Elaborating a creative experiential learning approach to develop student competencies

53 HNUE JOURNAL OF SCIENCE DOI: 10.18173/2354-1075.2018-0168 Educational Sciences, 2018, Volume 63, Issue 9, pp. 53-60 This paper is available online at ELABORATING A CREATIVE EXPERIENTIAL LEARNING APPROACH TO DEVELOP STUDENT COMPETENCIES Tuong Duy Hai Fuculty of Physics, Hanoi National University of Education Abstract. Creative experiential learning is one of the main topics covered throughout mentioned the programe of the 1th grade through 12th grade in the "Comprehensive Adult Education Curriculum" in a in a basic and complete. Innovative tendency of the education at this time. But what is the content, methodology, organization of this learning in the direction of teaching for the development of student’s ability for the duration of 3 to 4 periods per week in the school. This article deals with the innovative approach to organize the learning experiences through theoretical analysis of empirical learning, developing student’s competencies, and organizational progress. It defines the stages and actions needed to develop students' goals in details. Keywords: Creative experiential learning, developing student’s competencies, organizational progress. 1. Introduction The purpose of education must arise generated the demand of daily life and the learning in the school of the student must exist at the same time with the life of the student [1]. That was the idea of T. Makiguchi education reformer in his book "Education for the Creative Life." Engaging in school learning with real-life contexts will increase students' interest in studying with contemporary academic disciplines in the world. Especially, the subjects have many applications for science and technology. This will overcome the current status of students not interested in the subjects in the school today. In this trend, organizing the educatimal activest to develop the creative capacity of students is has the important role when is placed beyond the class and connected to the fact of life complex, connected to the diverse realities of life, give students the meaning of learning. Received January 12, 2018. Revised August 22, 2018. Accepted September 3, 2018. Contact Tuong Duy Hai, e-mail address: haitd@hnue.edu.vn Tuong Duy Hai 54 In the Creative experiential learning, the learning activities are not sequential, in plan, but directly linked to the real context in which the student exhibits abilities and suttas. It's more of a living experience than sitting in "class workouts" in the classroom. This activity in the Draft General Education Curriculum is defined as the educational activity in which students are based on a combination of knowledge of various educational fields and group of different skills for a real learning experience, family and school life is under the guidance and organization of the teacher by this way we form the core qualities, common capacities and some of the capacities of the integral. Feelings of activity such as capacity to design and organize activities, adaptability to occupational and life changes [2, 3]. Creative experiential learning is a form of educational organization some part of special abilities such as the capacity of design with the purpose of and enabling students to observe, participating in practical activities and thinking and solving about the practical problems of students. This activity develops cognitive abilities, capacity, and quality of students. Through the Creative experiential activities, it encourages and motivates students to actively find out and explore solutions to practical problems in to develop their creative capacities [4]. Thus, the organization of Creative experiential learning in the school is an important form of developing the capacity and quality of students. But how is the activity organization hold to develop the student's capacity is the question need the answer in order to increase the role of this activity in a school belong to the comprehensive educational orientation. In the most general sense, capacity is the ability to mobilize, manipulate in an organized way, strategically the knowledge, skills and attitudes of an individual to achieve some of the tasks set out. In particular, the mobilization of knowledge in an organized, strategic way is the most essential condition for capacity. Evaluating knowledge, skills, and attitudes to identify competencies that needed based on the specific situations. In these situations, students' skills will be reflected in their ability to act, their accomplishment of tasks, and their level of accomplishment according to their goals, goals and expected results this show the behavior, attitudes and level of competency that students have achieved. Therefore, the student's capacity only reflected clearly in the student's actual situations. The development, fostering of targeted competencies for students, should place students in appropriate situations to tasks that need to maximize the elements of that target's capacity. In the general curriculum of the general curriculum, the targeted capacity for developing and fostering students is demonstrated through common competence and professional competence. In particular, the common capacities include Self-Esteem and Self-Learning; Capacity for communication and cooperation; Capacity to solve problems and creativity. Qualifications include Language competence; Computing power; Ability Elaborating a creative experiential learning approach to develop student competencies 55 to learn nature; Capacity for social inquiry; Technology capacity; Computer competence; Cosmetic capacity; Physical ability. In each of these capacities, there are many elements of expression such as the skills of a student must achieve in each level and subject Therefore, student developmental situation need to be purposefully developed toward the targeted capabilities. Each situation must have a sequence of tasks to form a learning thoroughly theme. The outcome and completion of a series of tasks will gain in a learning product in which the student's knowledge, skills and attitudes are combined to form and develop set goals competence. 