C&i experiential appraisal model

Running head: EXPERIENTIAL INSTRUCTIONAL APPRAISAL 1
Experiential Instructional Appraisal (ExpIA) Model
Cynthia Crump
University of Phoenix
February 14, 2011

Experiential Instructional Appraisal 2
Experiential Instructional Appraisal (ExpIA) Model
Educators suggest more collaborative, reflective, frequent assessment to replace the
traditional evaluation procedures, in order to promote school-based professional development
(Hooker, 2009; Marshall, 2009; Nolan & Hoover, 2008). Despite dissatisfaction voiced by
critics, the observation tool continues to be the most important instrument to assess validly and
objectively teacher performance (Marshall, 2009). From the many choices, an educator might
have difficulty to find one applicable to a specific content area and/or theory of learning.
Following, is a presentation of a curriculum and instruction appraisal model. Experiential
learning provides the theoretical framework to guide the identification of domains and resulting
characteristics. The outline gives a rationale for the development of the instrument, and
procedures, which could assist the user during the various stages of observation. Other
supportive, reflective procedures will show the importance of collaborative approach. The rubric
will provide an objective tool to assess planning, execution and reflection of a lesson, expected
to address the experiential methodology outlined in the social studies curriculum.
Theoretical Underpinning
Influential educators such as Rogers, Dewey, and Kolb promoted experiential learning as
a philosophy and method of learning by experience – “… a process through which a learner
constructs knowledge, to foster skills and values from direct experience” (Ives & Obenchain,
2006, p. 65). Educators must use differentiated approaches to meet the learners’ needs,
(Wormeli, 2006). Teachers are responsible for planning and executing varied experiences so
students can participate and achieve competencies (Marsh & Willis, 2003).

Experiential learning theory (ELT) is one model or theory that could influence
differentiated procedures during instruction (Helms-Stevens & Griego, 2009). ELT supports
student-centered, activity based learning that guides students to do, apply, and reflect (Dewey,
1997). During the teaching-learning experiences, the facilitator promotes experience and self-
discovery, understanding a problem, and potential solutions (Kolb & Kolb, 2005). Kolb and
Kolb named the four stages, which could influence planning and instruction: (a) concrete
experience; (b) observation and reflection; (c) forming abstract concepts; and (d) active
experimentation.
Experiential Instructional Appraisal (ExpIA) Form
ExpIA tool (Appendix B) will be an instrument to assess school-based professional
development training of teachers to improve social studies teachers’ instructional skills outlined
in the curriculum (Ministry of Education, 2009a). Dissatisfaction with the low level of
competence of teacher planning and delivery of social studies (Ministry of Education, 2009b)
triggered interest in a plan to improve the experiential instructional skills of novice and
experienced teachers. University of the West Indies (UWI) assessment tool (Appendix C) is a
general tool; supplementing said tool with ExpIA, which specifically addresses best practice in
experiential teaching in social studies, could fill a void (See Reflection, Appendix D).
The support of mentor or coach is an important feature of the process; complemented by
ongoing instructional correction and adjustment to promote learner engagement (Carroll, 2009;
Onchwari & Keengwe, 2008). The domains include:
1. Planning and Preparation for Instruction

a. Organization
b. Goals and objectives
c. Student characteristics
d. Learning environment
2. Teaching
a. Concrete experiences
b. Observation and reflection
c. Concept formation
d. Active implementation
3. Self-monitoring
a. reflection
b. self-improvement
Several levels of proficiency outlined by Boston Public Schools Dimensions of Effective
Teaching and North Star Academic charter School (Marshall, 2009), and the University of the
West Indies (UWI) Assessment Tool for Teachers influenced the application of the following
rating scale: 4 Exemplary, 3 Mastering, 2 Inexperienced, 1 Beginning.
Administration
ExpIA signifies a paradigm shift in teacher preparation in social studies, focusing on
learner-centered approaches and constructive alignment between curriculum and pedagogy
(Harvey & Kamvounias, 2006; Lu, 2009). Facilitators could administer ExpIA weekly in the
first few weeks. As the teachers’ instructional skills improve, facilitators could expand the

