Humanities: Experiential Thinking (Social Studies (Historic (Contemporary…
Humanities: Experiential Thinking
Example: The box activity. Through this we have students look at their worldview from their perspectives. They then literally step out of their box and see it from a different perspective. We can target this for a Grade 1 class and link to the program of studies with looking at individuals, families and communities. This project incorporates empathy, design thinking (the process of creating and improving), and experimentation.
Program of Study:
Students bring their own perspectives, experiences and culture to the classroom.
Students make meaning from their experiences through inquiry and engagement in their school and community.
Social Studies cultivates key values, knowledge, understanding, attitudes and skills that are necessary for students to be active and responsible citizens who are, “engaged in the democratic process and aware of their capacity to effect change in their communities, society and world" (Alberta Education, 2005, p.1).
Relate teachings to everyday (young learner) life. -Piaget's egocentric thinking: each child believes that everyone sees the world in the same way as he or she does.
Vygotsky's zone of proximal development: Group students strategically. Groups require a range of weaker to stronger students. Social learning accompanied with continuous teacher feedback is required for optimal learning.
According to the National Council for the Social Studies (1988) Social studies is important because it teaches students fundamental concepts of culture, economics and politics skills to groom them into educated, productive citizens. Social studies centres around understanding how the world works on a social level.
All Language arts are interrelated and interdependent: Facility in one strengthens and supports the others
Language is a social and unique human means of exploring and communicating ideas
Language development is continuous and recursive through a students life
Students use language to make sense of and bring order to their world
Centered his studies around the difference between the student as a spectator to other's knowledge or as a personal creator of meaning
American Educator, curriculum theorist and international studies scholar. He started the reconceptualist movement.
Pinar has a good grasp of the situation with curriculum stating, "Standardization makes everyone stupid...to deny the past and force the future, we teach to the test"
The Aim of the reconceptualist movement was to understand, not just implement and evaluate, the curriculum
→ Used in Practicum Classroom
Grade Level: Div. 1
Task: Oral communication of a story that started with the letter of focus for that day. Students then had an art project afterwards that connected to the story
Owl Moon for O
Koala Lou for K
Wump World for W
Developing Communicative Competence
Grade Level: Div. 1
Task: Effective communication is an essential component for both teaching and learning, yet it is often something that is taken for granted. In this deaf and hard of hearing classroom, establishing communicative competency amongst students was imperative for their success. Through this inquiry, students were invited to further develop an understanding of how to effectively communicate using American Sign Language and Facial Grammar. The transformations seen in the students were remarkable to both teachers and parents alike
Art Program of Study:
Art education deals with making and defending
qualitative judgments about artworks.
(Alberta Education,1985, p.1)
Alberta Education. (2005). Social Studies Program of Studies (Grades K-3). Retrieved from
National Council for the Social Studies. (n.d.). Retrieved January 16, 2017, from
Doll, W. E., Jr. (1993). Curriculum Possibilities in a "Post" - Future. Journal of Curriculum and Supervision , 8(4). Retrieved January 13, 2017, from
Alberta Education. (1985). Fine Arts Program of Studies (Elementary). Retrieved from
Norris, P., & Epstein, S. (2011). An experiential thinking style: its facets and relations with objective and subjective criterion measures. Journal of Personality, 79(5), 1043-79.
What is Experiential Thinking? The experiential system is holistic, emotional, experienced passively, and is based on experience (Norris, & Epstein, 2011).