Project Title: A Hands-On Approach to Changing Spark Plugs
Goal: The goal of this project is to learn how change spark plugs in an automobile.
Learning Objectives
·Discover what sparks plugs do in an internal combustion engine.
·Discover when spark plugs need replaced.
·Gain an understanding of how to change them and the tool necessary.
·Learn how to change spark plugs by doing it.
Rationale: Experience learning occurs when there one is shown how to do something by being given a practical example, i.e. being shown how to do something start to finish, and then actually learning from doing the task themselves hands-on. This project was created using Kolb’s Learning Style Inventory Approach.
Design
Modules
Content
Activity
Rationale
Module 1
Participants are explained to basic concepts of an internal combustion engine.
Participants learn and watch simulations on how the ignition system works and that the spark plugs create a perfectly timed spark that ignites a compressed fuel and air mixture inside an engines cylinder.
As part of the Abstract Conceptualization phase, this will allow participants to understand why spark plugs are necessary to and internal combustion engine and how they work.
Module 2
Participants will learn how to diagnose when spark plugs need to be replaced.
Using an engine that is running poorly, participants will be shown the tools used to check that spark is being delivered to the appropriate spark plug at the correct time via the spark plug ignition wire.
Participants are expanding on their knowledge of the internal combustion engine and the ignition system. This is part of the Assimilating and phase.
Module 3
Students will watch a set of spark plugs being replaced in a vehicle.
Participants are watching a live changing of spark plugs. While this is happening, their senses are fully engaged and they are able to see how everything works all while the instructor changing the spark plugs is talk through and explaining everything he is experiencing and doing all while he is doing it.
This is the reflective Observation segment of Kolb’s theory, probably the most important phase. Students can visually see how the process works from start to finished and when concluded will be ready to complete the task themselves.
Module 4
In this final Module the participants use all of the knowledge they have acquired up to this point and use it to actually complete the task of changing out spark plugs in an internal combustion engine on their own.
Using the tools and knowledge provided, students will mimic the task that the instructor provided in his/her demonstration.
During this important phase students will get a real feel for the task and will learn tremendous amounts from that alone. This is the Active Experimentation portion of Kolbs theory.
References
Merriam, S. B. & Baumgartner, L. (2020). Learning in adulthood: A comprehensive guide (4th Edition). San Francisco: Jossey-Bass Publishers.
Creating Change by Understanding Racism at Western Illinois University (Interactive Virtual Program using the Narrative Learning Approach)
My project includes (1) a facilitator's guide PDF and (2) a student guide PPT. Please let me know if you have any questions regarding facilitating this lesson!
Julia Callaghan, EDAC 634 Assignment 8 - Embodied, spiritual, and narrative learning
Project Title: Connecting to the Numbers
Goal: The goal of this lesson is for students to deepen their understanding of algebraic story problems by incorporating numbers with a personal, spiritual significance.
Objectives: During this unit, students will
Learn about numerology
Calculate their personal year number and life path number
Reflect on numbers that have significance in their lives
Practice creating and solving story problems
Rationales: This unit incorporates spiritual learning and narrative learning.
“Most significant adult learning is about meaning-making”, and spirituality plays a role in meaning-making and learning (Merriam & Baumgartner, 2020, p. 255). Numerology is a belief system that draws meaning from numbers and “provides a system for knowing the path for your time here on Earth,” (Lagerquist & Lenard, 2004, p. 4).
The lessons in this unit will be delivered to adult learners in a College Mathematics course at the two-year college level. According to the reading, adults’ spirituality increases as they age, and this unit gives adult learners an opportunity to engage in spiritual learning in the classroom. An instructor must create a safe and supportive space for spiritual learning to occur in the learning environment (Merriam & Baumgartner, 2020).
In this unit, students will do a journal reflection and they will also practice creating their own story problemsusing numbers with a personal connection. “Narrative learning means learning through stories,” (Merriam & Baumgartner, 2020, p. 257). Journaling is a form of autobiographical narrative which serves as an effective tool for fostering growth and development in learners (Merriam & Baumgartner, 2020). Story-telling is one way to foster spiritual learning, as it encourages students to make connections and construct new meaning (Merriam & Baumgartner, 2020).
Design:
Module
Activity
Module 1
Introduction to Numerology
Lecture: Give a brief introduction to numerology including its history and significance across multiple cultures and religions. Topics will include lucky and unlucky numbers in Chinese culture, Biblical numerology, superstition relating to numbers, and the occult symbolism of digits 1 through 9.
Module 2
Finding your numbers
Video: Show this video that highlights two concepts of numerology. The woman in the video shows how to calculate your personal year number and your life path number, with a brief explanation about what these numbers signify in numerology.
After watching the video, students will calculate their own personal year number and life path number. We will focus on the personal year number in the next module. If students are interested, they can research their life path number on their own.
Module 3
Reflection
Journal activity: This is an application of the exercise demonstrated in the video. Students will reflect on their previous personal year cycle and consider the ways the previous years correlated with the theme of their personal year cycle. To do this, they will list out the calendar year along with their personal year numbers and themes for each year. They can go back just a few years, or all the way back through the cycle (covering all 9 years). Then, they will reflect and write down the life events of each year that match up with the corresponding theme.
Example of what this journal reflection might look like:
Provide the link to this website with information on the significance of life path numbers (optional for students interested in further exploration): http://numerology.center/life_path.php
Math activity: Using their own personal year number and life path number, students will come up with a story problemthat incorporates both numbers. Recent topics covered in class would include applications of linear equations, so their story problem should include one unknown variable to be solved for along with their numerology numbers representedsomewhere in the setup. Once students have written their story problems, they will break into small groups and share the problems they created (telling their stories to others), then take time to solve each other’s word problems.