timeline to bi-weekly, then monthly; relying more on snap shots and mini observations (Hooker,
2009; Marshall, 2009). Sometimes, the facilitator could apply the instrument to observe selected
domains, based on the observed and stated needs of the teacher (Marshall, 2009; Nolan &
Hoover, 2008).
Procedures. The main facilitator could create a collaborative team to include other
teachers, principal, and supervisor (Campbell & Brummett, 2007; Lu, 2009). In-class
observation might include (pre-observation conference, observation, and post observation
(Hooker, 2009). The pre-observation form (Appendix A) will have evidence of simple
biographic data to identify the teacher, and focus questions about the objective/outcomes,
expectations of students’ behavior, pre and post topics, and sharing the observation rubric
(Appendix B). Post conference will emphasize teacher’s reflection of practice, emphasizing
teacher’s strengths, and areas for improvement. A reflective journal could register teachers’
reflection of the impact of the professional development on practice, and influence the
development of an improvement plan (Hooker, 2009; McCabe, 2008).
Feedback. Sharing and feedback are crucial components of the model, to develop
quality instructional practice (Darling-Hammond, 2010; Hooker, 2009). Performance feedback
is useful for teachers’ insight into their practice (McCabe, 2008). Reflection promotes awareness
of the materials and methods they need to adjust their practice to be effective (Hooker, 2009).
Modes of feedback could include (a) face to face assessment of teacher performance during the
post observation sharing; (b) short notes of specific shortcomings and strengths, written and
given to the teacher; but following up as soon as possible instead of waiting for the teacher to

make contact (Marshall, 2009). Figure 1 (Appendix B) represents the assessment form which
supports the ExpIA model.
The ExpIA model has implications for leaders at the Ministry of Education (MOE) and
Department of Teacher Education (DTE), and schools, including principals and teachers. The
procedures and feedback outlined could benefit stakeholders when applied to school-based
professional development, especially improving social studies experiential instructional practice
and ultimately learners (Darling-Hammond, 2010; Hooker, 2009; McCabe, 2008). A forum
(Appendix D) is necessary to persuade the leaders in the Ministry of Education to support the
application of ExpIA to assess social studies instruction and complement other assessment tools.
.

References
Campbell, M. R., & Brummett, N. M. (2007). Mentoring pre-service teachers for development
and growth of personal knowledge. Music Educators Journal, 93(3), 50-55.
doi:10.1177/002743210709300320
Carroll, T. (2009). The next generation of learning teams. Phi Delta Kappan, 91(2), 8-13.
Retrieved from http://www.pdkmembers.org/members_online/members/orders.asp?action
Darling-Hammond, L. (2010). Teacher education and the American Future. Journal of Teacher
Education, 61(1-2), 35-47. doi: 10.1177/0022487109348024
Dewey, J. (1997). Experience and education (1st Touchstone ed.). City ST: Kappa Delta Pi.
Harvey, A., & Kamvounias, P. (2006). Bridging the implementation gap: A teacher-as-learner
approach to teaching learning policy. Higher Education Research and Development,
27(1), 31-41. doi:10.1080/07294360701658716
Helm-Stevens, R., & Griego, O. (2009). Evaluating experiential learning in organizational
behavior: Taking measure of student perception regarding group experience. American
Journal of Economics & Business Administration, 1(2), 138-140. Retrieved from
http://www.scipub.org/fulltext/ajeba/ajeba12138-140.pdf
Hooker, M. (2009). Models and best practice in teacher professional development. Retrieved
from
http://www.gesci.org/old/files/docman/Teacher_Professional_Development_Models.pdf

