EXPERIENTIAL LEARNING: A Case Study Approach ...

EXPERIENTIAL LEARNING: A Case Study Approach

An Independent Learning Project Presented by David S. Rapaport To Dr. Diane Harper Professor and Faculty Advisor

In partial fulfillment of the requirements for the degree of Master of Education: Interdisciplinary Studies

Cambridge College Cambridge, Massachusetts

August, 2013

This is an unpublished Independent Learning Project In which copyright subsists

© copyright by David S. Rapaport

August, 2013

All Rights Reserved

Since this manuscript is not intended for publication, some of the charts, graphs, photos, pictures and drawings were used without permission of the authors. This copy is not for distribution to the public.

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ACKNOWLEDGEMENTS It is not often that someone is blessed to have the opportunity to complete a meaningful scholarly work. I have done this twice. This ILP has truly been a labor of love that has been developed over 30 years of business and military careers. My four grandaughters, Hannah, Kaylie, Mia and Jenna in grades 5, 7 and 10 are currently being exposed to effective teaching techniques everyday. They have been a powerful inspiration for me. The capacity of these four young women to excel in school and at extracurricular activities as varied as ballet, gymnastics, golf, soccer, and twirling create tremendous pride in me for their accomplishments. I am truly amazed at the enthusiasm they apply to everything they do. My wife Merle has been a driving force in all that I have accomplished in life. She has survived twenty years of marriage to a soldier that has deployed around the world and a student that has completed two ILPs. Her strength and perseverance have carried me for all of this time. I love her more than anything. Linda and her husband Steve are examples of goodness and persistance. Linda adds value and meaning to students’ lives in so many ways as a SPED teacher. Steve and Linda’s hard work in maintaining their blended family creates a healthy and loving environment for everyone. That character and effort makes me proud. Rochelle has a breadth of knowledge in so many areas that I am humbled in her presence. I have not met many people that exhibit so much unfettered kindness to all around her or work as diligently as she does. Rochelle’s capacity to absorb and communicate knowledge makes her a defacto teacher every time she talks. My Cambridge College professors have prepared me to hit the ground running in the field of Education. I cannot thank them enough. ii

ABSTRACT Traditional methods of lecture-based or teacher-led instruction works well when an instructor is trying to communicate new information to large groups. There is little regard to student special needs or individual learning styles, and it is expected that some students will not absorb the material taught. This project has presented research and examples of alternative educational models that lead to a more effective learning experience for students K-12 to ensure the maximum learning potential for each student. Experiential learning uses proven techniques that present relevant information in a format that maximizes student intellectual capabilities and retention.

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Table of Contents CHAPTER 1 Introduction ...................................................................................................................... 1 Problem Statement……... ................................................................................................ 4 Scope of Problem……………..……….………………………………………………..6 Rationale……... ............................................................................................................... 7 Outcomes……... .............................................................................................................. 8 CHAPTER 2 Literature Review ........................................................................................................... 10 Historical Perspective……... ................................................................................. 12 Effects of Teaching Styles on Learning……... ...................................................... 15 Focus on Learning…….......................................................................................... 18 CHAPTER 3 ......................................................................................................................... Methodology .................................................................................................................. 27 CHAPTER 4 ......................................................................................................................... Review of Learning ........................................................................................................ 30 Conclusion………………………………………………………………………………………………………37 REFERENCES ................................................................................................................. 38 RESUMES Civilian Military APPENDICES Appendix 1 Appendix 2

iv CHAPTER 1 Introduction Experiential learning incorporated into a classroom-based curriculum has proven to expand student learning capacity by focusing on a learner centered model of dispensing knowledge (Kolb, 1999). This teaching and learning methodology incorporates reading comprehension, logical thinking and variable, multi-problem mathematics to supplement learning outcomes in preparation for the grade appropriate Massachusetts Comprehensive Assessment System (MCAS) exams. A student-learning focused educational structure will significantly improve students’ chances for graduating high school and learning skills required for post graduate education or employment. I am guided in this project by Dr. David A. Kolb’s research in experiential instructional methods and student learning styles. Kolb is a noted 20th century American psychologist and education researcher. He developed a learning style program or inventory that helps a learner recognize which learning style fits them individually. Though Kolb’s theories are not accepted universally, his Learning Style Inventory has provided a measure of insight into how each student learns best. Other scholarly explorations into areas of integrative, accelerated and immersion teaching techniques that maximize the use of right and left brain functions (Kline, 1988), are reviewed. Additionally, Bloom’s Taxonomies are used to structure the material presented by defining how students learning preferences guide their absorbtion and use of instructional materials. Brookhart, an educational consultant and former Professor and Chair of the Department of Educational Foundations at Duquesne Universityin Pennsyvania, states that learner-centered practices can be applied in tandem with higher-order thinking skills to achieve superior results for students at all ediucatonal levels, K-12, “ Meece (2003)

1 reported on a study…For students, ratings on all the learner-centered practice dimension (including practices supporting higher-order thinking) were corrolated with motivation and achievement (p. 13).” She presented methodologies and rationals for developing effective assessment practices and programs that ensure student learning. Using an example of a Problem Solving Rubric, Brookhart states that a structured approach will ensure sucecss, “ Try to use general problem-solving rubrics, not task-specific ones, so that the students internalize as their goal the general strategies of identifying the problem, defining and representing the problem, exploring possible strategies, acting on strategies, and looking back and evaluating the effects of the strategies (p. 122).” This project will focus on existing research in effective learning techniques. The synthesis of scholarly research and practical experience will describe how creative and relevent instructional units can be developed that incorporate core analytical, comprehension and written skills required for the Massachusetts Comprehensive Assessment System exams skills (Bellanca et al, 2012). There is convincing evidence that an experiential and integrated business oriented curriculum can boost the learning capacity of students. The structured use of effective learning techniques can can actively assist students develop interest and determine relevence to the subject matter. Bellanca et. al. describe this effort, “To make use of the learning is to apply the learning, the last step of cognitive transfer. This assumes that the understanding is clear and the learning is deep enough to be used in practical, relevant, and meaningful ways…applied in purposeful ways, they take on a deeper level of meaning and become solidified.” (p. 181) When developed, business school case studies will focus on areas the students can relate to. Cases will include retail food and clothing, small business start-up and other areas accessible in a small community or large city (Steinhoff et al, 1975).

2 The curriculum is easily upgraded to more complex business types such as manufacturing, wholesale operations and multi-state operations. The history and scope of this issue is embedded in the Literature Review. To illustrate an experiential learning unit I will present a sample instructional unit on “Business Ethics” that can be incorporated into a curriculum for a 6-7 week course of study designed for grades 9-12. Qualitative testing, that focuses on higher order thinking skills, during the course will measure achievement and assessment will occur during and immediately after each learning unit that will encourage problem solving and other critical thinking skills that paraphrased MCAS sample questions and the Massachusetts Curriculum Framework for English Language Arts and Literacy. “The teaching goal behind any of the cognitive taxonomies is equiping students to be able to do transfer. “Being able to think” means students can apply the knowledge and skills they developed during their learning to new contexts.” (Brookhart, p. 5)

3 Problem Statement Experiential learning can contribute to an increase in high school student graduation rates and interest in learning in summer school programs. Kolb stated that each student has a preferred or dominant learning style that falls into 1 of 5 categories (Kolb, 1999). Kolb’s theory implied that a single format of teacher-led instruction, regardless of the subject matter, cannot be globally effective in a diverse classroom. Other researchers have concluded that fantasy (Bettleheim, 1975, subject immersion (Rugaskin and Harris, 2009), accelerated learning techniques (Wlodkowski, 2003), as well as other enhanced methods of teaching, help to develop an untrained mind (Gerstein, 2012). I do not interpret my role as that of a critic or decisionmaker about which theory is correct or the best, but rather as an integrator of valid theories into a format that will benefit my target audience: students. Most learning takes place during the standard 180 day school year but students may also attend summer school. This additional learning time serves two purposes for a student; the first is as an incubator for reinforcing learning from the past year. The second is to prevent learning loss over the extended summer break (Cooper, 2003). If I can involve a classroom community in the focused analysis of solutions that don’t have clear right or wrong solutions, learning can be encouraged through enhanced student participation, involvement and subsequently, retention. Davis-Fuller, a professor, educator, author, refers to “emotional involvement” as a key factor in student learning. “Get students emotionally involved to be passionate about the topic being taught.” I will validate successful coaching strategies employed over 20 years of teaching adult learners in the military to find an emotional or intellectual tie to non-traditional subject matter. 4

