Building experiential learning activity model in teaching literature towards developing students’ competences

Chia sẻ: _ _ | Ngày: | Loại File: PDF | Số trang:8

Thêm vào BST

Báo xấu

34
lượt xem 3
download

Download Vui lòng tải xuống để xem tài liệu đầy đủ

Experiential learning (also known as EXL) activities are among renovations of Vietnam’s general secondary education program and the Secondary Education Program for Literature after 2018. Building an experiential learning activity model towards developing students’ competences is necessary for providing guidance on execution steps for teachers during activities preparation, organization, and student evaluation. Based on David Kolb's experiential learning model, this research paper proposes experiential learning activity model for Literature and presents a concrete illustration activity to realize the pedagogical idea.

Chủ đề:

Bình luận(0) Đăng nhập để gửi bình luận!

Lưu

Nội dung Text: Building experiential learning activity model in teaching literature towards developing students’ competences

HNUE JOURNAL OF SCIENCE Social Sciences, 2020, Volume 64, Issue 4D, pp. 26-33 This paper is available online at http://stdb.hnue.edu.vn BUILDING EXPERIENTIAL LEARNING ACTIVITY MODEL IN TEACHING LITERATURE TOWARDS DEVELOPING STUDENTS’ COMPETENCES Tran Hoai Phuong Faculty of Philology, Hanoi National University of Education Abstract. Experiential learning (also known as EXL) activities are among renovations of Vietnam’s general secondary education program and the Secondary Education Program for Literature after 2018. Building an experiential learning activity model towards developing students’ competences is necessary for providing guidance on execution steps for teachers during activities preparation, organization, and student evaluation. Based on David Kolb's experiential learning model, this research paper proposes experiential learning activity model for Literature and presents a concrete illustration activity to realize the pedagogical idea. Keywords: experiential learning, EXL activity model, teaching Literature. 1. Introduction Vietnam’s fundamental, comprehensive reform of its secondary education explicitly aims to put emphasis on intellectual development, formation of virtues and competences for human citizens, aptitude detection and enhancement, and career orientation for learners. It also aimed at improving comprehensive education quality; focusing on education of ideals, traditions, ethics, lifestyle, foreign languages, information technology, competences and practical skills; performing practical application of acquired knowledge; developing creativeness, self-study; and encouraging lifelong learning. Therefore, in principle, there should be radical reforms of objectives, contents, methods and manners of examination and evaluation in formal education. Knowledge itself is no longer the ultimate goal but the ability to apply it is all that matters. Showing students “How” to do things is more important than teaching them “What” a thing is. Keeping that in mind, formal education should target to teach students learning methods, knowledge application, relevant skills and attitudes for diverse real-life situations. Students are supposed to be able to develop and sharpen competences and virtues so that their learning is an independent and creative thinking process. To meet such requirements, an educational solution has been taken in the General Secondary Education Program (2017) and the Secondary Education Program for Literature (2018) with the application of experiential learning activities. Accordingly, there are 105 separate learning sessions, each of which is integrated with experiential contents integrated. Nguyen Thi Lien (2016) cited the opinion of Dinh Thi Kim Thoa, Bui Ngoc Diep, Ngo Thu Dung, Le Huy Hoang in Summary Record of conference Creative experiential learning activities for Secondary students (Ministry of Education and Training, 2014) that experiential learning activities are organized inside and outside the classroom, helping students to relate theory with reality, be directly involved in and become the subject of learning activities, take Received April 11, 2020. Revised April 24, 2020. Accepted May 15, 2020. Contact Tran Hoai Phuong, e-mail address: phuongth@hnue.edu.vn 26
Building experiential learning activity model in teaching Literature towards developing... an active role in experiencing and discovering aspects of life, and develop competences, values, beliefs, experiences, etc. A subject with its own characteristics and values will have respective experiential learning activities. Besides being an educational activity, the experiential learning activity is also directly integrated into the core subjects, and each subject with its own characteristics and values will have corresponding activities. Literature is defined as an instrumental and art subject, so the experiential learning activity also has its own characteristics which is completely different from other subjects. In Module 6, Course book Teaching Literature in Secondary Schools (Pham Thi Thu Huong, editor, 2017), Tran Hoai Phuong analyzed the goal of the Literature experiential learning activities in high school: emphasizing helping students participate in literary communication and life communication effectively; orienting each individual to become a positive and proactive person; always consciously experiencing actions and emotions to create values, motives, beliefs; knowing