Ives, B. & Obenchain, K. (2006). Experiential education in the classroom and academic
outcomes: For those who want it all. Journal of Experiential Education, 29(1), 61-77.
doi: EJ740929
Kolb, A. Y., & Kolb, D. A. (2005). The Kolb learning style inventory-Version 3.1: Technical
specifications. Retrieved from
http://www.learningfromexperience.com/images/uploads/Tech_spec_LSI.pdf
Lu, H. L. (2009). Joint effect of peer-coaching and the student teaching triad: Perception of
student teachers. South Eastern Teacher Education Journal, 2(2), 7-18.
doi:10.1016/j.tate.2009.10.015
Marsh, C. & Willis, A. (2003). Curriculum: Alternative approaches, ongoing issues (3rd ed.).
Upper Saddle River, New Jersey: Pearson.
Marshall, K. (2009). Rethinking teacher supervision and evaluation: How to work smart, build
collaboration, and close the achievement gap. San Francisco, CA: Jossey-Bass.
McCabe, H. (2008). Effective teacher training at the autism institute in the people’s Republic of
China. Teacher Education and Special Education, 31(2), 103-107.
doi:10.1177/088840640803100204
Ministry of Education. (2009a). Social Studies teachers’ guide: Social studies education for
Democratic citizenship.. St. John’s, Antigua & Barbuda: Curriculum Development Unit
Ministry of Education. (2009b). Curriculum pilot implementation report. St. Johns, Antigua
& Barbuda: Curriculum Development Unit

Ministry of Education. (2009c). National Curriculum Framework policy. St. John’s, Antigua &
Barbuda: Curriculum Development Unit
Nolan, J. F., Jr., & Hoover, L. A. (2008). Teacher supervision & evaluation: Theory into
practice (2nd ed.). Hoboken, NJ: Wiley
Onchwari, G. & Keengwe, J. (2008). The impact of a mentor-coaching model on teacher
professional development. Early Childhood Education Journal, 36, 19-24. doi:
10.1007/s10643-007-0233-0
Wormeli, R. (2006). Misleading in the middle: A rebuttal to those who doubt the middle school.
California English, 12(1), 13-14

Appendix A
Supervisory Observation Plan
Teacher…………………………. Observer………………………..
Grade Level……………………. Subject…………………………
Date……………………………. Time…………………………...
Pre-observation Conference
The observer will outline the purpose of the exercise. After outlining the procedures, the observer will require the consent of the
student teachers (Appendix B). The following questions will guide the pre-observation conference (Parker Unified School
District No. 27 Teacher Evaluation, n.d.):
1. Review the evaluation instrument with the teacher.
2. Explain the procedures for the observation/evaluation.
3. Review the criteria on the instrument and check for understanding.
4. Inform the teacher of any specific items or materials to be examined.
5. Establish period for the observation.
6. Identify experiential learning instructional skills and citizenship concepts in the plan.
7. Identify the use of differentiation in planning and executing the lesson.
Specific Questions
Completion of the Pre-Observation Conference Form will require responses from the student teacher with input from
the cooperating teacher when necessary (See Lesson Plan, Appendix D)
 What are the objectives of the lesson?
 What kind of behavior do you expect students to display to show learning has occurred?
 What specific strategies will you use?
 What was the previous lesson about, and what will follow?
 Is there any aspect of the lesson you would like focus on?

Observation: Assessment Tool
The assessment tool will be the social studies-specific ExpIA assessment tool (Appendix B) to complement any general
assessment tool; for example assessment tool provided by the Department of Teacher Education (DTE) in conjunction with the
University of the West, the instrument Indies, specifically for the teaching practicum (Appendix C). The observation could
provide knowledge and insight into the extent to which the teacher demonstrates the following while executing the lesson:
1. Teach in harmony with the objectives;
2. Has knowledge of the content;
3. Implement best practice in the subject area, using the experiential methodology;
4. Differentiate instructional and assessment strategies to cater to the wide age rage in the class;
5. Explore relevant citizenship skills;
6. Use formative assessment activities;
7. Foster positive classroom interaction.
Post Observation Conference
Post observation conferencing will provide the opportunity for teacher to reflect on practice; (a) identifying
strengths and weaknesses of the lesson; (b) identifying students’ strengths and needs; and (c) identifying appropriate
follow up actions. The observer and teachers will discuss the performance, discussing alternative approaches and how to
benefit from strengths and improve on weaknesses. Decisions could focus on the degree to which the students achieved
the objectives or and whether to re-teach, review the stated follow up, or go on to the next topic (Nolan & Hoover, 2008;
Marshall, 2009)