Scholarly research was used as substantiation of the subject matter and its practice. The expectation was that students reach a point where learning takes place independently and outside of the classroom. Consistent with my theory, a 1993 study by the National Education Commission on Time and Learning (NECTL) showed that changes need to take place in the existing nine-month education calendar. This educational format was developed when the U.S. was more of an agrarian society. NECTL concluded that student learning differences require a twelve-month approach to learning to mitigate learning loss over an extended vacation period (Cooper, 2003). Students with special needs and behavioral issues have been negatively impacted by a summer break. Holly Zipperer, Valley Forge Educational Services Director of Summer Programs, argued that “children with special needs can lose hard-earned academic skills over the summer, along with social and behavioral gains they have made, and should be enrolled in summer programs that support their specific needs.” (Scott, 2011). Dr. Gwen Dewar, an evidence based researcher in behavioral ecology, in a 2011 article titled “Preventing summer learning loss: Research-based tips,” maintained that students in lower socio-economic status’ suffer from summer learning loss in math and a disproportionatly high loss of reading skills without quality summer programming.

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Scope of Problem The data alluded to Wurdinger and Carlson’s conclusions that a rigid educational structure that does not accommodate the learning styles of all students will limit their opportunities to succeed in our economic system. The authors quoted Greene and Winters (2006) and stated that 30 percent of high school students do not complete requirements for graduation. The group was not only made up of learners with difficulties, but also higher performing students who were bored or not interested. These students have shown their frustration by leaving school. In fact, U.S. dropouts exceed 1.3 million students annually. That quantity is equal to the population of many small cities. BUILD.org estimates that dropouts will exceed the population of New York City within 10 years. The movement to include an experiential learning curriculum has been gaining ground. Brookhart refered to higher order thinking skills as those skills that allowed for efficient transfer of knowledge, development of critical thinking skills and expanding of problem solving skills. She listed significant benefits that result in developing these skills which include an increase in student motivation and achievement, as well as compensating for factors outside of school that influence student learning (pp. 3-15). Graphs developed by the National Center for Educational Statistics (NCES.ed.gov) indicate the static success rates over the past 12 years of testing students in the current high stakes testing environment under No Child Left Behind (NCLB). There has been no significant increase in high stakes testing scores. Experiential learning takes a holistic approach that activates the learning centers of the student brain facilitating creativity and learning. Gurian emphasizes that the K-12 student brain is still growing (pp. 25-38).

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Rationale This project will demonstrate an instructional methodology, within the subset of a specific course of instruction, that provides maximum academic value to the student. It is clear from my research that students do not absorb information in the same way, at the same speed and with the same comprehension. What impressed me the most about this area of scholarship is that there was not a single author that claimed to have the only solution. My working assumption, based on research, is that summer school students exhibited learning loss over the summer. This loss resulted in academic related deficiencies during the following academic period and may have resulted in behavioral components. The theories and concepts researched and used in the development of the deliverable are easily integrated into an instructional format. This experiential, integrative approach should resolve academic deficiencies by individualizing a learning style and positively impacting behavioral concerns. By using analysis as a learning tool, the facilitator can evaluate and apply the appropriate technique(s) that will be most effective for the student. It is clear from research that students’ learning outcomes can be affected by more than academic issues in the classroom. A student’s perspectives about learning, ability to retain information and capability to articulate subject matter are strongly affected by societal, cultural, racial and family norms, social and academic supports, physical and mental challenges and classroom environment. Delpit relates stories of students working through these issues to succeed. “They show how people, given the proper supports , can “make it” in culturally alien environments (p. 159).”

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Outcomes The combined use of validated teaching techniques in a non-traditional classroom environment will result in improved comprehension of MCAS test subject matter and increased tolerance for learning by the student. This research anticipates the use of an incremental process of analysis, research and decision making coupled with a hybrid classroom model to facilitate comprehension and some level of self realization by the student. Existing research shows that it is possible to personalize an instructional format to meet different learning styles. It may not be feasible to address multiple deficiencies for each student, but this exploration will provide an opportunity for a student to recognize a strength or area of interest not yet realized. A holistic approach that uses “Thematic Instruction” as its core provides a fluid structure that allows each student, regardless of current learning challenges, to succeed (Kovalik, 1994). This project focused on the effectiveness of teaching to each student’s strengths by creating an environment where the students can experience incremental successes and use their most effective learning style ( Sternberg and Grigorenko, 2007). The U.S. Department of Education and U.S. Department of Labor research indicated that employment potential and income are affected by education level. The following three graphs highlight the disparity between workers with a high school education or higher learning and those with less than a high school education. To resolve the issue of students leaving high school before graduation I developed a model where the students formed into business functional groups for each case study. The methodology was applied as follows: 1. Students initially determined their functional group membership within each thematic unit based on interest, social group or other participatory method. 8

(Subsequent business cases will require rotating through each functional area to gain a broad perspective of business operations): a. Accounting b. Operations c. Logistics d. Executive 2. Each student read and were able to explain the basic history and current situation of the business. The MCAS components related to reading comprehension and history were reinforced in this stage. 3. Each functional group focused on identifying problems and solutions solely within their functional unit. The MCAS components related to mathematics, literacy and research were reinforced in this stage. 4. The Executive group, formed from members of each group, were responsible for developing a comprehensive and meaningful solution that recognizes benefits and consequences to the business stakeholders. The MCAS components of analysis and literacy are reinforced in this stage. The project used experiential learning strategies to assist in growing students’ knowledge base, reinforcing existing learning and facilitating the transition of knowledge from the theoretical to real world. Components of neurofeedback were used to end self-limiting language used by students and improve the classroom environment. Classical background music was used as well as journal writing and interactive feedback techniques.

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CHAPTER 2 LITERATURE REVIEW This literature review examines educational theories and practices over the past four decades in the U.S. Scholarly research shows that the evolution of national economics drives education theory and practice. “From the earliest days, the debate focused on how best to ensure that all citizens would have access and opportunity to an education that would prepare them for the world in which they would live, work, and vote. This debate continues today, in a changing world with changing needs for students and educators alike (Lezotte and McKee Snyder, p. 11-12).” Differences exist among countries in so far as demographics, homogeneity and politics are key components. Education goals are similar. Educating youth at the earliest ages will continue to grow a country economically, though teaching styles of each country may differ. The diversity, heterogeneity, flexibility and willingness to reinvent itself every few decades is a key to past successes of the U.S. education system. Though, as Lezotte and McKee Snyder state; “…the system has not always not always provided for the educational needs of minorities, those with physical or mental challenges, and young adults beyond the age of compulsory attendance (p. 12). In an effort to capitalize on the strengths of the U.S. system and attempt to accommodate past challenges Dr. David A. Kolb, an acknowledged expert in the experiential learning field developed the Learning Styles Inventory in 1971 and Experiential Learning Cycle and Basic Learning Styles diagram in 1984. He and his team used a “holistic approach” to describe how students expand their knowledge base by using multiple methods of learning and interactive involvement in the process. 10

Experience-based learning is different from cognitive and behavioral learning approaches. which, according to Wurdinger, “…even middle school teachers place too much emphasize (sic) on lower level cognitive skills at a time when students are in a stage of naturally developing higher-order thinking skills (loc. 123 (Kindle),” and limiting the broadness of the learning experience. In an experiential learning environment emphasis on learning reverts from the teacher to student model to a modified facilitator and student focused model where the student makes choices of how he/she learns based on experience, culture and present circumstances. Kolb focuses on learning in all environments including key areas of education and business. The author speaks to testing results that indicate that Experiential Learning Theory improved learning and comprehension (Kolb, et al., 1999). Kolb’s work closely paralleled similar comparative research that had shown that the use of fantasy has helped children define things around them that they do not understand. Lessons through the use of stories predated current educational theory and had been used for centuries to teach about right and wrong, diversity, optimism vs. pessimism as well as other life lessons. The experientioal benefits of stories and fairy tales are also used in fields other than education. “In a fairy tale, internal processes are externalized and become comprehensible as represented by the figures of the story and its events…The fairy tale is therapeutic because the patient finds his own solutions, through contemplating what the story seems to imply about him and the inner conflicts at this moment in his life” (Bettleheim, p. 25). In an introduction by Dr. Clarissa Pinkola Estes, an author and clinical psychologist, she states that “Stories are medicine (p. 15),” referring to their importance in bringing a reality to the surface. In her practice, Dr. Estes uses stories of women as “wild women” with a “wild nature” to teach self esteem “…through examining tales, legends, and mythos (p. 14).”