how to appreciate the beauty of literature and life, then connect them to enrich the soul. The writer also presented the characteristics of the Literature experiential learning activity on content, form, assessment to draw the conclusion that this activity plays an important role in the development of students' competences and virtues. In addition, the writer has other articles on specific issues of the Literature experiential learning activities such as the application to a specific group of texts in high school textbooks, the application for competence development, organizational forms (Tran Hoai Phuong, 2017, 2018). In practical terms, junior and senior high schools are also increasingly interested in researching and organizing activities for students as well as widely sharing their initiatives. In particular, the attention focuses on the specific forms associated with the subject and the ways to stimulate students' interest such as theatricalization of literary works, role-play, contests, literary clubs, etc... According to the articles published on moet.edu.vn and giaoducthoidai.vn, teachers generally perceive that experiential learning activity is a way to build a learning environment that is closely related to reality, in which learners actively explore and feel to shape their own experiences into new knowledge. It is suitable with the orientation to develop Literature’s specific competences such as aesthetic, language, communication, creativity. Thus, the experiential learning activity in general and Literature experiential learning activity in particular have been increasingly playing an important role in high schools. However, up to now, there has not been a unified model already but only personal experience. We need an experiential learning model aiming to develop students’ competences to ensure effective execution of the activities. 2. Content 2.1. David Kolb’s experiential learning model David Kolb - an American educational theorist - defines learning as “the process whereby knowledge is created through the transformation of experience” (Kolb, 1984). He developed the theory on experiential learning a four-stage ELT Cycle. Figure 1. Kolb’s experiential learning circle 27
Tran Hoai Phuong In details: Stage 1 – Concrete experience : Learners actively experience a practical, specific activity, carry out actions on a defined object such as experimenting, going on a field trip, reading documents, listening to lectures, watching videos, etc. In other words, they are engaged in activities to gain personal experience and make the most of the sensory perception. The extent of experience varies among learners, depending on their level of involvement, interest, enthusiasm, and existing competences. Stage 2 – Observation and reflection : occurs upon learners’ reflection of experiences they have in Stage 1. Stage 3 – Forming abstract concepts : At this stage, learners’ mind seeks to process acquired experiences in a way where the experiences are conceptualized, idealized and generalized into a certain rule, principle or model. That is experienced events are developed into tools and products. Stage 4 - Testing in new situations : Learners apply their idea(s) to a new situation in order to examine the credibility of information processing activity and acquire (a) specialized skill(s) and apply them in real life in a creative manner. Kolb asserts that although a learner is able to commence experiential learning at any stage the aforementioned order of the stages should be followed. Kolb's learning theory sets out four distinct learning styles, which are based on a four-stage learning cycle. The style highlights better learning conditions for a learner. The learning styles include: Assimilators: The Assimilating learning preference involves a concise, logical approach. Convergers: People with a converging learning style prefer the provision of theories or practical application. Accommodators: The Accommodating learning style is 'hands-on,' and relies on intuition rather than logic. Divergers: prefer to watch and gather information. 2.2. Characteristics of Literature education in Vietnam high schools In Secondary Education Program, Literature is the core subject that helps shape and develop the competences and virtues, as well as equip students with the means of communication and the means of thinking, thereby they can effectively engage in social and artistic communication. Basically, Literature has the following specific characteristics that teachers should pay attention when designing experiential learning activities: First of all, Literature is a science focusing on the arts of language. Combined with other subjects, Literature helps develop students’ general competences such as autonomy and self- study, problem solving and creativity, communication and cooperation. Also, it develops specific competences including aesthetics and language. With these competences, students are able to enhance their understanding of history, culture and society, and being richer in life skills, sentiments, etc... Secondly, Literature is an art subject. This is a unique feature that distinguishes this subject from other ones in the program. The artistic expression is that each literary text is a word art product, where Vietnamese expresses all its exquisite beauty. Each literary work opens up a new world in which life becomes typical and condensed with different human fates. Literature helps students access to different aspects of life, thereby fostering the kindness, appreciation and love of the art and life’s beauty. 28
