Download El Laser by M. Garavaglia PDF

By M. Garavaglia

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The theoretical foundations for processing largely come from Kolb’s (1984) model of experiential learning, which states that experience alone does not necessarily result in learning; rather, reflection upon the experience turns experience into learning. According to Kolb, this reflection may not have to be a group process, activity or discussion; it may be an introspective act in which the learner alone integrates new experiences with the old. In this way, reflection should enable learners to look for patterns that unite previously isolated incidents.

Chris Pierce, Head of Outdoor and Adventure Education at Oxfordshire’s Woodlands Outdoor Education Centre, Glasbury, South Wales 38 Matt Berry INTENDED OUTCOMES IN ADVENTURE EDUCATION A common suggestion aimed at increasing the effectiveness of an adventure programme is to set clear outcomes in the planning stage. Effectiveness can be enhanced if these intended outcomes are shared and agreed between participants and the facilitator. In this way, participants have some ownership of the outcome, and adventure educators can appropriate feedback so outcomes are more likely to be achieved.

High ropes activities are also popular because they allow participants the potential for cognitive dissonance while being relatively easy to facilitate: staff can be trained relatively cheaply on site, especially when compared to the time and money needed to become qualified in other adventure activities. There has been a shift towards more site-based activities over recent years in the UK, most likely because of their cost-effectiveness and ease of implementation, rather than their educational outcomes.

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