Defines debriefing as a process of guiding reflection on experience in order to learn from the experience. Examines why debriefing is necessary; who runs it; and when, where, and how it is conducted. Guides facilitators through five categories of questions: review, recall, and remember; affect/effect; summation; application; and commitment. (TD)

Examines characteristics of informal outdoor education offered by youth programs and human services agencies. Discusses the nature of curriculum and whether it is necessary, relative emphasis on process or product, experiential learning, appropriate use of activities, the importance of dialog in stimulating critical thinking, and client reflection…

Ideas to help teachers develop motivating lessons that use information from nature for outdoor learning include getting comfortable with the outdoors, choosing familiar sites and subjects, studying several items at once, having a back-up plan ready, choosing open-ended activities, not worrying about students' questions, and listening to common…

Survey responses from 48% of 132 adult/continuing education tutors in the United Kingdom and follow-up interviews indicated that, despite recognition of the need for active student involvement, use of experiential methods was restricted. Many preferred the term "interactive" and thought such methods were useful occasionally but should be…

Discusses the importance the outdoor environment in early childhood development programs. Suggests development of special places for direct interaction with the natural world. Concludes with a redefinition of playgrounds by transforming outdoor areas of preschool programs into special learning places. (BAC)

Describes how a university professor used an incident of community violence in an introductory education class, thereby facilitating interaction between her students and the student teachers and classroom teachers who were involved in the elementary school close to the site of violence. Emphasizes early involvement of future teachers with real…

A former counselor at a summer camp in Hampshire County (West Virginia) recalls his experiences with his campers and Jack Schaffenaker, an Appalachian "mountain man" and guitar picker. Through Jack, the campers engaged in fishing, storytelling, hiking, and folk singing, and shed some negative stereotypes about Appalachian people. (KS)

A teacher describes how she arranged successful field trips to enhance her students' education. The planning involved brainstorming for topics and destinations, making appropriate arrangements, creating a schedule, deciding upon the destination of choice, researching the subject, taking the trip, and returning to the classroom to review the trip.…

"New right" governments may support experiential learning because of its role in developing self-discipline and law-abiding citizens and consumers. Adult educators and trainers must understand and engage in debates about experiential learning and postmodernism to understand their own practices. (SK)

Children's gardening is introduced within the broader frame of reference of sustainable development, regenerative design, and biodesign. Gardening in the primary grades is proposed as one of the most feasible pedagogical approaches for ensuring a daily learning experience that provides contact with nature. Presents a case study of children's…

This article describes a simulation activity in which students with deafness were "sold" and treated as slaves for half a day. Evaluation indicated that the "slaves" developed deeply negative feelings about slavery as they experienced the physical labor and personal humiliation involved in slavery, and "masters" felt uncomfortable treating…

At Arlington Vocational Center in Baton Rouge, Louisiana, students with mental disabilities gain job skills and self-confidence through a special agricultural program involving farm and greenhouse activities. (SK)

A third grader describes Ms. Gonzalez, his favorite teacher, who left to accept a more lucrative teaching assignment. Ms. Gonzalez' butterflies unit covered everything from songs about social butterflies to paintings of butterfly wings, anatomy studies, and student haiku poems and biographies. Students studied biology by growing popcorn plants…

Three qualities form the foundation of college-level learning: (1) conceptual knowledge--articulation of concepts, theories, and principles; (2) generalizable knowledge; and (3) courses traditionally taught in college--excluding secondary courses, noncredit programs, popular learning, and vocational courses. (SK)

Describes model for teaching experiential interventions to novice counselors. Includes two experiential interventions that are focus for new model: two-chair approach based on Gestalt therapy principles and resolution of problematic reaction points. Cognitive, affective, and behavioral concepts of model are related to transfer of learning with the…