Appendix B
Crump’s Experiential Instructional Appraisal (ExpIA) Assessment Form
Date: _______________ Topic: ______________
Observer: ________________ Lesson: Start _______
Teacher: _________________ End _______
Grade: ___________
Rating Scale
Domains
4
Exemplary
3
Mastering
2
Inexperienced
1
Beginner
Planning and Preparation for Instruction: To address lesson plan, goals and objectives, student characteristics, and
classroom environment, organized appropriately to promote experiential learning. (Despite absence of lesson plan, the
observer will continue the assessment beginning with pre-observation conference).
4 3 2 1
Organization Prepares required lesson
plan, that is well laid
out and sequenced with
appropriate sub-
headings
Prepares required plan,
which is coherent but can
improve with guidance
Plan lacks coherence,
with missing sub-
headings
No apparent plan
available
Goals and
objectives
States at least three
clear relevant and
achievable objectives,
identifying at least one
democratic citizenship
skill;
States at least two relevant
and achievable objectives,
identifying at least one
democratic citizenship skill;
States at least one
relevant and
achievable democratic
citizenship skill
objective;
States one or
more unclear
general
objectives, not
including any
democratic
citizenship skill
Student
characteristics
Plans a variety of
activities to cater to
classroom diversity
Plans activities that meets
the needs of most students
Plans activities but
inconsistently
succeeds in meeting
most students needs
Plans activities
that does not
cater to students
with special
needs
Learning
environment
Ample evidence of
related learning
materials/teaching aids;
creating a climate
conducive to learning;
organizes furniture to
support varied teaching
experiences
Adequate evidence of
related materials/teaching
aids in the classroom;
Organizes classroom
furniture to support the
achievement of most lessons
objectives
Minimal evidence of
related learning
materials/teaching aids
and organization of
classroom furniture to
support the lesson
Bare and sterile
classroom
environment;
traditional
organization of
furniture
Total for Planning and Preparation for Instruction =
Comments:
Teaching: To integrate components of experiential learning, providing meaningful experiences appropriately; conducting
formative assessment and adjustment to teaching and learning, and foster student engagement, motivation, and participation.
4 3 2 1
Concrete experiences –
laboratory exercise, field trip,
individual or group challenge,
Gets all students
involved in
appropriate activity
to promote
Gets most students
involved in appropriate
activity to promote
development and
Makes attempt to
get students
involved in
appropriate
Loses most
students’ interest
in the attempt to
get them

