As I’ve mentioned in some other posts, I come from a background in Experiential Education (yes, it is a specific professional discipline). I’ve also discussed reflecting on the learning activities to increase the chances of extracting learning as well as transferable skills and knowledge from the activities. This is an integral part of experiential education – see my previous posts, Where is reflection in the learning process? and The Maker as a Reflective Practitioner.
Another concept common to Experiential Education, that also increases the chances that transferable skills and knowledge result, is framing or frontloading the activities as part of introducing them.
Frontloading is making clear the purpose of an activity prior to actually doing it. The idea is that if participants clearly understand the purpose or lesson upfront, that lesson will repeatedly show itself during the action component. (http://chiji.com/processing.htm)
The practitioner tells or guides participants before the experience on how what they want them to focus on in the activity. It is about guided attention before the activity. (http://www.aee.org/tapg-best-p-matching-facilitation-strategy)
What are the benefits of frontloading?
It helps participants use the upcoming activity to build on prior knowledge and experience
It helps participants set purpose and intention for the activity
It distributes expertise to the participants before the activity begins, as opposed to the facilitator or instructor being the only expert (http://experience.jumpfoundation.org/what-is-frontloading/)
Some of the general themes and ideas for frontloading making activities include:”
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