Holdings: Processing the experience

Processing the experience: strategies to enhance and generalize learning

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Bibliographic Details
Main Authors:	Luckner, John L. (Author), Nadler, Reldan S. (Author)
Format:	Book
Language:	English
Published:	Dubuque, Iowa Kendall/Hunt 1997
Edition:	2. ed.
Subjects:	Ervaringsleren Leerprocessen Active learning > United States Experiential learning > United States Learning by discovery Outdoor education > United States Erfahrungsorientiertes Lernen Freiluftunterricht USA
Online Access:	Inhaltsverzeichnis
Physical Description:	XXII, 418 S., [8] Bl. Ill.
ISBN:	0787210005

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MARC


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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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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 Erfahrungsorientiertes Lernen (DE-588)4152726-4 gnd rswk-swf Freiluftunterricht (DE-588)4155329-9 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 Erfahrungsorientiertes Lernen (DE-588)4152726-4 gnd Freiluftunterricht (DE-588)4155329-9 gnd
subject_GND	(DE-588)4152726-4 (DE-588)4155329-9
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 Erfahrungsorientiertes Lernen (DE-588)4152726-4 gnd Freiluftunterricht (DE-588)4155329-9 gnd
topic_facet	Ervaringsleren Leerprocessen Active learning United States Experiential learning United States Learning by discovery Outdoor education United States Erfahrungsorientiertes Lernen Freiluftunterricht USA
url	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
work_keys_str_mv	AT lucknerjohnl processingtheexperiencestrategiestoenhanceandgeneralizelearning AT nadlerreldans processingtheexperiencestrategiestoenhanceandgeneralizelearning

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