This short video outlines my belief in experiential learning. To me it’s not simply “learning by doing.” The events that Husson University audio students participate in allow for complete and total immersion in the program and course content and in the experience itself. Students and instructors work side-by-side through all aspects of the activity. As members of a team, students work together to complete all necessary tasks. The variety of tasks and jobs promote differentiation and allow students to feel success in an area that peaks their interest. The nature of the events allow for immediate and authentic assessment of student performance. This type of experience demonstrates a clear commitment to students and their learning.
When I created this artifact I was merely focusing on how experiential activities are a perfect way to differentiate instruction and assessment. I wanted to video to highlight, with some text explanation, what might take place at a Husson University audio event. When thinking about Proposition 1 I’ve come to the realization that this video demonstrates the level to which the faculty engages with the students. At that level of engagement the faculty become mentors and advisors helping and guiding the students through the experience and learning process. This takes commitment both inside and outside of the classroom and is at the heart of Proposition 1.
This lesson plan incorporates five elements of literacy (reading, writing, speaking/presenting, vocabulary, and critical thinking) into a content course where literacy is often left out. It also includes graphic organizers, cue-sheets, and think-alouds as a way to reach a variety of students. A major component of this lesson is a small-group activity (modified classroom “flipping”) that allows the instructor to monitor the entire class and work with each group one-on-one when necessary. This lesson demonstrates a clear connection to Proposition 1 and the teacher’s commitment to their students’ learning.
When this lesson was created the focus was on how to incorporate literacy into a content course. The variety of elements is a result of that focus. This lesson was expanded beyond the original idea of the small-group activity that emulates “flipping” the classroom. When looking at Proposition 1 it is clear that this expanded lesson works for a variety of students and learning styles. The inclusion of the modified “flipping” activity allows the teacher to immediately check for understanding with Ohm’s Law and is designed to challenge advanced students and provide scaffolding for struggling students. This lesson is highlights the essence of Proposition 1.