Historical Perspective The strengths of hard work and exploration that benefited this country in the past are the same factors that are causing our education system to struggle recently. The American education system began as a decentralized, privately funded and local system as the country developed. American society was largely rural and segregated by race and culture. Skills were learned on the job within the family unit or as a craft apprentice. There was no machinery for mass production; personal items were custom made for use; and craftsmen specialized in certain fields that required technical skill. This changed with the advent of the mechanical age in the late 19th century. It was during this period that national attention, at the highest levels, was focused on developing an expedient but effective way of training a society in new technologies, as well as new ways of teaching and learning (Lezotte and Mckee Snyder, 2010). With society on the verge of mechanization, the federal government looked for ways to train as many people as possible, as quickly as possible. The population required generational preparation to function in a new type of economic environment. The U.S. government proceeded with a centralized approach to national education policy to increase availability of basic skill training and advanced educational options for the population (Lezotte and McKee Snyder, 2010). In the background there were competing visions about what the education system should look like. Two primary viewpoints were ultimately in consideration as the primary instructional philosophy that would guide the U.S. into this new age. The leading theories related to the way in which people would learn best, either a teaching format that emphasized groups and teacher-led instruction or a more individualized effort that would work with each student’s strengths. The issue became, which style of teaching will be 12

more effective in quickly training the most people (Lezotte and McKee Snyder, 2010). The consequences of the decisions made over a century ago are driving changes to the education system today. As US society learned and adapted to the new reality of mechanization, an interesting phenomenon occurred. Mechanization grew exponentially and transformed into digitalization. Concurrently, an historically stable society was fracturing. There were many reasons for this, but the central point is that the centralized education system did not change significantly in its instructional philosophies. The result of this lack of transformation was a mixture of students that did not learn and schools that did not teach. This placed the country’s intellectual world standing at risk. After 60 years of industrial growth, societal change and political upheaval, one factor began to stand out as the key to success moving forward. The fabric of the USA was tearing, and the common denominator was education. The decisions made 70 years ago to emphasize mass learning was a major factor in the marginalizing of key demographics in the US population. Gender, race, ethnicity and other characteristics were routinely ignored or under-served through education creating a semi-permanent underclass. Regardless of whether or not this was a miscalculation or puposeful attempt at exclusion, the ramifications are affecting the entire country. Viable and long lasting solutions are necessary for a chance of economic survival. Any change begins with education. The Supreme Court, in its ruling on Brown et al vs. the Topeka, Kansas Board of Education, recognized the failure of segregation in schools. Their ruling was incidental to the later recognition of segregation’s long-term negative effects on the US (1954). This process was slowed down as a result of our country’s unwillingness to accept equality among races and cultures. Dr. Beverly Daniel Tatum, President of Spelman 13

College since 2002, professor, scholar and race relations expert, speaks about a system of advantage for the majority population as a “system involving cultural messages and institutional policies and practices as well as the beliefs and actions of individuals (p.7).” It has taken almost a century of social and economic upheaval to get to a point where we recognize that majority population advantage exists. It is also true that through government policies, access to education for minority and underserved populations and a general cultural recognition that tolerance and diversity are strengths, helps society heal and work together on a more even playing field. “The dynamics of racism in the United States have always extended beyond Black-White relations, but that reality has not been acknowledged (Tatum, p. 210).” Dr. Tatum’s 1997 comments apply to the attitudes persistent at the turn of the beginning of the 20th century. While not rectified, Dr. Tatum feels that change can happen. “We live in a time when there is no clear path to where we are trying to go. Yet many of us have a vision of where we want to be, a vision of schools when all students have the opportunity and the encouragement to achieve at a high standard ….It is a vision of education that not only should foster intellectual development by providing students the tools of critical thinking, speaking, writing, and quantitative reasoning, but also should provide all students the skills and experiences necessary for effective participation in a diverse society (p. 219). Dr. Tatum speculated that increased understanding would lead to increased cooperation. And though it is beyond the scope of this project to discuss the social politics of the United States and publicly-funded education it is clear that segregation, intolerance and ignorance negatively impacted some children’s abilities to gain access to a quality education. In other words, the Supreme Court only focused on the legal injustice of segregation (Spatig-Amerikaner, 2012). It wasn’t until President Lyndon Johnson’s Great Society legislative push that 14

inequities in education were dealt with by the United States. There was a recognition that poverty played a part in student performance in school. Additionally, the role of racial discrimination was addressed as a key factor in student performance (Coleman, 1966). Effects of Teaching Styles on Learning Dr. Ethlyn Davis-Fuller, a professor of over 35 years and educator of multicultural diversity education, makes reference to “teaching styles” and their effect on the culture of the classrooom (pp. 55-56). Educators began to explore student-focused learning more deeply in the 1960s. Data from Coleman’s 1966 report strongly indicated that the public educational system was not effective in its mission. Race and segregation are mentioned as significant factors in Coleman’s report. Other criteria such as regional location of facilities, biased measurement of intellectual skills and student home life were also considerable elements in scholastic achievement or the lack thereof. Coleman documented deficiencies that would potentially have substantial impact on the education of the workforce in a technologically developing society. This period coincided with establishment of the American Disabilities Education Act in 1972. During these tremendous technological breakthroughs the US was preparing to go to the moon, brain research around the world was expanding and the realization that the failures in the American education system needed to be addressed. It was during this period that the effective schools movement started to take shape. Lezotte and others began looking for school systems that would refute the Coleman conclusions (Lezotte and McKee-Snyder, 2010, p. 21-22). Lezotte was instrumental in the search to find schools in communities that served traditionally under resourced populations where assessment scores exceeded expectations. He identified 5 phases in the evolution of the effective schools movement (Lezotte and McKee-Snyder, 2010): 15

