I came to know about T.E.A.M. through
a wonder-full man with a passion for teaching about music, culture and
science through interactive, experiential presentations. His name
is Hal Kacanek and he commonly known by the moniker, “Dr. Hal”.
Five years ago Dr. Hal visited the
town where I teach to present to a gathering of gifted young writers.
I was immediately attracted to his attention-grabbing interactive style
and impressed by its effectiveness in conveying knowledge that made learning
fun. His presentation involved the introduction to numerous musical
instruments including the Australian aboriginal didgeridoo.
Mutual interest in the didgeridoo started conversation and sharing of stories
about life experience and things we value and think important in education.
Through this serendipitous meeting, Dr. Hal came to know me and my search
for the “right” way to serve with abilities that come naturally to me.
Within just a few hours meeting
he made this profound statement;
“You will find your Spiritual home
in education at the T.E.A.M. Conference”.
T.E.A.M.? I had never heard
of it. However, the acronym itself, Teachers of Experiential and
Adventure Methodology, immediately attracted my attention because it seemed
to match the way I learn best and the teaching style I am naturally attracted
to.
The internet provided more information
about T.E.A.M. and introduced me to the Ripple Effect newsletter.
Reviewing archives I came to better understand Dr. Hal’s profound statement.
Contributors talked about creating experiences in education that deliberately
presented circumstances with uncertain outcomes and how activities were
designed to mentally, physically, socially, and spiritually engage and
challenge learners. Having long held the belief that “you can’t make
anyone do anything” I understood the concept of “challenge by choice” and
purpose within activities designed to teach lessons in self-responsibility.
Dr. Hal was right. By attending
my first T.E.A.M. Conference in 2001 I knew I had found my “Spiritual home
in education”. It was there that I learned terminology and approaches
that gave meaning and validated methods I was already using. First
activities learned from Richard Rutschman and his Play for Peace colleagues
shared instructional strategies that I knew I could apply immediately upon
return to my classroom—and I did. Participating in the workshop presented
by Dan Massa, Larry Ailes and Diana Reed made me feel I belonged and was
among these friendly, like-minded, like-hearted, service-focused people.
Because their presentation was so novel, interesting and useful I choose
to repeat it the following day. Through the combined experience of
these workshops I came to understand the importance of designing activities
to give the learner a level of control over decision making. I also
learned more about how to use processing to prompt learners to think about
and share observations about the effects of decisions made or contemplated
during the activity. Within this introduction I found strength to
affirm and commit boldly to being a “Practitioner of Experiential and Challenge
Education”. This quest, begun at T.E.A.M., has expanded each time
I attend and return visits continue to fuel my re-birth in education.
My expanding “Bag of Tricks” (a collection
of activities, props, and approaches for teaching) has been effectively
applied to teaching self-responsibility, respect, cooperation and communication
while concurrently contributing to achieving specific Physical Education
and cross-curricular objectives. This instruction has harmoniously
supported existing Character Education curriculum to help our school be
a safe and enjoyable place to both teach and learn. My students think
Physical Education class is the best part of the day—because it is challenging,
engaging and fun.
Once I came to understand the methods
I became a seeker of other ways and places to put them to work. Graduate
studies in Gifted and Talented Educational Programming afforded opportunity
to apply the methods to work with high ability learners. Interactive
physical games and initiatives challenged individuals and teams to contribute
personal strengths and abilities to creative solutions for complex challenges.
Socialization was intentionally a major part of these experiences through
challenging participant’s mental and social competence.
One of the activities I developed
for the program is a game called “Cambio”. The game challenges teams
to trade/exchange chips with members of other teams with the objective
of matching or coming as close as possible to matching the numerical total/goal
assigned to their team (as quickly as possible). Some groups were
very fast to discuss, determine, and agree on the needed combination and
to purposefully begin trading chips. Given the need for quick totaling
(addition) of token values, teams with lower mathematical skills used most
of the available time to determine what chips were needed to match their
team total. Some were slow, reluctant, or unwilling to trade.
While individual team members were be able to understand the concept of
the game and what was needed for success, arriving at consensus within
the group was incredibly difficult. The activity created circumstances
that simulated challenges likely to be encountered in their future workplaces.
Among the most satisfying and amazing
experiences I have seen unfold through a game happened with “Cambio” with
25 teams of 5 players engaged simultaneously. It happened when a
9-year old, withdrawn social misfit with an incredibly mind become the
dynamic and appreciated leader within his group. His computer-like
brain performed calculations faster than most could punch numbers into
the calculator. He not only came up with the correct numerical answer
lightning fast, but skillfully directed his teammates with specific directions
that guided their team to numerous consecutive first place finishes.
This practical application of Experiential methodology, study of learning
theorists and lesson development culminated in the writing of a theoretical
thesis titled; GIFTED AND TALENTED ENRICHMENT THROUGH ADVENTURE EDUCATION?
This was a satisfying achievement that has continued to serve me professionally
through applying the knowledge of learning theory and activities developed
through its research.
Because I believe in the value of
Experiential methodology in education I continue to look for ways to share
knowledge with others at state-wide conferences and county ISD workshops.
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The career of Herbert Lindsay
is to contribute broad life experience in support of products and/or services
that connect people with natural attractions and experiences that teach,
heal, promote personal growth and enhance quality of life. He is
currently employed by Fremont Public Schools, Fremont, Michigan.
He is committed to lifelong learning while exploring opportunities that afford greater use of personal skills and experience—motivated by strong desire to serve. He strives to nurture meaningful personal connections within groups and community through winning cooperation rather than demanding it. He utilizes vivid imagery—in both written and spoken communication—as creator of tools and presentations that query, teach, persuade, and counsel. He celebrates life through being physically active—with keen interest in performing and sharing human-powered outdoor sport, fitness and recreational activities
To contact Herbert Lindsay:
runsinthewds@hotmail.com
or helindsay@fremont.net