observation, role play,
simulation
development and
application of skill(s)
relevant to the lesson
goal
application of skill(s)
relevant to the lesson
goal
activity to
promote
development and
application of
skill(s) relevant to
lesson goals, but
some students are
not involved
involved to
promote
development
and application
of skill(s)
relevant to
lesson goal
Observation and reflection –
questioning, brainstorming,
investigation, journal,
discussion
Provides various
opportunity for all
students to reflect,
describe, and learn
from personal
experiences;
encourages learners
to generate new
ideas
Relies on several
methods, which do not
adequately promote
reflection and
generation of ideas in a
class of students with
diverse needs
Relies on
inappropriate
methods to
promote
reflection and
generation of
ideas
Provides no
opportunity to
for students to
reflect, generate
new ideas, and
learn from
personal
experiences
Concept formation –
lecture, vocabulary
development, presentation,
notes, class work
Focuses students on
relationships
between concepts
using a variety of
methods appropriate
to students’ needs
Focuses students on
relationship between
concepts, using
adequate methods to
meet some students’
needs
Attempts to
students on
relationship
between
concepts, but fails
to meet most
students’ needs
Fails to focus
students on
relationship
between
concepts
Active implementation –
project, poster, chart,
poem/song, displays
Provides a variety of
opportunities to tests
students’ transfer of
learning in a real-life
situation, according
to their interests and
learning style
Provides adequate
opportunities to test
students’ transfer of
learning in a limited
context
Provides
opportunity to
test students’
transfer of
learning, limited
only to thinking
about application
in real-life
No evidence of
providing
opportunities for
testing students’
transfer of
learning
Total for teaching:
Comments:
Self-monitoring: Instructor demonstrates skillfulness in reflection into practice, identifying strengths and areas for
improvement
4 3 2 1
Reflection Demonstrates reflection
into practice consistently
Engages in reflective
practice, but needs support
and supervision/guidance
Is an inconsistent
reflective practitioner
Demonstrates
lack of ability to
reflect on practice
Self Improvement Shows awareness of level
of development; outlines a
variety of collaborative
practice to promote
continuous improvement
Is aware of level of
development; seeks out
effective ideas from a
variety of sources
Demonstrate limited
awareness of level of
development; self
improvement is
accidental
Is not aware of
level of
development;
shows no interest
in ways to
improve practice
Total for Reflection:
Comments:
Figure 1

Experiential Learning Instructional Appraisal (ExpIA) Model
Total Score - the sum of all ratings =
The calculated mean score of all the observations will represent the overall progress of the instructor
Beginner: Score < 20; Inexperienced: Score 21 – 29; Mastering: Score 30 – 36; Exemplary: Score 37 – 40

Appendix C
University of the West Indies (UWI) Assessment Tool (Prescribed)

Appendix D
Reflection
The observation procedures conducted as outlined in the observation Plan (Appendix A) influenced the
development of the experiential instructional appraisal (ExpIA) form. When viewing the social studies lesson the
supervisor wished to identify the experiential methodologies outlined by Kolb and Kolb (2005), including the four
componets in Figure 2 and the suggested student-centered strategies to foster experiential learning and develop
social studies democratic citizenship skills. (This was influenced by a driving philosophy over time). Any
assessment form prescribed by either the Department of Teacher Education or the Ministry of education cater to
general instead of a subject-specifc observations, therefore, application was useful but limited for the purpose of best
practice in social studies. The use of the stages/components of the cylce is flexible, but teachers should attempt to
incorporate all four stages throughout a cycle to teach consecutive lessons of a series of lessons for a topic. The
availability of the ExpIA form shoud (a) better provide teachers with description of best practice in social studies to
improve their practice; and (b) provide observers with specific characteristics of best practice in experiential
learning.
Figure 1
The Experiential Learning Components
experiential
Learning
concrete
experience
observation &
reflection
forming abstract
concepts
active
experiemtnation

Appendix E
Summary
Reform of teacher assessment is a consideration in the 21st Century. Several appraoches
could be used to persuade leaders in the Ministry of Education to consider and perhaps accept the
application of the ExpIA model to the assessment of social studies instruction. First, to share the
mission and vision of the curriculum unit, which emphasizes professional development, sharing
best practice, support and monitoring to improve teacher practice (Ministry of Education,
2009c). Second, to present data showing the low level of competency presently demonstrated by
teachers (Ministry of Education, 2009b). Third, to outline the components (domains and
characterisitics) of the model and how a supervisor/observer could administer the instrument.
Fourth, to share feedback from teachers exposed to the prescribed instrument and the
Experiential Instructional Appraisal (ExpIA) form during assessment. Opportunity to ask
questions, and further discussion could clarify the benefits to teachers and students, and the role
of the leaders in the Ministry of Education in leading the process.

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