Teaching Students with Emotional and Social Needs through Experiential Education: Theoretical Framework and Practical Applications

Abstract

This poster shows how student-centered, life-world-oriented, place-based, project-based, attachment-based pedagogies, Hip Hop and Rap pedagogies and selected evidence-based practices from School-wide Positive Behavior Support (PBIS) can be interconnected.

Full text




Poster presented at the
44 Annual Internaonal Conference of the Associaon for Experienal Educaon (AEE), October 27-30, 2016, Minneapolis, Minnesot

 caring teacher-student relaonship
 tuning into the students´ life experi-
ences and learning preferences
 teacher as learning guide/mentor
in the development and implemen-
taon of students´ own ideas
 teacher as role model
 responding with sensivity to the
developmental needs of students
 joining the youngsters in
reconstrucng their life experiences
and cultural orientaons in the form
of pictorial design, play or text pro-
ducons
 oering opportunies to respond
 providing feedback regarding
further work on a parcular topic or
goal
 providing behavior-specic praise
(selecon)
 Broecher, J. (2015). Inspiraonal moments in an educator´s life: It is all about responsible relaonships, important learn-
ing, philosophic imaginaon and the will to move ahead.
Studies in Social, Emoonal and Behavioral Educaon, Vol. 6
.
Norderstedt, Germany: BoD
 Broecher, J. (2015). Stepping up to complex picture composion: How adolescent students with emoonal and behavioral
dicules succeed at picture making with Movable Layout Technique.
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on, Vol. 4
(2nd ed.). Norderstedt, Germany: BoD
 Broecher, J. (2015). How David P. Weikart´s HighScope Summer Camp for (Gied) Teenagers became a sustainable model
for my later work in special educaon and inclusive educaon.
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(3), 244-256
 Broecher, J. (2000). A didacc approach emphasising the social habitat as an aempt to meet growing social disintegra-
on: Teaching in classes with youth of conspicuous behaviour using aesthec and cultural means of communicaon.
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bility & Society, 15
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(pp.
184-192). London, New York: Routledge
 Cole, C.L., and Levinson, T.R. (2002). Eects of within-acvity choices on the challenging behavior of children with severe
developmental disabilies.
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(1), 29-37, 52
 Dimitriadis, G. (2009).
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. New York,
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624
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
 designing broad, interdisciplinary didaccal frames
 connecng life-world and curriculum
 employing variable and dierenated learning methods
 structured learning acvies and freedom in choosing ac-
vies/content to focus on, other forms of choice-making
 breaking up the task components, segmenng projects
and tasks into small, manageable steps
 teaching component skills
 explicit instruconal pracces
 accessing the curriculum through play
 hands-on learning; praccal work using materials & tools
 project-based learning with integrated elements of reec-
on
 developing individual daily and weekly lesson/learning
plans cooperavely
 connecng curricular
and
social, emoonal, behavioral
learning
 enriching learning processes through eld trips and out-
door trips

 exploring globally im-
portant, ethically relevant
issues and deeper existenal
quesons
 fostering important learning
 seeing through and beyond
the student behavior
 what takes place behind the
surface of students´ behavi-
or in terms of identy-
forming and emoonal pro-
cesses becomes visible and
accessible to pedagogical
thinking and adaptaon
 having every last one of the
students progressively ex-
haust his/her learning po-
tenal, visions, and dreams
and take charge of their lives

Interconnecng student-centered, life-world-oriented, place-based, project-based, aachment-based pedagogies,
Hip Hop and Rap pedagogies and
selected
evidence-based pracces from School-wide Posive Behavior Support (PBIS)
 Lee, Y.-Y., Sugai, G., and Horner, R.H. (1999). Using an instruconal intervenon to reduce problem and o-task behavi-
ors.
Journal of Posive Behavior Intervenons, 1
(4), 195-204
 Low, B.E. (2011).
Slam school. Learning through conict in the Hip-Hop and Spoken Word Curriculum
. Stanford Universi-
ty Press: Stanford, CA
 Marchant, M., and Anderson, D.H. (2012). Improving social and academic outcomes for all learners through the use of
teacher praise.
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(3), 22-28
 Moore, D.W., Anderson, A., and Kumar, K. (2005). Instruconal adaptaon in the management of escape-maintained be-
havior in a classroom.
Journal of Posive Behavior Intervenons, 7
(4), 216-223
 Nelson, J.R., Benner, G.J., and Bohaty, J. (2014). Addressing the academic problems and challenges of students with emo-
onal and behavioral disorders. In H.M. Walker, and F.M. Gresham (Eds.),
Handbook of evidence-based pracces for
emoonal and behavioral disorders. Applicaons in schools
(pp. 363-377). New York, London: Guilford
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 O´Connor, M., Hodkinson, A., Burton, D., and Torstensson, G. (2011). Pupil voice: Listening to and hearing the educaonal
experiences of young people with behavioural, emoonal and social dicules (BESD).
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respond to promote appropriate student behavior.
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 Popp, P. A., Grant, L.W., and Stronge, J.H. (2011). Eecve teachers for at-risk or highly mobile students: What are the
disposions and behaviors of award-winning teachers?
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 Rogers, B. (2013). Communicaon with children in the classroom. In T. Cole, H. Daniels, and J. Visser (Eds.),
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ledge internaonal companion to emoonal and behavioural dicules
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 Romaniuk, C., and Miltenberger, R.G. (2001). The inuence of preference and choice of acvity on problem behavior.
Journal of Posive Behavior Intervenons, 3
(3), 152-159
 Shogren, K.A., Faggella-Luby, M.N., Jik Bae, S., and Wehmeyer, M.L. (2004). The eect of choice-making as an interven-
on for problem behavior: A meta-analysis.
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hps://www.researchgate.net/prole/Joachim_Broecher
hp://broecher-research.de/
Email: joachim.broecher@uni-ensburg.de