Those phases were as follows: 1) Identification: a. Challenge Coleman’s findings b. Find schools that defy the stereotype c. Review school assessment strategies 2) Descriptive: a. Researchers became interested in finding and began scholarly research b. Look in the schools that are successful to observe practices c. Effective schools developed “Corrolates” that lead to success i. Leadership in instruction at the lowest level and up ii. Define and exhibit a strong sense of mission iii. Practice instructional strategies that achieve desired results iv. Students were expected to perform at their highest level v. Students are directly observed and monitored to ensure compliance vi. The environment is safe and orderly 3) Prescriptive: a. Corrolates began appearing in literature b. Deficient schools began asking higher performing schools for assistance 4) School Districts: a. Focus was expanded beyond single schools to districts b. Recognizes role of administration in developing effective schools. 16

c. Acknowledges that effective schools require constant review and training 5) Total System Alignment: a. Recognition that sustainable change is a goal with challenges b. NCLB had a positive effect by encouraging school systems to collaborate and seek best practices for their situation. c. Stability is good when the systems work; Stability is bad when it limits opportunities for student improvement. Dr. Lawrence W. Lezotte, is known as the preeminent spokesperson for Effective Schools research and implementation, recognized that reforms were only a part of the solution. Lezotte noted that additional information was important to disseminate to education stakeholders that included students, teachers, administrators and politicians. Factors that include school excellence, local and national school parity, the recognition that teamwork, collaboration, student achievement were also key components of school success needed to be understood and implemented by all stakeholders. Additionally, commitment by all stakeholders would be required when dealing with a complicated process that may seem sluggish at times and would not improve quickly. (Lezotte and McKee Snyder, 2010). There have been efforts over the past two decades to develop measurable criteria and assessments for schools. High stakes testing was the chosen method to evaluate student learning and expanded to school and teacher performance. The testing results, as documented by the US Department of Education, mirrored Lezotte’s conclusions about student learning that teacher centered learning was ineffective for teaching all students. With no measurable improvement in over a dozen years, causes had to be reviewed and 17

viable solutions expedited. Any effective solution had to use more effect learning techniqiues that enhanced student learning since the development of student thinking skills appeared to validate higher learning outcomes. (Brookhart, 2010). Research about student or learner directed focus has been further validated by our continuously growing body of knowledge on the development of the brain and its effect on learning. Focus on Learning A key component for success is to reduce student stress by limiting high-stakes testing and increasing the use of higher order thinking skills. “Stress is your body's reaction to the demands of the world. Stressors are events or conditions in your surroundings that may trigger stress. Your body responds to stressors differently depending on whether the stressor is new — acute stress — or whether the stressor has been around for a longer time — chronic stress” according to mayoclinic.com (retrieved from: http://www.mayoclinic.com/health/stress-management/SR00031, August 1, 2013. All three elements can cause a stress reaction that is initiated in the brain upon exposure to the intial stimuli (Wolfe, 2010). While stress can be negative, many factors influence its effect on an individual. In fact, stress reaction can enhance performance or provide a physical or emotional warning. Dr. Hans Selye, a Hungarian endicrinologist, discussed later, coined the term Eustress or Well Stress. Eu is latin for Well. This stress type is beneficial. The adrenalin or pressure creates a physical or chemical response that may enhance performance. The causes of stress can be explained by the triune brain concept, developed by Paul Maclean, a physician and neuroscientist in the fields of physiology, psychiatry, and

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brain research at Yale Medical School and the National Institute of Mental Health. Dr. Renate Caine, Professor Emiritus at California State University and Geoffry Caine, Educator, author, and Executive Director of Caine Learning, LLC, describe Maclean’s brain as having consisted of the Neocortex, Limbic System and Reptillian Brain. This was a metaphoric, but effective description before nueroscientists learned that all parts of the brain interact in a stress reaction. “Maclean compares his work to that of an archeologist searching back in time through layers of the brain’s evelutionary development (p.52)”. Maclean further hypothosized that these broadly outlined parts of the brain were responsible for our basic and most instinctual behaviors. Maclean explained that the brain evolved beyond focusing on our instincts and into a higher functioning brain structure (Caine and Caine, 1991). The structures of the brain from the brainstem up through the neocortex covers the triune brain area. PatriciaWolfe, an educational consultant with over 25 years of experience, also believed that the triune brain can be used to represent stress as an instinctual reaction to a stimulus prior to being processed and evaluated by the higher functioning parts of the brain and thought processes. While Maclean hypothosized that the triune brain developed as a matter of evolution his theory describes a simplified version of a complex organ. An understanding of the structure of the brain is only a piece of the stress function. There are also complex chemical and neurological functions that take place when a student is exhibiting a stress reaction. Upon sensory recognition, aurally, sight, nerve conduction,” the amygdala send a message via the hypothalmus that engages the entire body and readies it to meet the demands of the situation” (Wolfe, p. 138). The amygdala is the brain area where fear, nervousness and aggression originates. 19

This brain structure turns on the stress response activating adrenaline and creating a biological response. A base response of “fight or flight”, initiating in the amygdala, is created as described in Maclean’s theories of the triune brain. A stress reaction was considered a primitive behavior that humans learned early in their anthropological development to save their lives by avoiding actual or perceived danger (Wright, 2013). Eliminating or significantly reducing the “fight or flight” response in a student’s brain function will result in unhindered brain activity to focus on learning. The hypothalmus’ place is at the top of the brainstem. It is at the core of all of the brain’s metabolic and autonomic nervous systems. It manages body temperature, fatigue and circadian body cycles. These body functions are directly and indirectly affected by a stress reaction. Interestingly, both of these structures, amygdala and hypothalmus, are located within the limbic system deep in the brain. The body reacts and adjusts to short term stress physically and emotionally. Since the limbic system is also part of Maclean’s reptilian brain, many stimuli and knowledge can become instinctual or provide an automatic response. Long-term exposure to stress environments can create long-term or extended stress reactions resulting in Post Traumatic Stress or stress reaction that continues for an extended period beyond the initial stimulus. While positive memories and experiences are helpful and productive for a student, this extended stress can result in personally and socially unacceptable behavioral outcomes. Diagnosis and treatment, regardless of length of time after onset of the initial event(s), are crucial to effective rehabilitation (VA, 2008). NIH studies indicated that physical or emotional trauma can destroy or warp a structure called the neuron, a key cellular component of the brain structure. This damage can impact the ability of the body and mind to react appropriately to stress stimuli. Three 20

types of neurons may contribute to this reaction: motor; sensory; or interneuron. Each type serves a specific purpose in the stress response though their basic structure is the same (NIH, 2013). A reaction takes place in the brain that results in a chemical or electrical signal transmitted between neurons. These complex cells are made up of axons, dendrites and glial cells. The glial cells facilitate transmission of the electric or chemical reaction from the axon through the dendrites and on to the next neuron. The endpoint of the reaction results in the release of a chemical called adrenaline within these neurons. Adrenaline is a chemical that is distributed through the body causing the body to react in a stress response. This reaction may be as subtle as a nervous tick or as demonstrative as running away quickly from the stimulus, breathing heavily and sweating profusely. Though there are more complex structures and reactions at play in any brain activity, this process highlights the primary structures involved. It has been speculated through research that the neurons involved in the stress reaction are specifically placed in specific areas of the brain to affect certain responses early in the human development process (NINDS, 2013). Dr. Hans Selye, is credited with giving the first scientific definition of stress as “a condition in which the human system responds to changes in its normal balanced state.” Victor Frankl, the noted Austrian neurologist, psychiatrist and author of “The Meaning of Life,” has a less structured but functional definition of stress, “Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom (Selye, 2013).” It is my opinion that these definitions are not mutually exclusive, but complimentary. Selye tries to give an objective definition of stress while Frankl talks about a process that changes and adapts to the individual’s training, state of mind, 21

physical conditioning, upbringing and a host of other factors that make us into individuals. It is this individuality in response to a stressor that I believe enhances our life experiences. In my opinion, research showed that K-12 student brains are still developing; and the complex brain activity required for a stress response inteferes with learning. If we reduce the scope of stress in a school environment and remove concussive brain injury from consideration, environmental and educational stresses can be identified from Coleman’s 1966 study on Equality in Education. Students receive two primary sources of stress within an educational environment: home and school. Stressors at home relate to parental or student marital status, relationships, education and income levels of the parents, parental expectations or lack thereof, as well as the actual or perceived socioeconomic status of the family and by the student. School stressors include pressure to perform successfully, peer pressure to assimilate, discrimination based on controllable and uncontrollable factors, availability of resources, health of the learning environment and others that are too numerous to mention can be further extrapolated from Coleman’s research (Coleman, 1966). After stress and its reaction on the body is discussed, the components of the brain that synthesize or act/react to the stressor must be understood. A logical progression of the subject matter leads us to discuss stress mitigation. The study of stress has had a fertile expanse of ideas, points, counterpoints, biology, chemical reactions and mitigating factors in its history. I believe that we can reduce student stress and enhance learning outcomes. My observation and understanding of research indicates that the classroom is not a laboratory or experimental zone of operations. Tried, proven and effective techniques must be used to educate children. There are effective teaching methologies 22

