Good afternoon Classmates,
Please see below links. It was a pleasure learning with you all this semester.
Nick
Thursday, November 16, 2023
Final Project by Ian Walker
Project Review
https://www.youtube.com/watch?v=_6yCjyBl_ek
Course Reflection
https://www.youtube.com/watch?v=nPnyG_-8GB8
Narrative Learning by Josephine Rios
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!
Student Activity Guide: EDAC634- NarrativeLearningStudentGuide.pdf
Download EDAC634- NarrativeLearningStudentGuide.pdf
Facilitator's Guide (lesson plan): EDAC634- NarrativeLearningFacilitaorGuide.pdf
Download EDAC634- NarrativeLearningFacilitaorGuide.pdf
Josephine,
Spiritual learning and Narrative learning by Julia Callaghan
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. |
~10 minutes
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 |
Module 4 Story problems | 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.
Miller, V., (n.d.). Meaning, purpose, and connection: Spirituality in a learning society. https://www.learndev.org/dl/VS3-00o-SpiritualLearning.PDF
Links to an external site.Embodied Learning by Tanner, Ian and Eric
Project 4, Week 8: EDAC 634, Fall 2023
Tanner Trask: Design and References
Ian Walker: Goals and Learning Objectives
Eric Wiebe: Rationale
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.
Example 2:
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.
https://www.16personalities.com/
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.
References:
The blind side - football practice scene. YouTube. (2012, August 5). https://youtu.be/76nhIfp9gr0
Invincible [2006movie] - vince papale sprint [open tryout scene] HQ. YouTube. (2014, August 1). https://youtu.be/vMQuQ7ZPyb0
Nick Chubb breaks leg vs Steelers MNF. Browns. slow motion good angle. YouTube. (2023, September 19). https://youtu.be/kJGcTIk-FzM
Overton, M. D. (2017). Conceptualizing a theoretical framework: Embodied narrative knowing. University of Tennessee. https://archive.headconf.org/head17/wp-content/uploads/pdfs/5557.pdf
Links to an external site.
Embodied Learning, Spiritual earning, and Narrative Learning by Simon Khan Oct 19, 2023
Please feel free to see my project here:
Enriching FEMA's Disaster Preparedness and Response
for a pdf version please click the link below
Enriching FEMA's Disaster Preparedness and Response
Somatic Learning by Julianne Harter & Shelbe Mann
Spiritual Learning Assignment #8
Project Name: How to Cultivate Spirituality
Names: Julianne Harter & Shelbe Mann
Roles: Julianne- Main idea, goals, objectives, rationale, videos
Roles: Shelbe- Power Point, podcast, design, videos, modules/ventures
Both: Word document, references, Power Point, activities, and modules/ventures
Goals:
Provide the adult learner with instruction on cultivating spirituality, identity, and creativity. After procurement of the new knowledge learners will have traversed into the realms of spirituality, identity, and the emotional connection to self and thoughts.
Objectives:
« Learn to cultivate and practice mindfulness.
« Attempt something new to nurture identity.
« Participate in spiritual connection to the environment.
Rationale:
Merriam and Baumgartner suggested, “Like somatic-embodied knowing spiritual knowing or learning is also about meaning-making, though perhaps more difficult to accommodate than embodied learning, which does have a tie to physical sensations.”
Grace can transform human consciousness. It is healing; stress and anger, grief, the most impoverished, can find healing in moments of grace…provides the perspective to see we in the large context…connected with each other and with the world beyond ourselves.
…it is not surprising that strategies for enhancing or fostering spirituality, soul, or grace during the teaching-learning transaction are about making space for it to happen.
Design:
We are made up of mind, body, and spirit; however, the body and spirit are seldom taken into consideration when learning occurs. Being aware of the body, mind, and spirit when learning can develop into a more meaningful and engaging process. Somatic learning or learning through the body calls for a focus on kinesthetic, sensory, affective, and spiritual learning experiences. The four parts of the somatic learning model can be defined as:
« Kinesthetic Learning: the focal point is precise movement and actions of the body.
« Sensory Learning: is when the learner focuses on their five senses to gather information to relate to their experiences.
« Affective Learning: the basis is the emotional connection within oneself and the world around them.
« Spiritual Learning: meaning is found through art, imagery, symbols, rituals, and more.
Ventures:
Step One: Mandala Painting
« A brief introduction to the history of Mandala: Mandala History
« View the following video: Beginner's Mandala
« Use the provided tools, paper, paint tray and paint to create a Mandala.