Building experiential learning activity model in teaching Literature towards developing... Thirdly, Literature is an integrated subject. Students can read and understand literary texts together with create words in an artistic way which is suitable for the specific context of communication. The integration requires students to use both mind and soul to study the subject. 2.3. Application of Kolb’s EXL model in Literature education in Vietnam 2.3.1. Principles of developing experiential leaning activity model The development of an experience-based model should base on teaching objectives, ensure the connection with the formal education of specific subjects, targeted learners, infrastructure, and facilities, etc. In general, the following fundamental principles of developing the EXL model shall be complied with: a. Ensuring teaching objectives: better activities for learners; enabling them to apply acquired knowledge, skills and attitudes into practical situations; developing general and specific competences of the subject; forming and improving crucial life skills for personal and public interests. b. Ensuring the science of pedagogy: selected experiential learning activities come in line with learners’ reception characteristics, psychology age level characteristics, demands, motivations, and interests; learners are enabled to acquire fundamental, cutting-edge knowledge in different scientific sectors and popular science through practical experiences and specifically oriented scientific methods, helping them to form their own view of the world and life. c. Ensuring practicality: experiential learning activities taken and applied by learners are usual, familiar, typical and common in daily life. Learners have a chance to experience visual learning from, within and via reality. d. Ensuring diversity and flexibility: experiential learning activities are diverse in forms; suitable for both individual and group work, small and big spaces, short and long periods of time; capable of ensuring both intellectual development and recreational purposes, etc. to guarantee learners’ highest level of involvement. 2.3.2. EXL model in Literature education Based on basic principles, Kolb’s EXL model and current status of teaching Literature in Vietnam, we put forward the following experiential learning activity model: (1) (2) (3) (4) (5) Teachers Teachers Learners Teachers Learners select assign the perform guide apply experiential experiential experiential learners to knowledge learning learning learning and shape new in new activities activities to generalize knowledge situation learners content and receive assessments Figure 2. EXL model in Literature education Step 1 – Teachers select experiential learning activities: Experiential leaning model is regarded as an inevitable part of general education, including secondary education, contributing to realizing regulated education and training objectives of secondary schools. The Ministry of Education and Training (MOET) says experiential learning is an important activity in every subject, typical experiential learning activities should be included in educational plans and each activity is supposed to harmonize different educational fields, knowledge, and skills. In other 29
Tran Hoai Phuong words, experiential learning activities can be integrated in either particular Literature curricular lessons or independent extracurricular activities. Teachers should pay attention to this point in order to select suitable experiential learning activities. For instance, if integrated in a curricular lesson, an experiential learning activity should be condensed, typical and suitable with the ongoing learning situation (role-play, language games). Furthermore, the application results should aim at an identified target closely connected with the learning situation. In case of an independent extracurricular activity, an experiential learning activity can be diverse, enriched and more long-term, incorporating different knowledge and skills and is an open activity (theatricalization of literary works, contests, literary clubs, outdoor activities). Step 2 - Teachers assign the experiential learning activities to learners: The assignment of an experiential learning task can be performed in different ways, including: via teachers’ direct assignment, guiding learning materials and documents, suggestive questions, etc. as long as learners comprehend the task given, are ready to take it and willing to perform it. In this step, the teacher is supposed to clarify specific learning objectives, identify form of experiential learning and maneuver activities that learners need to perform to ensure the targeted outcomes. In addition, the teacher can provide necessary resources such as books, articles, research papers, video clips. Upon any queries during the assignment process, the teacher is advised to give detailed instructions and answers so that learners shall well comprehend what they need to do to accomplish the task in the most efficient manner. Step 3 - Learners perform experiential learning and generalize content: After they understand and are assigned tasks, learners take an active role to perform the experiential learning activity. By mobilizing their background knowledge, available experience and peer, mass media learning, learners process information via manipulation and intellectual virtues