Processing the experience: strategies to enhance and generalize learning
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Dubuque, Iowa
Kendall/Hunt
1997
|
| Ausgabe: | 2. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXII, 418 S., [8] Bl. Ill. |
| ISBN: | 0787210005 |
Internformat
MARC
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| 100 | 1 | |a Luckner, John L. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Processing the experience |b strategies to enhance and generalize learning |c John L. Luckner ; Reldan S. Nadler |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a Dubuque, Iowa |b Kendall/Hunt |c 1997 | |
| 300 | |a XXII, 418 S., [8] Bl. |b Ill. | ||
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| 650 | 7 | |a Leerprocessen |2 gtt | |
| 650 | 4 | |a Active learning |z United States | |
| 650 | 4 | |a Experiential learning |z United States | |
| 650 | 4 | |a Learning by discovery | |
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Datensatz im Suchindex
| _version_ | 1804129170211471360 |
|---|---|
| adam_text | Titel: Processing the experience
Autor: Luckner, John L.
Jahr: 1997
Contents
xi Foreword
xiii Acknowledgments
xv Introduction
xix Contributors
? Part L
Rationale
3 Experiential Learning—What Is It?
5 Experiential Learning Cycle
8 Processing—What Is It?
10 Why Process?
11 Brain Research
12 Active Learning
13 Constructivism
14 Narrative
16 Summary
28 Edgework: Creating Breakthroughs to
New Territory
31 The Moments Before Success
32 Processing at S-l
34 Freezing the S-l Moment
35 Edge Components
43 Metaphors at the Edge
44 Middle Edgework
44 Putting It All Together
47 Summary
48 Corrective Emotional Experience
49 Therapeutic Relationship
50 New Experiences
51 Planned Chance Events
54 Feelings Aren t Biodegradable
57 What to Do with Feelings?
61 A Gestalt Approach to Experience—
Craig Penner, M.A.
17
19
23
23
24
27
?
Theory
Promoting Change
Change Conditions
Defenses
Change Conditions
Summary
69 FkRTÍll:
Effective Leadership
Knowledge and Skills
71 Leader Interventions
76 Building Rapport
79 Enhancing Communication Skills
79 The Communication Process
80 Skills that Facilitate Communication
vi 87 Contents------—---------------------------- Barriers to Effective Communication 151 --------------------------------------------------? Co-Constructing New Stories
88 Feedback 157 Use of Reflective Teams
89 Summary 157 Creating Reflective Teams
90 Promoting Co-Leader Vision and 158 Guidelines for Osinß Reflective Teams
Teamwork 159 Increasing Effectiveness
92 Group Developmental Stages 163 Reluctant Individuals
92 Group Stages: In-Depth Perspective
94 Group Stages: Brief Perspective
97 General Guidelines for Working with
Groups
101 Group Ground Rules
103 Levels of Processing
104 Levels of Processing Questions
109 Additional Processing Questions
114 Methods of Processing
114 Framing
116 Large Group Discussion
118 Journal Writing
119 Dyads
120 Small Group Discussion
120 Written Activity Sheets
120 Isolation
122 Drawing
123 Videotaping
123 Using Observers
124 Fish Bowl
126 Processing Activities
127 Trust Building
129 Awareness
132 Responsibility
134 Experimentation and Transfer
138 Developing and Using Metaphors
139 Using Participants Metaphors and
Stories
140 Leaders Using Metaphorical
Communication
142 Reverse Symbolism
143 Metaphor Themes
146 Creating Metaphors for Experiences
and Feelings
164 Direct Method
165 Indirect Method
166 Summary
167 Redirecting
168 Summary
169 Using Handicaps
172 Goal Setting and Personal Action Plans
?
175 Part IV:
Application and Practice
176 Introduction
178 ? Section 1: Learning Activities
and Retention Strategies
(LARS)
i 78 Research and Rationale: Time Periods
and Roles
181 Learning Before Doing
184 Learning While Doing
187 Learning After Doing
191 ?Section 2: Leadership Topics
to Enhance Processing
192 Creating a Shared Vision—Terry
Horsmon, M.B.A.
