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Experiential learning in teacher education






This session promotes experiential learning in EFL teacher education as a way to strengthen the link between theory and practice in EFL teachers’ classroom pedagogies. Participants reflect on their own teaching and implement active learning strategies such as Loop Input in the teacher training courses they teach.


Session Objectives


By the end of this session, participants will be able to:


  1. Explore their own learning styles by completing a learning styles inventory and understand how their learning styles affect their pedagogical choices
  2. Understand the concept of experiential teaching and the importance of modeling it to pre- and in-service teachers enrolled in teacher education courses
  3. Reflect on their teaching practice and reassess strategies and methods adopted in their teacher education courses and programs
  4. Implement a range of experiential teaching activities, including Loop Input, into their courses
  5. Create and share a lesson plan that utilizes experiential teaching techniques and focuses on a topic relevant to their program 



Target audience

Teacher trainers in EFL teacher training programs





Weekly Content



Week 1   (Jan 8-14, 2017)


Course overview, participant and moderator introductions, and practice with session tools


Self-exploration and written/diary reflection: Learning styles inventory: how do I learn and how does it affect the way I teach?




Stevenson, J. & Dunn, R. (2001). Knowledge management and learning styles: Prescriptions for future teachers. College Student Journal, 35(4), 483-490.


  Dunn, R., and Dunn, K., & Price, G.E. (1996). Learning Style Inventory. Lawrence, KS: Price Systems.



Week 2  (Jan 15-21, 2017)


Warm-up discussion: What is the role of student-centered learning in EFL instruction?


Pre-test/post-test, online quiz: What is experiential teaching and how can it be implemented in EFL teacher education programs?


Weekly written/diary reflection




Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314.

Hickcox, L. (2002). Personalizing teaching through experiential learning. College Teaching, 50(4), 123-128.



Week 3   (Jan 22-28, 2017)


Reflection: Examination of your own teaching practices and beliefs as a first step to implement changes


Sharing and feedback among participants


Weekly written/diary reflection




Krulatz, A. (forthcoming). Reflective practice in teacher education: How active learning is not enough. JISTE 



Week 4  (Jan 29-Feb 4, 2017)


Video presentation by the moderators: Loop input model activities


Discussion: How can I integrate Loop input into a course I teach?


Individual work: Participants start work on a lesson plan that utilizes experiential learning


Weekly written/diary reflection



Woodward, T. (2003). Loop input. ELT Journal, 57(3), 301-304.

Woodward, T. (1988). Loop-input: A new strategy for trainers. System, 16(1), 23-28.

Krulatz, A., & Neokleous, G. (forthcoming). Loop input in English teacher training: Contextualizing (pedagogical) grammar in a communicative way. TEIS News. The Newsletter of the Teacher Education Interest Section. Tesol International Association.


Week 5  (Feb 5-11, 2017)


Sharing ideas: Experiential learning in my EFL teacher education course – opportunities, challenges and future development.


End of session written/diary reflection


Wrap-up and session evaluations


Session Communication Tools


  • Interactive space: Schoology / Facebook
  • Content space: Schoology



Potential Sponsors


Teacher Education Interest Section

Norwegian National Academic Council for English Studies



Join this session


The action starts on Jan 8, 2017.



From January 1st:

To join this session: Go to https://www.schoology.com/

If you already have a Schoology account, Log in.

If you are a new user, click on Sign up, and join as Teacher. Basic Schoology accounts are free.

Once you have verified your registration, you can join our session: Experiential Learning: EVO 2017. Go to Courses, click on Join, and enter the following access code: 5J8KK-XQB4M


We will also keep office hours through a closed Facebook Group at https://www.facebook.com/groups/552242018303882/. Office hours dates and times will be posted in the Calendar on Schoology.


Any issues joining this session? Contact anna.m.krulatz@ntnu.no or georgios.neokleous@ntnu.no









Name (last, first)

Email address

Location (country of residence)

Biodata (not more than 50 words)  


Krulatz, Anna



Anna Krulatz is Associate Professor of English at the Faculty of Teacher Education at the Norwegian University of Science and Technology in Trondheim, Norway, where she works with pre- and in-service EFL teachers. Her research focuses on multilingualism with English, pragmatic development in adult language learners, content based instruction, and language teacher education.



Neokleous, Georgios




Georgios Neokleous is Associate Professor of English at the Faculty of Teacher Education at the Norwegian University of Science and Technology in Trondheim, Norway, where he works with pre- and in-service EFL teachers. His research focuses on the use of the mother tongue in monolingual classrooms, English for Academic Purposes (EAP), and classroom anxiety. 



























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