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Kurt Lewin: groups, experiential learning and action research

Kurt Lewin: groups, experiential learning and action research
contents: introduction · life · field theory · group dynamics · democracy and groups · t-groups, facilitation and experience · action research · conclusion · further reading and references · links. see, also : the groupwork pioneers series Kurt Lewin’s (1890-1947) work had a profound impact on social psychology and, more particularly for our purposes here, on our appreciation of experiential learning, group dynamics and action research. On this page we provide a very brief outline of his life and an assessment of his continuing relevance to educators. Kurt Lewin was born on September 9, 1890 in the village of Mogilno in Prussia (now part of Poland). He was one of four children in a middle class Jewish family (his father owned a small general store and a farm). They moved to Berlin when he was aged 15 and he was enrolled in the Gymnasium. The University of Iowa remained Kurt Lewin’s base until 1944. Field theory Group dynamics Interdependence of fate. Task interdependence. Gordon W.

http://infed.org/mobi/kurt-lewin-groups-experiential-learning-and-action-research/

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Action research Contents: introduction · origins · the decline and rediscovery of action research · conclusion · further reading · how to cite this article. see, also: research for practice. In the literature, discussion of action research tends to fall into two distinctive camps. The British tradition – especially that linked to education – tends to view action research as research oriented toward the enhancement of direct practice. For example, Carr and Kemmis provide a classic definition: Action research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out (Carr and Kemmis 1986: 162).

Teaching and learning approaches Year 11-13 - Key Areas of Learning: Health, Physical Education, Food and Nutrition, Family and Childcare Teaching and learning approaches Experiential learning cycle This learning cycle can be applied to all activities where students learn through doing. Students need to process content material in order to derive meaning from it and to construct knowledge associated with it. learning theory - models, product and process Learning theory: models, product and process. What is learning? Is it a change in behaviour or understanding? Is it a process? Jean McNiff - AR Booklet Concise advice for new action researchers Jean McNiff First and Second Editions © Jean McNiff 1995, 1997 Third edition © Jean McNiff 2002Click here to download in Word Format (100 KB) This abridged version of the booklet is also available in a more expanded book form, from www.september-books.com – please see the weblink in the 'What's new' box on the home page.

Kolb's Learning Styles and Experiential Learning Cycle by Saul McLeod published 2010, updated 2013 David Kolb published his learning styles model in 1984 from which he developed his learning style inventory. Kolb's experiential learning theory works on two levels: a four stage cycle of learning and four separate learning styles. Much of Kolb’s theory is concerned with the learner’s internal cognitive processes. How to Build Your Creative Confidence It’s a false construct to divide the world into the creatives and the non-creatives, says IDEO founder David Kelley. He helps business people “turn fear into familiarity, and they surprise themselves. That transformation is amazing.” Image courtesy of Flickr user opensourceway. One bad childhood experience where our creativity was mocked can inhibit us as adults.

Sheffield Hallam University Action Research (BECTa 2003) 1 How to use this timesaver Introduction The purpose of this timesaver is to provide a basic framework for reflection on classroom practice, and especially to enable you to study the impact of ICT on teaching and learning. The timesaver is intended to support teachers at the planning stages of action research in the classroom. Action learning According to Confucius, I hear and I forget ; I see and I remember ; I do and I understand. Action learning is an approach to solving real problems that involves taking action and reflecting upon the results. The learning that results helps improve the problem-solving process as well as the solutions the team develops. The action learning process includes (1) a real problem that is important, critical, and usually complex, (2) a diverse problem-solving team or "set", (3) a process that promotes curiosity, inquiry, and reflection, (4) a requirement that talk be converted into action and, ultimately, a solution, and (5) a commitment to learning. In many, but not all, forms of action learning, a coach is included who is responsible for promoting and facilitating learning as well as encouraging the team to be self-managing. Action learning has many educational applications.

Mental Imagery > Dual Coding and Common Coding Theories of Memory The Dual Coding Theory of memory was initially proposed by Paivio (1971) in order to explain the powerful mnemonic effects of imagery that he and others had uncovered, but its implications for cognitive theory go far beyond these findings. It has inspired an enormous amount of controversy and experimental research in psychology, and played a very large role in stimulating the resurgence of scientific and philosophical interest in imagery. The more intricate details of Dual Coding Theory are beyond our scope here, but the core idea is very simple and intuitive. Paivio proposes that the human mind operates with two distinct classes of mental representation (or “codes”), verbal representations and mental images, and that human memory thus comprises two functionally independent (although interacting) systems or stores, verbal memory and image memory.

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