learning: a Potential Solution To the Problems of Large Classes

Michaelsen

Watson

Cragin

et al. 1982

Exchange: The Organizational Behavior Teaching Journal

115

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“…Correct application of the model also requires the instructor to encourage and guide post-experience analysis by the students (Dewey & Dewey, 1915;Finkel & Monk, 1988;Joplin, 1988;Kourilsky & Quaranta, 1987;Prochazka, 1988). Although many of his proponents failed to implement this second component, Dewey considered the post-experience analysis critical for student learning (Dewey, 1933(Dewey, , 1938.…”

Section: John Dewey: Experienced-based Learning and Post-experience Amentioning

confidence: 99%

Mini-Society and Yess! Learning Theory in Action

Kourilsky

Carlson

1996

Citizenship, Social and Economics Education

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This analysis endeavours to demonstrate the mechanism by which incorporation of validated learning principles into a curriculum can maximise its potential effectiveness and impact on both cognitive and affective outcomes. The intent of this demonstration is to highlight for prospective curriculum innovators the importance of having a solid learning theory infrastructure in their target curricula. First, the article describes the experience-based Mini-Society framework and its embedded entrepreneurship curriculum, YESS! (Youth Empowerment and Self-Sufficiency). The analysis which follows explores how four research-informed learning theories were incorporated into the foundation of Mini-Society and YESS! and how their incorporation influenced the impact of these programmes.

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The Design of Intellectual Experience

Cited by 2 publications

References 1 publication

Team Learning: a Potential Solution To the Problems of Large Classes

Team Learning: a Potential Solution To the Problems of Large Classes

Mini-Society and Yess! Learning Theory in Action

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