2. Content 2.1. The process of organizing a creative experiential learning 2.1.1. Innovative learning activity develops student competencies Many international studies indicate that students learn through experience that will connect the school with real life, the opportunity to explore life outside the school, solve real life situations with personal experience. And they can understand the nature and activity of objects around his life. The authors Bourassa, Serre and Ross argue that in order to gain new knowledge and skills, human beings must first live in their own experiences and then reflect on that experience [5, 6]. And author Taddéi claims that creativity in the school is the ability of students to propose new solutions, new visions that are appropriate to the object of study, learning by combining knowledge that is unknown. It is necessary to respect the subject's knowledge framework and not necessarily respect the process of formation and building the knowledge of the subject [7]. Dewey, Vygotsky and Glassman found that, in the process of experience learning, the learner shower his or her worth, established the relationships between individuals and groups, with other individuals, with the environment. Learning and living environment [5]. Meaningful experience will mobilize the whole value of the individual from emotion to consciousness and action; build the relationships with the others and the environment. Therefore, learning through experience is a positive environment to build, form and consolidate positive behaviors and attitudes of learners to the natural environment, living environment and real life. Chickering pointed out that the process of experiencing learning only achieved when there are changes in the judgment, the emotions, knowledge and ability of the learner through the student's own life events, that means the experienced learners, there will be changes in behavior, attitudes, and their own knowledge [8]. Willingham emphasizes that experiential activity takes place in two forms of learning: learning through daily life, the informal learning method, daily work, sports, etc. The formal learning method is the subjective experience of an educator in the training of a learner such as a program of working, a variety of learning activities. Meanwhile, according to Keeton and Tate, experiential learning is a learning process in which learners have direct access to the realities they study, study and practice in real life [5]. Tuong Duy Hai 56 These authors argue that experiential activity must let the learner directly observe the phenomena that they study at the same time that they themselves undertake these actions to determine the nature of real phenomena happenning. This view is also proposed by Piaget in the 1970s for experiential activities in schools, is that human’s understanding not have to make a practical copy but rather act to be processed and transformed. The fact that they observe, they study. Thus, the experiential activity in the school is the learning activity in which the learner has direct access to the object they study, study and through direct observation and manipulation on the object of study, the person Learning must have a sense of change in practice, that is, to apply the knowledge acquired in a new situation, new context for human development. Since 1995, Conrad and Hedin have interviewed 4,000 students in 33 different learning experiences and conclude that experiential learning has had a positive effect on development. The psychology of the learner, such as increasing self-esteem, brings a lot of benefits to the school, the autonomy and the ability of the learner to increase. In addition, social skills of learners are developed and positive outcomes such as developing social feelings, having sense of responsibility for others, quick and conscientious social capacity. And positive attitudes toward teamwork and working with adults, the increased desire to participate in social activities, in particular the capacity for confirmation and problem solving, has also increased significantly. In the same year, Druism, Owens, and Owens also studied studies on learning experience and found that learners increased self-confidence and behavior and act cleverer when communicating with others than before participating in experiential activity. In 1996, authors Bisson and Luckner asserted that during and after the experience the learner felt more comfortable and interested because the actual experience stimulated the curiosity and interest. Learners, increase inner emotions, reduce stress and stress in school, reduce social barriers among individuals, especially reduce the competition in learning between good students and weak students, All members are respected and respected in the process of experiencing, without the rigor of the patterning or books the learner must belong to, experience activities that accept differences and The risk for the answers, as well as the acceptance of false positives in carrying out the action [5]. Also in 1996, the Canadian Association for Experimental Education summarized and set out some criteria to ensure the organization of quality experiential experiences [9]: - The learning environment should be rich, diverse and contain challenges for learners; - Learners have the opportunity to experience a variety of different roles in this environment such as manager, fellow-partner, active learner, observer, journalist, photographer, tax. - Emotional aspects must be emphasized and put into the context of the experience. Learners must experience individual misconduct and correction and have a role to play in making decisions. General solution of the group; - Learners are focused not only on theoretical and theoretical basis, but also on the experience of feeling, emotion, and perception. Elaborating a creative experiential learning approach to develop student competencies 57 In summary, the nature of creative activity is that educational activity and teaching activities are organized in an experiential learning environment that shapes and develops the capacity and personality of the student. In that case, students are directly involved in activities to promote creativity in order to adapt to their real social context. Although creative experiential learning may have different interpretations, different expressions have the following characteristics [5]: - Direct participation of students in each personal activity; - Student autonomy in individual plans and actions; - Students' collective character; - Access to the living environment in and out of the school; - Creativity to adapt and create new, new values for oneself; - The integrity of the practice; - Responsible citizenship when placing learners in new situations; - Students