that can inhibit student stress and enrich classroom learning. These approaches are not new, though it is relatively recent that they have been widely accepted throughout school systems. These “effective” methods were developed or advanced in the 1960s and 1970s. They have been refined and expanded over the following three decades as our knowledge of the brain exponentially expanded (Lezotte and McKee-Snyder, 2011). The elimination of stress response in the student mitigates unnecessary brain activity allowing the student to focus more effectively on learning. The BUILD program (build.org/boston) at the Jeremiah E. Burke High School in Dorchester highlighted the success of family supports in pushing students beyond expectations. I observed ample evidence that students became disengaged from a program that they perceive as not meeting their self-defined needs. As students progressed through the program they were constructively stressed and supported concurrently. They were taught to communicate, prepare and execute with competence. This reduced long-term stress reactions that facilitated “good” future educational choices. The BUILD program had a 95% success rate in participating students going on to college in 2013 (BUILD, 2013). Competence and learning is enhanced with other classroom techniques and assessment strategies that create a comfortable environment. A CNN report on music and its effects on the brain referenced numerous studies that showed that the use of music reduced anxiety and stress. Other studies indicated that music played at a beat that matches brainwaves enhanced performance (Landau, 2013). There are medications that stimulate or inhibit the amygdala, hypothalmus and other parts of the brain to reduce anxiety in patients. Chemical reactions are caused to correct imbalances and facilitate therapeutic approaches to helping people react suitably and reduce stress reaction in the brain and body in general. 23

Wolfe writes that stress is a normal part of life and in some circumstances can be controlled. Stress can enhance performance so long as it does not exceed the capabilities of the host body. There are holistic and environmental factors that can help mitigate unhealthy stress reaction, as well as medical and chemical methods that can prove therapeutic. When stressors are mitigated or eliminated, a learner’s brain function freed up to perform higher order thinking skills. “In the classroom, a student can percieve even a mild stressor to be threatening, initiating the stress response and lessening his or her ability to perform. (p. 141). External factors also affect the learner’s capacity to learn effectively. A learner’s socio-cultural background can impact classroom behavior and responsiveness to authority (Sternberg and Grigorienko, 2007). An educator cannot assume that the all students learn and respond the same. Michael Gurian, a leading authority in gender issues, proved that gender differences affect classroom behavior and student learning. In the 1990s a twoyear study was conducted in Missouri by Gurian. He collaborated with six school districts to validate a decade of unproven brain and socio-cultural research that there are gender differences in learning. The results in Missouri were soon duplicated in Minnesota. The successes were due to a teaching style that provided, “gender friendly instructional theory and and techniques” (p.7). Gurian emphasized that gender-specific teaching had positive effects in a combined gender classroom. He also described an Altlanta, Georgia pilot program to segregate genders that increased assessment scores for literacy, mathematics and science (Gurian, 2011). These types of specialized or specific learning needs can be race and culture based. A child that needs to focus on differences in how they look or act from the majority cannot learn effectively. Variations within homogeneous groups can also create 24

conflict within school-aged students reducing capacity to focus on learning. Dialogue is an important factor in mitigating negative self-esteem and misperceptions by others. Discourse within family units, peers and external relationships are critical to facilitating a more seamless transition towards effective learning and an educational environment that values diversity. (Tatum, 2003). Strategies for Success Three types of mutually exclusive intelligence types were referred in terms of three interconnected areas: 

Analytical Intelligence



Creative Intelligence



Practical Intelligence

The authors referred to these three areas as “Successful Intelligence.” When used in varying degrees that were situationally dependent, they shaped a student’s potential to succeed in school. This important research showed that these skills could be learned and strategies developed to master them effectively (Sternberg and Grigorenko, 2007). Integrated Thematic Instruction (ITI) is a serious attempt to reform the traditional method of instruction from a world view that makes sense to the educated, but not much sense to young learners. Themes should have “substance and application to the real world (Kovalik, 1994, pp. 3-5).” Similar to Kolb’s holistic approach to learning, ITI focuses on environment, support materials, teaching styles and the function of the brain in learning. Torp and Sage linked experiential learning theory or “Problem Based Learning” to a similar learning structure in medical schools where physician interns treated patients under the supervision of an experienced and licensed physician. The skills of “recall and apply” were developed in this process (pp. 16-32). The authors stated that ITI fits well 25

into structured learning frameworks where learning is based on larger concepts reduced to ideas that are significant to students at whatever age they were learning. For effective learning to take place a problem needs to be clearly stated, students require the appropriate tools and an environment that fosters creativity and safety should be created (Torp and Sage, 1998).

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CHAPTER 3 METHODOLOGY This creative research project was developed using scholarly investigation in a variety of educational fields related to experiential learning, as well as resources gained from classes taken at Cambridge College. Additionally, the my 30+ years of business and military experience contributed significantly to the explanation and interpretation of the researchers’ work. The use of business cases as a learning tool is an extension of military experience in teaching adult soldiers how to understand complex military planning and execution concepts by understanding the basic concepts of a military operations order. The genesis of this project was a need to instruct adult soldiers in learning conceptual skills for overseas deployments. During the six years I worked at the Massachusetts Military Academy to transform subject matter experts into generalists, I was exposed to a variety of issues. The first significant hurdle was that soldiers were reclassifying into my field after 10-15 years of specialized experience in other fields. These soldiers entered my class with a very limited background in the basics that my course was built on. The second most prevelant issue was a lack of education beyond high school for most students and their self-imposed limitations on their ability to learn advanced concepts. The concepts I taught were comparable to undergraduate college level studies. A third issue that arose related to soldiers returning from previous deployments with Post Traumatic Stress and Traumatic Brain Injury. In addition to socialized and educational issues these soldiers had unique learning issues that exceeded the design of the Army-wide program of instruction.

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It was clear to me that there were only two options: (a) let the majority of these soldiers fail the course as designed and allow them to deploy overseas without the prerequisite skills needed to perform their missions and potentially endanger lives or (b) adapt the courseware to meet each soldier’s specific needs with the expectation that they would perform to standard or exceed the standard at the end of the course. I chose the second option knowing that there was a chance for personal failure, but confident that 25 years of leadership experience in the US and overseas would ensure success. As a Course Manager, and Instructor the author managed 3 instructors and over 200 soldier-learners. He attained 100% success in all students passing a four-hour comprehensive exam and two-week practical exercise in each course taught over a six year period. Feedback from soldiers that deployed to Iraq and Afghanistan indicated that the training they received was valuable and impacted their missions successfully. These results validated the author’s teaching and educational support methods in academic and real world circumstances. Research showed that the same skills used to teach how to interpret and use operations orders can be reasonably inferred to use business cases to teach academic skills. Both methods presented a story-like format to the student. The story format for students that did not have a background in analysis is similar to Grimms’ Fairy Tales that appeal to the younger mind with a limited view of the world and help them cope and learn more effectively. Using this method of presenting business cases can be used as a learning tool for more mature minds to see academic rules and place unfamiliar concepts into a familiar context. The growth of Experiential Learning paralleled the direction of education in the United States as it moved from an agrarian society to an industrial society. The transition 28

was difficult and its challenges were well documented. History clearly showed that concious choices were made, at the national level, between an experiential philosophy prevalent prior to the industrial revolution and the lecture format designed to rapidly train as many people as possible. The refinements to experiential learning theory in the 1960s and 1970s were the result of empirical studies conducted at the time, primarily Coleman’s research for the Department of Health and Human Services, published in 1966. During the course of this project I was able to incorporate accelerated and experiential learning techniques. An example presented as a deliverable with this project is the business case titled, “How Ethical Can I Afford To Be?” The case was recreated from the original documentation to an interactive format that was customized to reflect the interests of the students. This revised version facilitated a more effective understanding of the concepts and was evident in post-presentation discussions (Appendix 1). This project was envisioned as a guide for me to use as I progress through my new career in education. In the course of researching the most effective K-12 education methods I gained exposure to the brain, its structure and functions, in relation to effective learning. I was presented with an extensive overview of the education system covering district and school administrator and teacher issues, as well as a view of theories that have contributed to our current body of knowledge about effective student learning. It has turned into a journey of exposure to education theory and practice that has enlightened me to remarkable efforts being made by educators at all levels on behalf of our kids. The creativity used to help students explore the world around them is inspiring and validated my initial decision to pursue this project.

