The Influence of Applying the Principles of Experiential Coyote Drama (ECD) Methods in Teaching English Language from the English language supervisor’s perspectives in Jenin city (case study).
DOI:
https://doi.org/10.14738/assrj.84.10026Keywords:
Coyote teaching, Experiential learning, DramaAbstract
This paper sheds light on the importance of applying the Principles of Experiential Coyote Drama (ECD) Methods in Teaching English Language from the English language supervisor’s perspectives in Jenin city (case study). First of all, this paper discloses the Coyote teaching method. Later, this paper also explains the importance of Experiential learning in teaching English as a Foreign Language. It also explains the educational drama and its techniques in teaching-learning the English language. Finally, this paper suggests a new teaching-learning method which is Experiential Coyote Drama (ECD). All in all, from the previous studies and researches the researchers found that mixing educational drama with Experiential learning and Coyote method will bring a full package of new methods and activities for the teachers, learners and future researchers in teaching English as a Foreign Language.
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Sponarski,C., Vaske,J., Bath,A.& Loeffler,T.(2016) Changing attitudes and emotions toward coyotes with experiential education. Stanford University, Stanford, California, USA;bColorado State University, Fort Collins, Colorado, USA;cMemorial University, St. John’s, Newfoundland, Canada.
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Philips, S. C., (2003). Drama with children. Oxford: Oxford University Press.
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Bailey, J. J. 2000. Students as clients in a professional/client relationship. Journal of Management Education 24 (3):
353–365.
Heredia, A., and N. Francis. 1997. Coyote as reading teacher:Oral tradition in the classroom. In Teaching Indigenous Languages, ed. J. Reyhner, pp. 46–55. RC 021 328 ERIC. Flagstaff, Arizona: Northern Arizona University
Kolb, D. 1984. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, New Jersey: Prentice-Hall.
Lee, D. M. 1996. Re-visioning the student as client, or better yet, the client as student. Educational Horizons 75 (1):36–40.
Bauersfeld, H. 1995. ‘Language games’ in the mathematics classroom: Their function and their effects. In The Emergence of Mathematical Meaning: Interaction in the Classroom Cultures, ed. P. Cobb and H. Bauersfeld, pp. 211–292. Hillsdale, New Jersey: Lawrence Erlbaum.
Michaelsen, L. K., A. B. Knight, and L. D. Fink. 2004. T e am Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling, Virginia: Stylus Press.
Muehrcke, P. C. 2005. Map Use: Reading, Analysis, and Inter- pretation, 5th ed. Madison, Wisconsin: JP Publications
Palloff, R. M., and K. Pratt. 2005. Collaborating Online: Learning Together in Community. San Francisco, California: Jossey-Bass.
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Chickering, A., and Z. Gamson, 1987. Seven principles of good practice in undergraduate education. AAHE Bulletin 39 (March): 3–7.
Prawat, R. S., and R. E. Floden. 1994. Philosophical perspectives on constructivist views of learning. Educational Psychologists 29 (1): 37–48
Rainer, J. D., and M. W. Matthews. 2002. Ownership of learning in teacher education. Action in Teacher Education 24 (1): 22–30
Tafoya, T. 1979. Coyote in the classroom: The use of American Indian oral tradition with young children. Paper presented at the annual meeting of the National Association for the Education of Young Children, Atlanta, Georgia. Accession Number: ED185572.
von Glasersfeld, E. 1989. Cognition, construction of knowledge, and teaching. Synthese 80 (1): 121–140.
Willis, J. 2000. The maturing of constructivist instructional design: Some basic principles that can guide practice. Educational Technology 40 (1): 5–16.
DeMers, M. N. 2005. Coyote medicine: Tricking your GIS students into learning, Proceedings ESRI Education User Conference, San Diego, California, July 25–29.
Healey, M., and A. Jenkins. 2000. Learning cycles and learning styles: The application of Kolb’s experiential learning model in higher education. Journal of Geography 99 (5): 185–195.
Henry, E. B. 2000. The theory and philosophy of coyote teaching in a cooperative environmental education program. M.Ed. thesis, Western Washington University
Young, J. and E. Haas. 1997. The Art of Mentoring and Coyote Teaching. Audio cassette. Owlink Media. http://owlinkmedia.com/store/audio-products/the-art-of-mentoring-coyote-teaching/ (accessed May 18,2010).
Young, J. and E. Haas. 1997. The Art of Mentoring and Coyote Teaching. Audio cassette. Owlink Media.http://owlinkmedia.com/store/audio-products/the art-of-mentoring-coyote teaching/ (accessed May 18, 2010).
Kremer, D. 2004. Wildnistraining zwischen Erlebnispado gogik und Umweltbildung [Wilderness training]. Doctoral diss., Westfalische Wilhelms-Universitat Munster.
Chapman, S., McPhee, P., & Proudman, B. (2008). What is experiential education. In K. Warren, D. Mitten, & TA.
Loeffler (Eds.), Theory and practice of experiential education (pp. 3–15). Boulder, CO: Association for Experiential
Education.
Chapman, S., McPhee, P., & Proudman, B. (2008). What is experiential education. In K. Warren, D. Mitten, & TA.
Loeffler (Eds.), Theory and practice of experiential education (pp. 3–15). Boulder, CO: Association for Experiential
Education.
Chapman, S., McPhee, P., & Proudman, B. (2008). What is experiential education. In K. Warren, D. Mitten, & TA.
Loeffler (Eds.), Theory and practice of experiential education (pp. 3–15). Boulder, CO: Association for Experiential
Education
Chapman, S., McPhee, P., & Proudman, B. (2008). What is experiential education. In K. Warren, D. Mitten, & TA. Loeffler (Eds.), Theory and practice of experiential education (pp. 3–15). Boulder, CO: Association for Experiential Education
Curti, M., & Valdez, U. (2009). Incorporating community education in the strategy for harpy eagle conservation in Panama. Journal of Environmental Education, 40(4), 3–16.
Dewey, J. (1929). Experience and nature. New York, NY: W.W. Norton & Company.
Gazzaniga, M. S., Ivry, R. B., & Mangun, G. R. (2001). Cognitive neuroscience. New York, NY: W.W. Norton & Company.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall
Loeffler, TA. (1997). Assisting women in developing a sense of competence in outdoor programs. Journal of Experiential Education, 20(3), 119–23. Luckner, J. L., & Nadler, R. S. (1997). Processing the experience: Strategies to enhance and generalize learning (2nd ed.). Montecito, CA: Kendall/Hunt Publishing Company.
Piaget, J. (2001). The psychology of intelligence. New York, NY: Routledge.
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Published
2021-05-06
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Barahmeh, M., & Bsharat, T. . . (2021). The Influence of Applying the Principles of Experiential Coyote Drama (ECD) Methods in Teaching English Language from the English language supervisor’s perspectives in Jenin city (case study). Advances in Social Sciences Research Journal, 8(4), 662–684. https://doi.org/10.14738/assrj.84.10026
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