Connection between activities and spiritual & narrative learning:
The first module is a lecture that introduces the topic of numerology, which is a belief system that involves analyzing numbers on a spiritual level. For many people, whether it be due to cultural customs or individual experience, numbers can have deep significance in their own personal lives. Teaching students about numerology in the classroom provides an opportunity for them to tap into their spiritual side in an environment where they feel safe and supported.
The second module allows students to calculate their personal numbers with regard to their personal year cycle and life path. By design, students are connected to these numbers because they are derived from their birth dates. The second module lays the groundwork for the third module, which integrates narrative learning with the spiritual themes already established.
The journaling activity in the third module is all about meaning-making; students reflect and make connections between numerology’s personal year themes and their own lived experiences in those years. “Learning involves a search for meaning, the active interpretation of our experience,” (Miller, n.d., para. 4). Journaling about past events and how those events have shaped students’ identity is a form of autobiography, which is narrative learning in action.
The math activity in the fourth module ties the numerology unit to the curriculum, providing a basis for a practical application of the numbers. By writing story problems using their numerology numbers and sharing their creations with their classmates, students are practicing the storytelling form of narrative. Storytelling is an engaging way for students to build understanding, make connections with the course content and also make connections with other learners (Merriam & Baumgartner, 2020).
References:
Lagerquist, K., & Lenard, L. (2004). The complete idiot’s guide to Numerology. Alpha.
Merriam, S.B., & Baumgartner, L. (2020). Learning in adulthood (4th ed.). San Francisco: Jossey-Bass.
All 3 Participants, Zoom Calls to discuss, plan and execute project 8 for one seamless submission via both Canvas and Blog.
Goal: Educate coaches on enhancing the movements of their athletes.
Learning Objectives: By the completion of this unit, the learner will be able to:
Identify the different learning styles and what their benefits are
Understand what kinesthetic learning is and how to implement kinesthetic education in their program
Use somatic epistemology learning to gain more knowledge about their athletes
Rationale:
This course will focus on one dimension or principles within Conceptualized Embodied Learning and focus in on one of Amann’s four dimensions. There are two primary elements that this program will focus on:
Kinesthetic Learning for Education: Educating people based and focused on the movements of the human body. Amann (2003) conceptualizes
kinesthetic learning “as a result of the concerted movements of muscles, tendons, and
joints.” This emphasis on the concerted movement of the body is relevant within the world of football, and better understanding of this principle will benefit coaches in application with athletes. Our program design will feature a movie clip that calls out an example of the movement of the body and how understanding this impacts athletes and can be utilized in coaching.
Somatic Epistemology for Education: Educating people based on knowledge from within the human body, not from culture imposed on human beings.Tara Hurst from Shippensburg University stated in 2008 that somatic learning is truly felt by the body, and “it is the body itself that continuously emerges as a multifaceted force for making meaning of our experience.” She emphasized that the body will take over the learning. Our program design will feature a movie clip that specifically call out an example where this takes place and highlight the true nature of this somatic learning.
Activities/Design:
Module 1: Introducing the concepts of kinesthetic learning and somatic epistemological education. Understanding motion and analyzing natural tendencies.
The coach/teacher will introduce what kinesthetic learning and somatic epistemological education are. The focus will be on the concerted movement of the human body, and how in the realm of athletes, this is a constant factor, and any disruption to the natural movement can present issues within the career. Example 1 focuses on the negative impact to athletes of kinesthetic motion being disrupted.
For epistemological education, the coach/teacher will interact with the student/athlete to better understand the innate tendencies of the student. By better understanding the natural tendencies housed within the student, the coach can help to draw out and focus those tendencies to better. Example 2 is a personality test to discover what characteristics the student/athlete naturally leans into.
Example 1: Video on disrupting the natural concert of movement within the human body. Warning, the video does show a professional athlete being injured to drive home how important the body’s natural movements are and what can happen when the body is not in harmony. Viewer discretion is advised.
In the following video, please note the left leg bending in the wrong direction, and the inability of Nick Chubb to stand following the injury. This shows that incorrect movement is not the concert of motion as intended. Due to the disruption of concerted movement, the athlete is no longer able to move properly. The human body is intended to work in a specific way, and will be further emphasized in the next module.
Please follow the link below to take a personality test. By taking the test and answering honestly, to the best of ones ability, can help the teacher/coach to better relate and understand the natural tendencies within the student, and help the naturally learned traits to be drawn out and enhanced.
Module 2: Understanding how the body naturally moves, and at its peak, can help educate the student/athlete on the potential.
The following video focuses on an example of an everyday average person who happened to have extraordinary natural kinesthetic harmony. Because of the natural harmony, the athlete, Vince Papale, was able to become a Philadelphia Eagle. Notice how he uses all of his body to run, not just focusing on his legs. Better educating athletes on proper kinesthetic motion can help lead trained athletes to higher levels of performance.
Module 3: Understanding what naturally is within a person. What knowledge a person has within them that was not taught to them by society or culture, just the natural perspective a person has.
The following video focuses on an example of a high school player whom was brought into a family and school very different from where he was raised. The focus is that the mother figure knows the natural tendencies of the young man, and talks to him in a way that resonates with his natural tendencies. Utilizing the knowledge innately within the young and speaking to him in a way that he understands how to use that natural tendency helps him to perform as a higher level than he previously was.