195 Creating a Personal Mission Statement
202 Resolving Conflict
202 Central Points of Knowledge Related
to Resolving Conflict
203 Process—Problem Solving
204 Process—Negotiation
?¦
Contents
206 Stress Management
211 Thinking About Thinking—Mental
Models
211 Becoming Aware of Our Mental
Models
217 Understanding the Ladder of Inference
224 Using the Ladder of Inference
230 Breakthrough Thinking
238 Developing a Relapse Prevention
Program
243 Team Leader Facilitated Follow-Up
247 Leadership Check-In Topics
???
251 PAR-TV:
Notes from Experts in the
Field
253 Introduction
254 ? Section 1: Adventure Based
Learning: Guiding Practices
254 What Is Adventure Based Learning7.
255 Benefits of Adventure Based Learning
256 Why Is Adventure Based Learning
Effective?
256 Adventure Based Learning Process
Model
259 ? Case Study
261 ? Case Study Invited Response—Jeff
Nebon
264 ? Case Study Invited Response—
Christian Bisson, M.Ed.
267 ? Section 2: Adolescents:
Guiding Practices
267 Adolescence—An Overview
269 Suggestions for Working with Youth at
Risk Groups
270 Planning Adventure Programs for
Adolescents—H.L Ue Gillis, Ph.D.
273 Summary
274 ? Section 3: Families: Guiding
Practices
275 Families on the Ropes: Programming
with Families—Suzanne Rudolph, Ed.D.
275 Guiding Assumptions for Working
with Families
278 What We Can Learn from
Participants and Staff
282 Guiding Practices for Adventure-
Based Program Providers
283 ? Case Study
283 Questions To Respond To
284 ? Case Study Invited Response—Michael
Gass, Ph.D.
284 A Couple of Thoughts Before We Begin!
284 Assessment Strategies for Program
Design
285 General Theories Guiding Me in
Program Design
286 Example of an Ideal Program for
Families
286 Examples of Top Experiential Activities
for Families
287 Follow-Up
287 Evaluation Ideas
287 Additional Comments
289 ? Case Study Invited Response—Jackie
Gerstein, Ed.D.
289 General Theories
290 Needs Assessment
291 An Ideal Experiential Program for
Families
292 Selection of Program Activities for
Single-Parent and Stepfamilies
293 Follow-Up
294 Conclusion
295 ? Section 4: Couples: Guiding
Practices
296
296
Life on Mars
Life on Venus
via 297 Contents---------------------------------------------- Communication Problems 337 ------------------------------------------------? Sales and Marketing of Your Program—
297 Dealing with Stress Tom Vache t
299 ? Case Study 337 Introduction
299 Questions 338 Why Is Marketing Important?.
339 Developing a Marketing Plan
300 ? Case Study Invited Response—Dene 339 Developing Your Marketing Piece
Berman, Ph.D. and Jennifer Davis- 340 The Appointment
Berman, Ph.D. 341 Summary
300 301 Theoretical Perspective Proposed Program 342 ? Case Study
302 Evaluation 342 Questions
302 Concluding Thoughts 343 ? Case Study Invited Response—John
304 ? Section 5: Addictions: Guiding Ruffin
Practices 343 Background and Initial Contact
304 What Is an Addiction ? 343 Diagnosis
306 The Program 344 The Intervention
306 Pre-Work 345 Management Dynamics and
307 Briefings at the Course Site Perspective
311 Activities for Addiction s Courses 345 Experiential Activities and
311 Activities Adjustment f or Eating Processing
Disorder Course 347 Evaluation and Follow-Up
312 ? Case Study
313 Do s and Don ts
315 Integrating the Twelve Steps of
Alcoholics Anonymous with Ropes
Courses—Paul Suding
315 History
317 Key Components of Twelve Step Recovery
319 Application
323 Conclusion
324 Disordered Eating, Body Image and
Adventure Therapy: Guiding Practices—
Juli A. Hayes, R.D.
324 What Is Disordered Eating?
327 Who Has Disordered Eating?
328 Do s and Don ts
329 Suggestions for Initiatives
331 ? Section 6: Corporate
Programs: Guiding Practices
331 Experience Based Training and
Development
348 ? Case Study Invited Response—Steven
Klett, M.A.
