ERIC Number: ED369115
Record Type: Non-Journal
Publication Date: 1993-Nov
Reference Count: N/A
Adapting Pfeiffer and Jones' Experiential Learning Model for Classroom Use.
Strong, John R.
J. Pfeiffer and J. Jones' experiential learning model can be modified to direct students toward learning principles, processes and skills which have an influence on relationship dynamics. Students have a particular relationship in mind (called a focus partner) as they study the concepts. Students are encouraged to watch how the concepts would apply in all their other relationships. Small group assignments can be designed to allow for application and understanding of the concepts. Five steps complete the experiential learning cycle: (1) the activity phase (Experiencing); (2) sharing reactions and observations (Publishing); (3) discussing patterns and dynamics (Processing); (4) developing real world principles (Generalizing); and (5) planning effective use of learning (Applying). The instructor is involved in each of the five phases starting with creating the structured activity. Two major concepts ("Separating Worlds" and "Verification Feedback") and five supporting concepts ("Reactive Listening,""Reflective Listening,""Responsive Listening,""Paraphrasing," and "Whole Person Feedback") are introduced to students in the early part of the course. Students divide into dyads (or, at most, one triad with two students assuming one role of the dyad). Students assume the roles of "Jack" and "Mary," a married couple experiencing difficulties in their relationship. Students work through all five phases of the experiential learning model and apply the concepts they are learning in the course. Contains five references and a note on "brainsex" differences in communication dynamics; a description of the steps in using the adapted Pfeiffer and Jones experiential learning cycle is attached.) (RS)
Publication Type: Reports - Descriptive; Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A