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CHAPTER 4 The student is the focus of all of our efforts in education. Research and practical experience shows that learners are not just the children in schools. Teachers, administrators and support staff learn from each other and students. Public-private collaborations only enhance this dynamic. For-profit and non-profit companies provide manpower and some funding to facilitate learning. This dynamic cycle of learning is important in todays K-12 educational environments to ensure that we do not fall back into a complacency that may have led to the current nationally directed efforts to ensure accountability and standardization metrics. If our student bodies were economically, racially, culturally, behaviorally, physically and geographically homogeneous, it would be simple to design a common curriculum that would lead towards a predictable path of success. Fortunately for our society, we are not homogenous. This heterogeneiaty is a benefit that places a special burden on educators. At all levels we must concurrently use proactive and reactive approaches to teaching that ensure each student receives a maximum level of education in the most effective way. There is clear evidence, as referenced in Coleman’s 1966 report as well as others like Daniel Tatum, that the family and its structure impact student learning capability and capacity. Therefore, the effort to improve the learning environment must include other stakeholders within the student’s sphere of influence. Our challenge becomes finding a way to efficiently move perceived limitations of the No Child Left Behind standardized curriculum from a slogan to effective teaching and learning programs. I have always felt that NCLB provides a framework at the state and national level and should not affect the creativity in the classroom. The Common Core

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curriculum being developed is another opportunity for teachers and administrators to collaborate on methods that ensure learning and academic growth since the costs of failure are significant for our children. By failing to engage students in meaningful and productive ways, prospects for success are limited. K-12 education is the great equalizer for children. There are significant economic consequences for a student that does not attain a level of success while in school. The failure to graduate high school does not mean that a person has less money for bubble gum or gas. Rather, it can create or prolong poverty. When a student fails to graduate high school, it affects families by limiting or extinguishing opportunities for success. The two graphs below represent the economic consequences for not graduating high school. The brown line at the bottom of the graphs documents the US Bureau of Labor Statistics (BLS) employment levels and composition of the labor force of those with less than a high school education (LTHS_Emp). It is almost half of that for students with a high school education. The third graph shows an inverse correlation between the level of schooling and income potential. Those students with less than a high school education (LTHS_Ed) are more likely to suffer from unemployment rates that are higher and income levels are lower. The BLS statistics from 1992-2007 clearly indicate that local and national programs to improve teaching have had virtually no effect on those at risk of not graduating high school. The 2011 Unemployment and Income Statics diagram shows that there are grave social and economic consequences to leaving high school before graduation.

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Developing effective education strategies must rely on documented and proven educational theories and processes. Kolb’s research into learning styles throughout the 1960s and 1970s led the way for other educational professionals to begin theorizing and researching the most effective way to teach students so they can maximize and absorb new information. Wurdinger uses the term self directed learning. It is a method that maximizes the ingestion and processing of knowledge regardless of a student’s particular learning style. Experiential learning techniques are key to effective learning by students collectively and individually. Kolb refers a specific set of learning styles, originally related to a business environment, that enhance the learning capability and capacity of the student. Kolb refers to two basic scopes of preference: 

Concrete Experience



Abstract Conceptualization

Within these preferences are four distinct learning styles that combine and isolate these styles dependant on each student’s ability to comprehend and absorb knowledge: 

Diverger



Converger



Accomodator



Assimilator

Retrieved from: http://www.nwlink.com/~donclark/hrd/styles/kolb.html (June 30, 2013)

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The easiest way to explain the learning differences between Concrete Experience and Abstract Conceptualization is the difference between Doing and Thinking or Feeling. Kolb observed that there are two basic types of absorbing information that identify learners: 1. Those that learn best by using a predominantly hands on approach 2. Those that learn best by seeing, listening and/or sensing the data or concept Within those two preferences are a subset of processes that combine features of these learning styles along a range or scale of possibilities. These simplified representations of the individual complexities involved in learning have been academically accepted as valid learning models that explain student preferences. The learning preferences operate along a continuum that can change as the student changes. This model is a prime descriptor of the benefits to an experiential learining approach. The experiential learning accomodates student learning preferences strengths while mitigating learning weaknesses within each individuals learning style. The above listed factors individually and collectively affect the functioning of the student brain. Any educational effort must mitigate the harmful effects of intolerance, lowered self esteem, disruptive family dynamics, physical capacities and intellectual dysfunctions. The development of effective socialization, the maximization of economic opportunities, stronger societal interactions, healthier families and lifestyles may be the most significant impacts of a student’s sound education. Experiential learning is a flexible and vibrant method of enhancing learning and ensuring successful results. This combination of flexibility and vibrant learning is evident in the multi-sensory approach towards instilling data and information into the minds of the students that experiential learning methods cover. Its focus on constructive 34

questioning and problem solving extends learning beyond the written words on the lesson plan and texts. The experiential concept is way for students to actively participate in their own learning. We can begin by looking at how experiential learning works and how it affects the student’s major learning tool; the brain. Experiential learning incorporated into a classroom based curriculum has proved to expand student learning capacity by focusing on a learner centered model of dispensing knowledge (Kolb, 1999). By understanding and teaching to individual student learning styles, an instructor can mitigate many barriers to learning caused by student stress. A clear set of expectations, teaching techniques that maximize the use of multiple brain functionalities and guided approaches that focus on the student has maximized student involvement, increased learning potential and reduced stress reaction. With this focus, the student is inside the learning model rather than looking in from the outside. Effective teaching strategies have been developed that do not take the student from point A to point B in a straight line. Rather, the journey would start at the beginning and end when the teacher and student accomplished their education goals. It is implied that the student should reach a point where learning takes place independently and outside of the classroom (Torp and Sage, 1998). This type of learning potentially of creates educational stakeholders of parents, siblings and other constituents of the student’s social support structure. Additional family and social supports are provided to the student because of a shared focus on meaningful education. The still developing student brain plays a significant part in the success of an experiential learning approach. As our knowledge of the brain and its functions grow through imaging and testing we gain an improved understanding of how to teach and 35

more effective methods of ensuring that learning takes place. Maclean’s Triune Brain concept is a simplified representation of the student brain and how it can process information. As students learn basic skills their perceptions and experiences expand giving them a broader knowledge base, retaining more data in the limbic system. As skills are absorbed and memorized, students can focus on critical thinking skills and teachers can use more effective assessment tools to validate learning.

Retrieved from; http://www.google.com/search?q=triune+brain&rlz=1T4SKPT_enUS401US403&tbm=isch&tbo=u&source=univ&sa=X&ei=pI WeUcKTGpDi4AO-5IGIDQ&ved=0CDgQsAQ&biw=1140&bih=445

A cumulative review of existing research on student learning leads me to make the following assumptions: 

Assumption 1: Parents have minimal direct effect on the school infrastructure and learning environment



Assumption 2: Students have no direct effect on the curriculum taught



Assumption 3: Students have minimal effect for the teaching methods used in the classroom



Assumption 4: The teacher has no effect on the student’s home life outside of the classroom



Assumption 5: The teacher has a variable effect on the student’s behavior, study activity and emotional growth outside of class 36