« The learner will be learning spiritually through creating the Mandala.
Step Two: Identity Charts
« View the video: Charting Your Identity
« Use the paper provided, markers, glue, scissors, old magazines, and/or printer as needed to create your chart.
« Music will be playing in the background with soft lighting in the room.
« Discuss your identity chart with your fellow learners in the room after you complete it.
« The learner will be learning affective and spiritually. They will be engaging in their own world and how they interact within it and creatively by charting their identity.
Step Three: Forrest Bathing
« View the video: Forrest Bathing
« Actively participate with the environment and explore their spirituality through forest bathing.
« Learners will be led into a forested area to engage in the environment surrounding them.
« This activity begins with identifying the universe as one’s own creation. Exposing oneself to mechanisms of the universe, mainly an ecology of Joy, Love, Beauty, Life, and Truth.
« The journey alternates between the inner Self (Joy, Beauty, Love, Life, Truth) and environment and creation. This brings kinesthetic, sensory, and affective learning together. The learner will be aware of their movements, five senses, and how they interact with the environment.
Step Four: Journal
« Provide the learners with journals and prompts to continue their spiritual journey after completing the course.
« Here are a few examples prompts from the provided website:
® Think about your identity, now and when you were a child. What makes you unique? How was this identity nurtured, or how could it have been nurtured?
® What do you think people notice about you when they first see you? What assumptions do you think they make? What would you like people to know about you when they first see or meet you?
® In reflecting on your childhood, when did you first become aware of class differences between you and your peers? What were your thoughts and feelings as your awareness and understanding of socioeconomic differences grew?
Environment & Tools:
« The ideal location is a State and/or National Park with a large conference/meeting room. State & National Park Finder
« Relaxing music to play in the background during ventures: Indian Flute & Meditation Music
« The room needs a screen, projector, and speakers for the presenters to connect to.
« The room needs to be set up with tables and chairs.
« The learners will be provided with Mandala tools, black paper, paint, paint tray, and paper towel to wipe the tool. Here are the links to the following items provided: Mandala Tools Paper Paint Paint Trays
« There will be paper, markers, glue, scissors, old magazines, and a printer for the learners to use.
Recommended Websites for Further Learning:
« Spiritual Atmosphere in the Classroom
« What is a Kinesthetic Learner
« Power of Spiritual Positivity
« Elkhart Tolle: Essential Teachings
« How to Calm the Voice Inside Eckhart Tolle Teachings
References:
Bay Atlantic University January 25, University, B. A., & Name. (2022, June 14). What is a kinesthetic learner?. Bay Atlantic University - Washington, D.C. https://bau.edu/blog/kinesthetic-learner/
Herrington, S. (2023, February 27). 22 Anti-Bias Education Journal prompts on identity for 2022. AmazeWorks. https://amazeworks.org/22-anti-bias-education-journal-prompts-on-identity-for-2022/
How to develop a spiritual atmosphere in the classroom. Ananda Marga Gurukul. (2023, June 25). https://gurukul.edu/newsletter/issue-23/how-to-develop-a-spiritual-atmosphere-in-the-classroom/
Mark, J. J. (2022a, September 25). Mandala. World History Encyclopedia. https://www.worldhistory.org/mandala/
Merriam, S. B., & Baumgartner, L. (2020). Learning in adulthood: A comprehensive guide (4th ed.). San Francisco: Jossey-Bass Publishers.
Rajvanshi, S. (2021, September 18). The power of spiritual positivity. The Hans India. https://www.thehansindia.com/life-style/spiritual/the-power-of-spiritual-positivity-707059
Walker, T. (n.d.). State parks. America’s Parks: State Parks, National Parks, along with all of the other parks - AmericasParks.com. https://stateparks.com/index.html
YouTube. (2016, December 16). The power of the present moment - living in the now. YouTube. https://www.youtube.com/watch?v=Ci4Wg6MFcT4
YouTube. (2017, July 16). Indian flute meditation music || pure positive vibes || instrumental music for meditation and yoga. YouTube. https://www.youtube.com/watch?v=mr8GBzTsWqM
YouTube. (2018, May 24). Beginners dot painting mandala with happy dotting company tools. YouTube. https://www.youtube.com/watch?v=A3st51yIrXY
YouTube. (2019, December 27). Forest bathing | a simple yet powerful nature meditation. YouTube. https://www.youtube.com/watch?v=MyZb2BS04y0
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