348 What s the Opportunity Here?
349 What s Our Orientation ?
350 What s Our Response ?
350 How Will We Measure Success?
352 ? Section 7: Education: Guiding
Practices
355 Experiential Learning Continuum
356 Thematic Teaching
357 Expeditionary Learning
358 Independent Study Contracts
361 Learning Journals
361 Service Learning
362 Supplementary Outdoor Activities
364 Summary
366 ? Section 8: Adults: Guiding
Practices
366 Adult Learning Principles
368 Suggestions for Working with Adults
Contents ix
369 Career Development and Experiential
Education—Dennis Nord, Ph.D.
373 ? Case Study
375 ? Case Study Invited Response—Bill
Quinn, Ph.D.
Z77 ? Case Study Invited Response—-Jim
Stiehl, Ph.D.
379 ? Section 9: Individuals with
Disabilities: Guiding
Practices
?
399
Current and Future
Perspectives
401 Invited Response—Karl Rohnke
404 Invited Response—John Huie, Ph.D.
406 Closing Comments
379 The Limitations of Labels ?
381 382 Legislation Assessment 409 Appendix 1:
382 General Guidelines for Working with References and Suggested
Individuals with Disabilities Reading
385 Adaptations
385 Use of Task Analysis 418 Appendix It
386 ? Case Study: Students with Behavior Reproducible
Disorders Transiencies
388 ? Case Study Invited Response—-John
Guarrine, M.Ed.
391 ? Section 10: Spirituality:
The Spirit of Nature—Wendy
Webb, M.A.
392 What Is Spirituality?
392 Mother Nature
393 Spiritual Metaphors
393 Creating a Spirituality Focus
394 Questions with a Spiritual Focus
395 ? Section 11: Cross Cultural
Issues: Guiding Practices—
Richard Jenkins, M.A.
395 Why Is It Important to Be Aware of
Cross Cultural Issues?
396 General Thoughts for Dealing with
Diversity
396 Do s and Don ts
398 Summary
|
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| discipline | Pädagogik Psychologie |
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| spelling | Luckner, John L. Verfasser aut Processing the experience strategies to enhance and generalize learning John L. Luckner ; Reldan S. Nadler 2. ed. Dubuque, Iowa Kendall/Hunt 1997 XXII, 418 S., [8] Bl. Ill. txt rdacontent n rdamedia nc rdacarrier Ervaringsleren gtt Leerprocessen gtt Active learning United States Experiential learning United States Learning by discovery Outdoor education United States Freiluftunterricht (DE-588)4155329-9 gnd rswk-swf Erfahrungsorientiertes Lernen (DE-588)4152726-4 gnd rswk-swf USA Erfahrungsorientiertes Lernen (DE-588)4152726-4 s Freiluftunterricht (DE-588)4155329-9 s DE-604 Nadler, Reldan S. Verfasser aut HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009792543&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Luckner, John L. Nadler, Reldan S. Processing the experience strategies to enhance and generalize learning Ervaringsleren gtt Leerprocessen gtt Active learning United States Experiential learning United States Learning by discovery Outdoor education United States Freiluftunterricht (DE-588)4155329-9 gnd Erfahrungsorientiertes Lernen (DE-588)4152726-4 gnd |
| subject_GND | (DE-588)4155329-9 (DE-588)4152726-4 |
| title | Processing the experience strategies to enhance and generalize learning |
| title_auth | Processing the experience strategies to enhance and generalize learning |
| title_exact_search | Processing the experience strategies to enhance and generalize learning |
| title_full | Processing the experience strategies to enhance and generalize learning John L. Luckner ; Reldan S. Nadler |
| title_fullStr | Processing the experience strategies to enhance and generalize learning John L. Luckner ; Reldan S. Nadler |
| title_full_unstemmed | Processing the experience strategies to enhance and generalize learning John L. Luckner ; Reldan S. Nadler |
| title_short | Processing the experience |
| title_sort | processing the experience strategies to enhance and generalize learning |
| title_sub | strategies to enhance and generalize learning |
| topic | Ervaringsleren gtt Leerprocessen gtt Active learning United States Experiential learning United States Learning by discovery Outdoor education United States Freiluftunterricht (DE-588)4155329-9 gnd Erfahrungsorientiertes Lernen (DE-588)4152726-4 gnd |
| topic_facet | Ervaringsleren Leerprocessen Active learning United States Experiential learning United States Learning by discovery Outdoor education United States Freiluftunterricht Erfahrungsorientiertes Lernen USA |
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