Individually, each of these these assumptions create a distraction to learning. Cumulatively, distractions and negative outside influences become long lasting and have negative effects on learning. Experiential learning practices work with each student’s abilities and learning styles. These practices utilize active learning approaches that are conducive with any type of curriculum. Active learning applies comprehensive techniques to facilitate learning. The focus may be a project that incorporates grade or aptitude appropriate comprehension and math learning skills. Though more effective, a full academic year experiential learning format would require a unreasonable amount of time for preparation, execution and evaluation. Timeframes would most likely exceed curriculum guidelines and work rules. Additionally, many units of instruction cannot be standardized since each student exposed has different learning styles, capabilities and societal sensitivities. Social, cultural, religious, geographical, income and other disparities also create barriers to standardize an experiential learning curriculum. CONCLUSION A more viable solution may be to incorporate experiential learning into the current curriculum. This effort can be facilitated through the incorporation of Integrated Thematic Instruction. The combination of brain research, effective teaching strategies and curriculum improvement in manageable blocks throughout the school day should create a safe and productive learning environment. Students will be more likely to take an active role in their own learning creating an enhanced learning environment. Wurdinger lists a substantial number of quality on-line resources available for research and assistance in developing quality educational plans and programs. Many are a combination of scholarly, practical and proven methods and techniques (Appendix 2). 37

REFERENCES Albright, C. Psy.D. (2010). Neurofeedback: Transforming your life with brain biofeedback. Trenton, MO: Beckwith Publications. Arntz, W. (Producer), & Vincente, Chase, Arntz (Directors) (2004). What the bleep do we know; Down the rabbit hole [ Motion picture]. United States: Captured Light Industries. Baily, R. Hypothalmus. (2013). Retrieved from: http://biology.about.com/od/anatomy/p/Hypothalamus.htm. May 23, 2013 Ballanca, F. Fogarty, R. Pete, B. (2012).How to teach thinking skills within the common core. Bloomington, IN: Solution Tree Press. Bard, A., MD and Bard, M, Ph.D. (2002). The complete idiot’s guide to understanding the brain. Johannesburg, S.A: Penguin Group. Bettelheim, B. (1975). The uses of enchantment; The meaning and importance of fairy tales. (3rd ed.). New York, NY: Random House. Brookhart, S. (2010). How to assess higher-order thinking skills in your classroom. Alexandria, VA: Association for Supervision and Curriculum Development. Brown v. Board of Education, 347 U.S. 483 (1954). BUILD. (2013). Retrieved from: http://www.BUILD.org/Boston, June 15, 2013 Caine, R. and Caine G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development. Coleman, J. (1966). Equality of education. Washington DC: National Center for Education Statistics. Cooper, H. (2003). Summer learning loss: The problem and some solutions. Retrieved from: http://www.ldonline.org/article/8057/, ERIC Identifier: ED475391. 38

Daniel Tatum, B. (1997). Why are all the Black kids sitting together in the cafeteria? And other coversations about race. New York, NY: Basic Books. Davis-Fuller, E. (2008). The teaching heart. Brookline, MA: Xlibris. Dewar, G. (2011). Preventing summer learning loss: Research based tips. Retrieved from http://www.parentingscience.com/summer-learning-loss.html, May 28, 2013. Donovan, M. Editor and Bransford, J. Editor. (1999). How people learn: Bridging research and practice. Washington DC: National Academy Press. Erlaur, L. (2003). Brain-Compatible Classroom : Using What We Know about Learning to Improve Teaching. Alexandria, VA: Association for Supervision and Curriculum Development. Gerstein, J., Ed.D. (2012). The flipped classroom: The full picture based on an experiential model of learning. Mountainview, CA: Creative Commons. Gurian, J., Stevens, K., (2011). Boys and girls learn differently. A guide for parents and teachers. San Francisco, CA: Jossey-Bass. Kasarda, D. (1989). Urban industrial transition and the underclass. Retrieved from: http://www.jstor.org/stable/1045647. April 10, 2013. Kline, P. (1988). The everyday genius. Arlington, VA: Great Ocean Publishers. Kolb, D., et al. (1999). Experiential learning theory: Previous research and new directions, perspectives on cognitive, learning and thinking styles. NJ: Lawrence Erlbaum. Kovalik, S. (1994). ITI: The model, integrated thematic instruction. Kent, WA: Susan Kovalik & Associates.

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Landau, E. (2013). This is your brain on music. Retrieved from: http://www.cnn.com/2013/04/15/health/brain-music-research. May 30, 2013. Lessow-Hurley, J. (2003). Meeting the needs of second language learners; An educator’s guide. Alexandria, VA: Association for Supervision and Curriculum Development. Lezotte, McKee-Snyder. (2011). What effective schools do: Re-envisioning the corrolates. Bloomington, IN: Solution Tree Press. Magee, P. (1996). Brain Dancing. Bellevue. WA: Magee Research. McKewan, E. (2009). 10 Traits of highly effective schools. Thousand Oaks, CA: Corwin Press. National Institutes of Health. Publication No.11-3440d. Updated March 20, 2013. National Institutes of Health. Stress. Retrieved from: http://www.nlm.nih.gov/medlineplus/stress.html. May 26, 2013. National Institute of Neurological Disorders and Stroke (NINDS). The life and death of a neuron. Retrieved from: http://www.ninds.nih.gov/disorders/brain_basics/ninds_neuron.htm#migration. May 29, 2013. Palmer, P. (1998). The courage to teach; Exploring the inner landscape of a teacher’s life. San Francisco, CA: John Wiley & Sons. Rugaskin, K. and Harris, J. (2009). English camp: A language immersion camp in Thailand. The Learning Assistance Review, 14-2, 43-51. Scott, (2011, April 28). Summer learning loss more severe for kids with special needs. Retrieved from http://www.newsworks.org/index.php/local//healthscience/18326summer-learning-loss-more-severe-for-kids-with-special-needs. 40

Selye, H. General Adaptation Syndrome (GAS) - Theory of Stress. Retrieved from: http://www.currentnursing.com/nursing_theory/Selye's_stress_theory.html, May 28, 2013. Spatig-Amerikaner, A. (2012). Unequal education: Federal loophole enables lower spending on students of color. Washington, D.C.: Center for American Progress Sternberg, R. and Grigorenko, E. (2007). Teaching for successful intelligence(2nd ed.). Thousand Oaks, CA: Corwin Press TBI Task Force, Traumatic Brain Injury (TBI) Task Force Report Recommendation Summary. Retrieved from: http://www.armymedicine.army.mil/reports/tbi/TBITaskForceReportJanuary2008. pdf. March 28, 2013 Torp, L. and Sage, S. (1998). Problems as possibilities; Problem based learning for K-12 education. Alexandria, VA: Association for Supervision and Curriculum Development. Wolfe, P. (2010). Brain matters; Translating research into classroom practice. Alexandria, VA: Association for Supervision and Curriculum Development. Willingham D. (2009). Why don’t students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco, CA: Josey-Bass Wright, A. (1997-2013). Homeostasis and higher brain functions. Retrieved from: http://neuroscience.uth.tmc.edu/s4/chapter06.html. May 23, 2013 Wurdinger S. and Carlson J. (2010). Teaching for experiential learning: Five approaches that work. Plymouth, UK: Rowman and Littlefield. Kindle Edition.

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David S. Rapaport 206F Tall Oaks Drive  Weymouth, MA 02190  (781) 413-1132  [email protected]

OBJECTIVE

Program coordinator position that emphasizes leadership, customer service, accountability and project management skills earned and demonstrated during a fulfilling civilian and military career. PROFILE

Skilled and motivated management professional. Talent for quickly mastering regulations, technology, and intricate procedures. Experienced in coordinating complex events and planning contingencies. Diplomatic and tactful with professionals and non-professionals at all levels. Accustomed to handling sensitive, confidential records with current SECRET level clearance and HIPPA certification. Demonstrated history of producing accurate, timely reports meeting stringent regulatory and organizational guidelines. IRS certified in tax preparation (VITA). Flexible and versatile with an extensive history of transcending cultural differences and advancing diversity. Thrive in deadline-driven environments. Proven ability to lead and manage teams to exceed standards.

