NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: EJ1063985
Record Type: Journal
Publication Date: 2013-Jul-31
Pages: N/A
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1938-5978
Climbing the Walls: Adventure Education and Perspectives in Learning
Matte, Rebecca
New England Journal of Higher Education, Jul 2013
Most educators recognize the value of practical experiential learning and strive to develop assignments that engage students in a meaningful way and help them to deepen their understanding of rote content and derive some meaning from it. In an age where multiple streams of information input compete for student attention, active learning activities have become even more important. Such lessons need not be overly cumbersome, but should, for a time, involve students in a shared "nontraditional" activity which can then be used to process and apply course content. This article describes "Perspectives in Learning," a course specifically designed to scaffold and explicitly delineate the interconnections between disciplines. Its goal is to teach skills that can be generalized across the curriculum and to support learning. In addition, it aims to promote increased metacognition and awareness of diversity. All learners approach information differently, even if they are not explicitly identified. Experience is central to the learning process, and collaboration adds many dimensions to classroom learning for all students. This requires that faculty be innovative and be encouraged to step out of their own rote curriculum and out of the classroom. They must shake up activities, create the teachable moments, make students stretch and, yes, sometimes, let them climb the walls.
New England Board of Higher Education. 45 Temple Place, Boston, MA 02111. Tel: 617-357-9620; Fax: 617-338-1577; e-mail: info@nebhe.org; Web site: http://www.nebhe.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vermont