like perceptions, imagination, and creation. Thereby, they need to achieve two outcomes. The first is the products which are associated directly with the experience such as sharing presentations, personal notes, etc. The second is to generalize the content of the experience, and find the answer to the questions: "What experience does I draw?”, “What does this experiential learning activity intend for?". That means learners need to not only create a demonstration of the activity but also understand its nature. In this step, the teacher acts as an observer, a supporter and an instructor; records learners’ results in different stages and great ideas to make adjustment plans if required; puts forward prompt questions or gives instructions to help learners accomplish their experiential learning tasks. Step 4 – Teachers guide learners to shape new knowledge: Based on the experiential outcome acquired in Step 3, the learner can exchange, discuss, compare their results under the teacher’s guidance in order to draw the most fundamental issues and form new knowledge connected with the learning contents. To do this, the teacher should design questions, exercises and create specific contexts to transform experience results into scientific knowledge, or make use of experience results as a basis for the learner to shape scientific knowledge. Step 5 – Learners apply knowledge in new situation and receive assessments: The application of theory in reality is essential for the theory testing. In this step, the learner applies the experiential learning results to handle a new situation which is/are (a) learning task(s) closely related to reality. The task can maintain or increase its challenging level so that following theory application, learners can rebuilt their awareness of information processing, strong points and weak points in knowledge generalization. They will be able to make self- adjustments to improve their competences and virtues. In this step, the teacher’s task is to perform the assessment. To ensure a fair evaluation, the teacher should set up various channels, including his/her assessment, peer assessment and the learner’s self-assessment. 30
Building experiential learning activity model in teaching Literature towards developing... Since Step 3, the activities can be organized in individual, pair or group work depending on the objectives, experiential learning contents, and targeted learners. Each type of work has its own characteristics and requirements. To be more specific, in an individual activity, learners are required to perform a task independently and in line with tasks related to their personal experience. Their depth of perceptions and emotions shall be exploited. Pair work and group work, in the meantime, aim at sharing and community. In these types of work, the competences to cooperate and discuss are highly appreciated, hence, the work works more efficiently with complicated tasks which uncover various aspects of a matter and demand general critical thinking capability. 2.4. Example of a specific experiential learning activity based on the proposed EXL model Experiential learning activity: Vietnam’s Heritage - A Thousand-Year Civilization Journey Targeted learners Grade 8, junior high school Resources for 01 video about the world heritage site Ha Long Bay experiential https://www.youtube.com/watch?v=JsdMh1ve4- learning w&fbclid=IwAR2Z67M9blo-gHWojHIT9bhhAki4C60hu9-vWGwxe- CEYgDZAlvumKLKupA&app=desktop 01 document about Ha Long Bay retrieved from halongbay.com.vn, the official website of the Ha Long Bay Management Department 01 album of Ha Long Bay Time of activity Weeks 18 - 22 as per current learning curriculum of the Ministry of organization Education and Training (1) Reasons for activity proposal - Presentation is a prevailing type of document in all fields of like, providing unbiased and authenticated knowledge of the characteristics, properties of and reasons for natural and social objects and phenomena. Comprehension of presentation documents, therefore, is scientific, accurate, and coherent. It is necessary for learners to get familiar with and be proficient in identifying and creating this type of text to form a logical, well-based, scientific thinking. - Presentation is among the six types of text educated in secondary schools, especially in junior secondary schools. Under the current program, Grade 8 students learn about presentation methods, how to write presentations and how to present about an object, a literature genre, a method and a beauty spot. In the reformed program after 2018, Grade 7 students are requested to recognize and basically write a presentation of a rule for a game or an activity while Grade 8 students are supposed to be able to read and write introductions of a book or a movie. This means experiencing this type of literature genre in teaching Literature is crucial as it facilitates the learning process, practice and application of a common type of document in daily life. - The subject of experiential learning is national culture. In the context of the youth's understanding of the cultural traditions is more or less diminished, the subject is aimed to build students’ love for their country as well as their pride of the richness of local and global tangible and intangible heritages. Students’ findings are valuable, self-pervasive spiritual experiences that should last longer than those in previously taught lectures. The experiential learning activity can be integrated to a lesson or as an independent one. Resources for experiential learning which are provided for students at the beginning include supplementary teaching materials for lessons Paragraph writing of a presentation (Week 18), Presentation of a beauty spot (Week 20), Writing task No. 5 (Week 21) and Local Program 31
