Feb 

Experiential Learning at Catlin Gabel

By Tim Bazemore Head of School

At Catlin Gabel experiential learning is one of our four progressive education principles It
refers to a process of direct experience re ection analysis and experimentation It
encourages deep learning inspires personal growth and promotes active citizenship It
requires teachers to carefully plan lessons that make classroom and o campus learning
experiences engaging relevant and rewarding At its heart experiential learning is also about
creating equitable learning opportunities allowing every student to tap into their own
identity and growing sense of self and agency

In the third grade “water” study homeroom teachers Marcelle Valladares and Herb Jahncke
layer several design approaches to create complex experiential social studies lessons

Standards based Learning objectives provide clarity on desired outcomes while open
ended immersion experiences inspire student curiosity and questions e g walking the
campus to explore where water is found and how it is used
Understanding by Design principles provide essential questions that ensure students gain
content knowledge transferable skills such as critical thinking and evidence analysis
and enduring understanding
Learning for Justice principles introduce equity and anti bias concepts that teach the
cultural signi cance of areas of study
Collaboration with the science teacher Robbyn Leventhal introduces biology concepts
and an inquiry process which allows for a “gradual release of responsibility” to students

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Together this complex learning experience includes skills standards choice social emotional
learning and collaboration all in developmentally appropriate ways

In the Middle School Spanish teacher Laura Spence Newhouse creates multi layered social
cultural and economic experiences that require students to apply skills vocabulary
grammar and cultural insight Using a variety of primary and secondary Peruvian Mexican
and Chilean materials including grocery store yers and restaurant menus television and
news shows currency and exchange rates metro maps and more students are immersed in
the daily life social fabric and business world of Latin America

Classroom experiences may involve researching how regional seasonal food availability and
currency and economic factors a ect shopping lists they are asked to compose The cultural
signi cance and availability of certain foods and goods are compared to life and personal
choices students themselves make in Portland Interactive exploration and connection with
Latin American families of di erent socio economic circumstances lead to a capstone
project that requires a self introduction and conversational video

Upper School math teacher Kathy Sloan builds on student competencies fostered by
Marcelle Herb and Laura with an “experience rst formalize later” approach Students stand
at the pre calculus classroom whiteboards starting with a relatively easy problem posed by
Kathy noting how processes they have mastered include patterns and clues that will help
them tackle the more complex problems that come next They experiment with di erent
approaches to solving problems and cluster around classmates with promising insights

A more sustained experiential lesson requires students to research and design a project that
utilizes a sine wave of any kind One student makes a slow motion video of a rotating
Kitchenaid mixer dough blade measures aspects of the mixer calculates equations for the
path of the blade and then graphs the sine wave After the demonstration of the project
she serves the cookies she made with the dough Another student programs a laptop
camera to identify hand positions calculate the sinusoid function that passes through these
points and plot the equation By moving their hands classmates manipulate the graphed

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function in real time learning the impact of changes to these points Students are motivated
to demonstrate they understand sine wave mathematics through compelling and complex
projects while educating and engaging peers

Across these experiential learning opportunities curiosity and con dence are fostered
knowledge and skills are acquired and applied students learn how to collaborate create and
communicate and the value of each unique student is a rmed Designing lessons that
achieve these goals is a complex art and science and re ects the professional expertise of
our teachers and the value of a Catlin Gabel education Experiential learning inspires our
graduates to become lifelong learners and to develop the courage and skills to take
responsible action as citizens of the world

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HEAD OF SCHOOL

Experiential Learning at Catlin Gabel

https //www catlin edu/thecaller/post page/ board/tim bazemore
blog posts/post/experiential learning at catlin gabel
Feb

Head of School Tim Bazemore highlights our teachers artful and engaging lesson designs

Read More https //www catlin edu/thecaller/post page/ board/tim bazemore blog
posts/post/experiential learning at catlin gabel
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