SKILLS SUMMARY   

Project Coordination Report Preparation Contract Management

  

Team Building Event Planning Bookkeeping

  

Training and Development Financial Analysis Concept Developemnt

PROFESSIONAL EXPERIENCE LEADERSHIP: GUIDANCE/TRAINING/LOGISTICS Provided subject matter expertise and logistical support to 20-100 wounded and injured soldiers from 7 Northeast states while they were assigned to remote medical and behavioral healthcare for treatment and healing. Communicated medical concepts to patients using layman’s terms to facilitate understanding.  Participated in the weekly planning and direction of case management for the medical and health support needs for over 250 Veteran soldiers.  Designed and delivered highly technical military related courses to newly reclassified soldiers in advanced support and leadership training for command elements in preparation for 2 overseas deployments.  Adapted college English and Math subjects to tutor soldiers with Post Traumatic Stress and Traumatic Brain Injury 

PROJECT MANAGEMENT/ACCOUNTING/PROBLEM SOLVING Trained 20 military staff to certify with the IRS Volunteer Income Tax Assistance (VITA) program in income tax preparation. Supervised the refunding of $4 million to the Fort Drum military community and retirees.  Monitored and briefed military support actions throughout 34,000 square miles and coordinated actions coordinating with over 20 units at varying command levels.  Maintained 100% payroll accuracy during 2 major computer software conversions.  Identified wholesale telecom billing discrepancies that resulted in over $1.5 million in adjustment credits positively impacting efforts to consolidate operations in the Northeast US.  Developed and implemented a federally certified Representative Payee program to manage Social Security funds; Program currently serves over 400 developmentally disabled adults and behaviorally challenged adults.



DETAIL MASTERY & ORGANIZATION  Proactively planned and coordinated with state funding agencies to develop contingency medical strategies for an aging developmentally disabled population.  Responded to behavioral and medical emergencies resulting in safety of the individual , housemates and program staff.  Constucted government contract proposals exceeding $2 million and a 5% success rate.  Managed Finances: accounts payable/receivable, invoicing, insurance billing, budgeting responsibilities with supervision of 5 to 11 accounting staff members.  Primary point of contact for 3rd Party insurance carriers and 1st party Veteran billing and credit issues for the Boston Veterans Healthcare Administration.

EMPLOYMENT HISTORY US ARMY – Fort Drum, NY Platoon Sergeant, 2010-Current USA HIGHWAY, LLC – Weymouth, MA Managing Partner, 2010-Current SDVOSB SOLUTIONS – Weymouth, MA Owner, 2009-2010 VETERANS HEALTH ADMINISTRATION – Boston, MA Lead Accounting Technician, 2008-2009 VERIZON COMMUNICATIONS, INC. – Boston, MA Wholesale Circuit Billing Manager, 2000-2007

EDUCATION CAMBRIDGE COLLEGE – Cambridge, MA Master of Education, Interdisciplinary Studies, 2013

SOUTHERN NEW HAMPSHIRE UNIVERSITY – Manchester, NH Certificate in Accounting, 2012 CAMBRIDGE COLLEGE – Cambridge, MA Master of Management, General Management, 2009 NORTHEASTERN UNIVERSITY– Boston, MA BSBA, Human Resource Management, 1982

COMPUTER SKILLS    

Microsoft Suite (Word, Excel, Powerpoint, Access) Quicken Home Accounting Products Quickbooks Accounting Products Sage Peachtree Accounting Products

CONTINUING EDUCATION               

FAC031 Introduction to Small Business CON100 Shaping Smart Business Arrangements CON110 Mission Support Planning CON111 Mission Strategy Execution ACQ101 Fundamentals of System Acquisition Management SAM101 Basic Software Acquisition Management BCF102 Fundamentals of Earned Value Management CLC001 Defense Subcontract Management CLC004 Market Research CLC011 Contract for the Rest of Us CLC007 Contract Source Selection CLC106 Contract Officer Representative with a Mission Focus CLM024 Contracting Overview 300-F39 Warrior Transition Unit Cadre Training Licensed to sell Life and Health Insurance in Massachusetts and Texas

VOLUNTEER HISTORY         

College Subjects Tutor, Warrior Transition Unit, Fort Drum, NY 2013 Mentor, Norfolk County Veterans Treatment Court 2013 Knights of Pythius 2012 Signature Healthcare Philanthropic Associates 2012-2013 Volunteer Income Tax Assistance (VITA) Center, FT Drum, NY, NCOIC 2012 Sinai Hospital Men’s Associates 2008-2012 Bay Cove Human Services, Human Rights Committee 2001-2012 Jewish War Veterans, Adjutant, 2002 Temple Beth Shalom, President 1999

MILITARY BIOGRAPHICAL SKETCH RAPAPORT, David Scot Master Sergeant (Retired), Field Artillery, ARNG Date and Place of Birth:

02 March 1958, Washington, D.C.

Home Address:

206F Tall Oaks Drive Weymouth, MA 02190

Civilian Occupation: Self Employed Contracts Manager, USA Highway, LLC Dates of Service: MA ARNG: February 1984 – July 2013 Army Reserve: October 1980 – February 1984 Military Occupational Specialty: Primary 13F48 ASI: H/Y9 Secondary 96D4 ASI: O Active Duty Deployments: 3/85 IN/WTB, FT Drum, NY July 2011 - 2013 Community Based Warrior Transition Unit November 2010 – July 2011 Platoon Sergeant Operation Iraqi Freedom III (OIF III) June 2004 – November 2005 Squadron Fire Support Sergeant Assigned: HHB, 42nd Division Artillery, 42nd ID Attached: 1-17 Cavalry Regiment (OH58-D), 82nd ABN FOB Mackenzie, Iraq Operation Joint Forge (OJF-SFOR 10) August 2001 - April 2002 G-5, NCOIC 29th Infantry Division Tuzla, Bosnia-Herzegovina Military Education: Year Completed: Applied Suicide Intervention Training Skills, FT Drum, NY 2012 ANCOC, FT Sill, OK 2003 FA Senior NCO Targeting Course, AIPD 2003 Battle Focused ITC, MMA 1992 Terrorism Counteraction, FT Meade, MD 1991 BNCOC, MMA 1988 PLDC, MMA 1987 Fire Support Specialist/13F, Boston, MA 1985 Water Survival, Hanscom AFB 1983 Winter Operations, FT Greely, AK 1983 Image Interpreter/96D, FT Huachuca, AZ 1981 Basic Combat Training, FT Jackson, SC 1981 Civilian Education: Cambridge College, Cambridge, MA 2013 Master of Education Southern New Hampshire University 2012 Certificate in Accounting

Purdue University EBV, Krannert School of Management Cambridge College, Cambridge, MA Master of Management Northeastern University, Boston, MA BSBA, Human Resource Management

2009 2009 1982

Decorations, Service Medals and Badges: Army Commendation Medal (2 Awards) Army Achievement Medal (5 Awards) Command Sergeant Majors Award Army Good Conduct Medal (2 Awards) Iraq Campaign Medal (OIF III) GWOT Expeditionary Medal (OIF III) GWOT Service Medal (OIF III) NATO Medal (OJF) Armed Forces Expeditionary Medal (OJF, OIF III) Armed Forces Reserve Medal w/M Device (OJF, OIF III) Army Reserve Component Achievement Medal NCODP Ribbon w/Numeral 3 National Defense Service Medal Massachusetts Desert Storm Service Ribbon Army Service Ribbon Massachusetts Service Ribbon Chronological Record of Duty Assignments: Massachusetts Army National Guard 1-101st Regiment, MA RTI 13F Course Manager

From:

To:

2006

2010

42nd Division Artillery Squadron Fire Support Sergeant/1-17 CAV

2004

2006

1-101st Regiment, MA RTI 13F Instructor

2003

2004

2-192nd Field Artillery Westfield, MA Battalion Fire Support Sergeant/1-104IN

2002

2003

G-5, Civil Military Operations 29th Infantry Division Tuzla, Bosnia-Herzegovina Non-Commissioned Officer In Charge

2001

2002

2-192nd Field Artillery Battalion Fire Support Sergeant/1-104IN

1999

2001

1-101st Field Artillery Fire Support Sergeant

1984

1999

1980

1984

Army Reserve 241st Military Intelligence Detachment 94th ARCOM