are valued for their own experience and competence; - The student develops the sense of belonging, coexists and lives responsibly with himself and the society; - Students have access to life values in real life situations; 2.1.2. The role of creative experiential learning Creative experiential learning plays a very important role in overcoming the current state of teaching individual disciplines to fragment and discontinue knowledge of the same subject [10, 11]. At the same time solving the problem of lack of consistency and linkage of knowledge due to lack of knowledge of students, lack of uniformity, generality, so when addressing problems in real life, students met Many difficulties, especially the mobilization of knowledge learned because students do not link the knowledge of the subjects to the same problem to solve [12]. The knowledge that learners acquire in school also does not cover all the elements of the problem that need to be solved in real life, because the problems in life are complex, diverse, Scientific, social and environmental aspects, even the political orientation contained [13]. On the other hand, the problems of real life always arise and develop incessantly, while reforms in the school often delay and go after the development of problems in life. This has created “latency” between the school and the real life, as students experience more every day in their lives than in school. When the learning environment does not detach from the real context of the student, it will provide lifelong learning opportunities for the student and, in the course of the experiment, the student must always mobilize knowledge, skills, experience, and sensitivity. Exposure, awareness to fit in with other people, with context, practical surrounding situations, so students always have to be creative in order to adapt to the situation and the change of learning environment. This coordination process helps students adapt to the new environment, the people and social contexts, and helps students to train themselves and develop their own creative capacity [14]. Students found the joy in learning, in working together, working together, demonstrating and developing common capacities and abilities of each subject, and developing the Strengths of each individual. Tuong Duy Hai 58 The analysis of student learning through product and student learning, the effectiveness of teaching in the local context through the organization of creative experiential learning, presents some of the following key advantages. [15]: - Achieve the goal of the practicalhigh social issues; - The mobilization of interdisciplinary knowledge in the creative life; - Consciously use local materials to ensure cognitive and behavioral goals for the natural environment and economic efficiency; - Mobilize a variety of internal and external resources into the learning process; - Promote the equality among students in learning, to achieve the "social" goal of education; - Develop the ability operation, by using information and communication technology. 2.1.3. The process of organizing a creative experiential learning develops student competencies Organization of experiential learning needs to place learners in an experiential situation by the variety of senses from sensation to perception and individual emotion. Learners must then present and express their diversity of life experiences and knowledge, and give the learners the opportunity to express their values to others, to the specialist or to the person. Understand more about the choice of the individual viewpoint of the learner. The author of Finger said that in experiential learning we must let the learner act as a scientific researcher whose primary purpose is to build knowledge objectively, in a "natural" way derived from the vivid reality itself. Learners are experiencing, the results of the learner are the new adaptation and adaptation to the practical environment is experiencing [8]. According to Coleman, the organization of learning experiences requires four steps: - Step 1: The learner participates in an activity in a particular, special context in which the learner can immediately see the effect of the activity. - Step 2: The learner seeks to understand the nature of the effects both in the present situation and the way in which the learner must make predictions about what has happened and how it will occur. In similar situations or in situations those are close to the one that has worked. - Step 3: Learners must seek to understand the main principles, the most common principle that, when operating, it produces the same result in such a class of situations. This requires the learner to have the capacity to establish causal relationships with one another, namely, the relationship between action and the outcome that he or she has exerted in the situation in the past. There are some inferences about the variability of your actions to predict or observe the results each change brings. - Step 4: Finally, learners have to generalize the principle obtained in the past causal relationship so that for new situations or situations with differences, learners must make predictions about its causal relationship to institutionalizing the knowledge that it has acquired. Elaborating a creative experiential learning approach to develop student competencies 59 Table 1. The process of organizing a creative learning experience develops student competencies Phase The goal of fostering/develop the ability of student. Searching information Self-study and ability to use information and communication technology and computer skills by asking students to search for information in the textbooks, reading materials and internet resources. Information processing Capacity building for problem solving and creativity, aesthetics, computer power, and informational capabilities by requiring students to map searchable information according to product guidelines and directions of the activity Building product ideas Collaborative problem solving and creativity, collaborative teamwork, natural exploration, social exploration by asking students to build and shape the product idea of the theme from the Searchable and processable information. Build, realize, shape, produce products Foster aesthetics, aesthetics, physical abilities, computing power, and computing power by asking students to build, implement, manufacture products according to the ideas they have built. Torch. Display, presentation of produ