Tran Hoai Phuong (Week 22). The Local Program in Week 22 is reporting the results of experience application by groups of learners. Performing the experiential learning activities, students are able to develop such competences as: Autonomy and self-study ability, communication and cooperation; problem solving and creativeness; linguistic ability, and aesthetic ability. (2) Assignment of the experiential learning activity Task 1: Introduce the experiential learning activity: its name, form, content and role in Week 18 lesson. Task 2: Divide the class in 4 groups and confirm the assignment of the group leader, secretary and person in charge of the content of each group Task 3: Provide resources and instructions for learning + Watch the video and make an outline of the presentation of Ha Long Bay + Read information in the Ha Long Bay Management Department’s official website to identify key points and information, learn useful words and expressions + Combine images in the album with text/sound in learning resources to gain the most comprehensive and in-depth knowledge of the object to be presented The teacher may design worksheets with resources if required. (3) The learners work on the resources for experiential learning in groups and may ask for the teacher’s further support and/or instructions during the performance of the activity. Working results consist of: + Presentation outline after watching the video + Feedback on the selection of points presented in the official website of the Ha Long Bay Management Department on wording, expressions, accuracy and trustworthiness of information + Selection of one point and development of the point in a short presentation paragraph + Evaluation of the effectiveness of combining multimedia during presentation (4) The teacher organizes for students to present their outcome working with experiential resources and discuss key questions: + What are the differences between presentation and other genres like narrative, description, and characteristic expressions? + What should be prepared to have a good presentation? What should be highlighted in the composition? + Which presentation methods should be employed to ensure efficiency? (5) Application in a new situation In groups, students select a national tangible or intangible cultural heritage to prepare for their presentation kits which include: + A collection of documents, pictures, videos, etc. of the heritage + A written presentation of the heritage of no more than five A4 pages + A member acting as a tour guide to present in class (with illustrations of pictures, music, videos, etc.) The products are to be presented in Week 20 of Local program. After the presentations, the teacher may ask students to perform assessment or self- assessment to learn lessons for upcoming activities. 3. Conclusions Experiential learning activity in Literature builds a profound connection between literature and life. If well organized, it enhances the subject’s practicality and is in accordance with the 32
Building experiential learning activity model in teaching Literature towards developing... pedagogical principle of teaching literature in a close relation to reality, helping to improve learners’ interest in the subject (Pham Thi Thu Huong, editor, 2017). Depending on various objective and subjective conditions, the teacher is able to implement experiential learning activities in a flexible manner. In the meantime, basic principles like ensuring objectives, pedagogical science, practicality, diversity and flexibility should be complied with. An experiential learning activity model should be developed based on a credible scientific foundation. It will ensure that the activity is able to promote its significance, values, and essence of “learning to do” which modern education attempted for. * Acknowledgement: The article is sponsored by the scientific subject SPHN-17-14. REFERENCES [1] Ministry of Education and Training (MOET), 2017. General Secondary Education Program. [2] Ministry of Education and Training (MOET), 2018. Secondary Education Program for Literature (Issued under Circular No. 32/2018/TT-BGDĐT dated December 26, 2018 of the Minister of Education and Training). [3] Nguyen Thi Lien, 2016. Organizing Creative Experiential Learning Activities in Secondary Schools. Vietnam Education Publishing House. [4] Kolb, David A, 1984. Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall, Inc., Englewood Cliffs, N.J. [5] Pham Thi Thu Huong, Editor, 2017. Coursebook Teaching Literature in Secondary Schools. Hanoi National University of Education Publishing House. [6] Tran Hoai Phuong, 2017. Propose a form of organizing experiential activities to teach folklore in highschools. Proceedings of the Conference on Literature Research and Teaching in the Context of Innovation and Integration, Hanoi Pedagogy University 2, pages 754-759. [7] Tran Hoai Phuong, 2018. Role-playing as an experiential activity in teaching literature for high school students. HNUE Journal of Science, Volume 63, Issue 5A, pages 132-136. [8] Ministry of Education and Training (MOET), 2012. Grade 8 Literature Coursebook, Vol. 1, 2. Vietnam Education Publishing House. 33