The learning sequence (TLS) is an adaptable, dynamic framework for designing any learning experience. TLS consists of seven steps (sense of each other, sense of place, group norms, relevance, the experience itself, reflection, transfer) that provide a foundation, a reference point to return to when an unexpected situation arises, and a common…

Describes the facilitation of group ice-breakers and orientation activities that emphasize the individual's influence on group rhythms and the group's freedom to create its own "climate controls." Comments on the creation of the "Being"--a metaphor for the group as a living organism. (SAS)

Metaphors are guiding images that influence one's approach to problem solving. Experiential learning is a process of metaphor change; the task of educators is to facilitate development of new metaphors that generate new potential when old metaphors don't work. Discusses stages of metaphor development, creating an open learning space, and…

Effective adventure programming is explained in terms of the "significant learning" experience, involving periods of tension, questioning, and transfer during personal and social learning. Adventure programming that is supportive, adaptive, and properly sequenced maximizes the potential of significant learning. Trust- and…

Describes a group activity that uses a tree as a metaphor to reflect both group and personal growth during adventure activities. The tree's roots represent the group's formation, the branches and leaves represent the group's diversity and capabilities, and the seeds represent the personal learning and growth that took place within the group.…

During a 1-day ropes course, 84 university residence assistants were exposed to 1 of 3 facilitation techniques (no debriefing, debriefing following experience, and using metaphors to frame upcoming experience). Results indicate that the experience was effective in producing individual and group change, metaphoric facilitation produced greater…

Outlines the theory and practice of debriefing and considers its importance in experiential learning and outdoor adventure education. Discusses theories of transfer of learning; levels of cognitive processing in relation to sequence of debriefing questions and activities; establishing supportive group behaviors; 10 soft skills needed by debriefing…

This paper presents a model for implementation of behavior therapies in adventure programs that use Group Adventure Initiative Tasks (GAITs) to promote personal development. Behavior therapies include various techniques and processes based in learning and pedagogical theory and used to promote changes in behavioral responses to environmental…

This book presents group activities that use metaphors to enhance learning for participants in adventure-based programs. The first chapter provides an overview of approaches to facilitating adventure experiences, including letting the experience speak for itself, speaking for the experience, debriefing the experience, directly frontloading the…

Group leaders who offer affirmations to participants in outdoor education encourage healthy relationships and group cohesion and increase individuals' self-esteem. Personal affirming includes actions and statements that make participants feel comfortable in their environment, support capable work, and encourage behavior change in a supportive and…

Custom mapping, an experiential learning strategy used in adventure education, provides a general metaphoric activity and then requires the group to customize it into their own "meta-map." This approach encourages collaboration, gives the group a high degree of autonomy in developing creative solutions, and has the potential to generate…

This book contends that learning is enhanced through active involvement in personally meaningful experiences accompanied by processing for meaning and future use. While some processing takes place automatically, much can be done strategically to enhance and generalize learning. Intended as a resource for experiential educators and therapists, this…