MASARYK UNIVERSITY, BRNO

FACULTY OF EDUCATION
Department of English Language and Literature

Experiential Learning in Teaching English

Bachelor Thesis

Brno 2010

Supervisor:
Mgr. Nadda Vojtkov

Written by:
Markta Plockov

Declaration
I declare that I worked independently on this thesis and used only the sources listed in
bibliography.

Prohlen
Prohlauji, e jsem diplomovou prci zpracovala samostatn a pouila jen prameny
uveden v seznamu literatury.
Brno, 20 April 2010

------------------------------------Markta Plockov

Acknowledgements
I would like to thank Mgr. Nadda Vojtkov for all her kind help, support and valuable
advice which she provided as a supervisor of this thesis.
I would also like to thank all those who were present at the Wonderland October 2009
course for being a part of the wonderful community and creating an inspiring and joyful
atmosphere.
2

Contents
Introduction ................................................................................................................ 5

Theoretical part
1. Communicative Approach .................................................................................... 7
2. Experiential learning ............................................................................................. 9
2.1 The origins of experiential learning ................................................................. 10
2.2 Kolbs Learning cycle ...................................................................................... 11
2.3 Characteristics of experiential learning ............................................................ 12
2.4 Learning from experience ................................................................................ 14
2.5 Learning as a personal process......................................................................... 15
2.6 Learning styles ................................................................................................. 16
2.7 Chronological perspective................................................................................ 18
3. Experiential courses ............................................................................................... 20
3.1 Characteristics .................................................................................................. 20
3.2 Aims ................................................................................................................. 21
3.3 Dramaturgy ...................................................................................................... 21
3.3.1 Five stages of developing dramaturgy .................................................... 22
4. Multiple Intelligences theory................................................................................. 24

Practical part
1. Introduction to the research..................................................................................... 28
2. Description of the course .......................................................................................... 30
2.1 Venue .................................................................................................................. 30
2.2 Participants .......................................................................................................... 31
2.3 Topic of the course .............................................................................................. 31
2.4 Aims of the course .............................................................................................. 32
3. Programme of the course.......................................................................................... 33
3.1 Invitation letter .................................................................................................... 33
3.2 Introductory activities ......................................................................................... 34
3.3 First evening activities ........................................................................................ 34
3.3.1 Press conference ......................................................................................... 34
3

3.3.2 Icebreakers ................................................................................................. 35

3.3.3 Scavenger hunt ........................................................................................... 36
3.3.4 Guardian angel and Mail boxes.................................................................. 36
3.4 Second evening activities .................................................................................... 37
3.5 Free afternoon and the third evening activities ................................................... 37
3.5.2 Students evening ....................................................................................... 37
3.5.3 Night game ................................................................................................. 38
3.6 Fourth evening activities ..................................................................................... 38
3.7 Regular activities................................................................................................. 39
3.7.1 Are you sitting comfortably? Then Ill begin ........................................ 39
3.7.2 Eveninger ................................................................................................... 40
3.7.3 Doggie and Pussy Cat ................................................................................ 40
3.7.4 Kanga and Roo ........................................................................................... 40
3.7.5 Morning circles .......................................................................................... 41
3.7.6 Out of the minds ......................................................................................... 41
3.7.7 Soul in the looking glass ............................................................................ 42
3.7.8 Stories unbound.......................................................................................... 42
3.7.9 Weaving magic .......................................................................................... 43
3.7.10 Wild about books ..................................................................................... 43
3.8 Optional activities ............................................................................................... 44
3.9 Closing activities ................................................................................................. 44
3.9.1 Hot chair ..................................................................................................... 44
3.9.2 Final evaluation .......................................................................................... 44
4. Evaluation of the course ........................................................................................... 46
4.1 Participants feedback ......................................................................................... 46
4.2 Assistants feedback ............................................................................................ 50
4.3 Teachers feedback.............................................................................................. 52
Conclusion...................................................................................................................... 54
Bibliography .................................................................................................................. 56
Appendices ..................................................................................................................... 58

Introduction
This thesis deals with intensive experiential courses and their role in foreign
language teaching. I had the opportunity to become a participant of a number of
experiential courses and also a participant and later assistant at the Intensive experiential
courses in Frytk organised by the Department of English Language and Literature at
the Masaryk University Faculty of Education. The connection of English and the
experiential learning seemed very powerful to me, and therefore deserved my attention
as well as the Frytk courses themselves.
The theoretical part of the thesis introduces the basic theoretical underpinnings that
the Intensive experiential courses in Frytk are built on. In the first chapter, the
Communicative Approach is presented. It provides the theoretical background to
developing the communicative skills of learners, which was one of the aims of the
Wonderland course. The second chapter deals with the theory of the experiential
learning, including a brief outline of its origins, the characteristics, principles, and
introduction of the basic learning styles. The experiential learning theory influences the
development of an experiential course importantly, as is explained in the third chapter.
The fourth chapter provides an explanation about the Multiple Intelligences theory by
Howard Gardner. The main aim of the theoretical part is to provide the theory that has
an impact on experiential course design, and to connect this to foreign language
teaching.
The focus of the practical part was reduced only to the course named Wonderland
2009 that was held during October 26 to October 30 in Dm Ignce Stuchlho in
Frytk. The aim is to describe the course and evaluate the benefit of it for all who were
present, the students as well as teachers.
As a participant, I felt that the course was a really important part of my studies. Not
only did it help me to develop the communication skills, but it also changed my whole
view of the school in the most positive way that can be imagined. Therefore, I wanted to
discover if the course had the same impact on other participants. If their experience had
been similar to mine, I believe it would confirm that organizing the course was more
than worth the effort. In addition, it would show that such courses have their place in the
foreign language education and are even highly recommendable.

THEORETICAL PART

1. Communicative Approach
The origins of the Communicative Approach have arisen both in linguistics and in
language teaching as a reaction against the view of language as a set of structures
(Brumfit and Johnson 3). Formerly, linguistics was concerned mainly with the structure
of a language, and as language teaching is closely connected to contemporary linguistic
view, language teachers were mainly interested in grammatical correctness. In other
words, the form rather than the meaning has dominated the teaching (Brumfit and
Johnson 2). Eventually, it had been found that the knowledge of grammar rules itself
does not enable students to use the language for communicative purposes sufficiently.
Communication does not imply just composing correct sentences but using them to
make statements of different kinds, to describe, to record, to classify and so on, or to ask
questions, make requests, give orders (Widdowson in Brumfit and Johnson 118). As a
result of this discovery, a reaction towards a view of language as communication, a
view in which meaning and the uses to which language is put play a central part
(Brumfit and Johnson 3) has developed.
The Communicative Approach places emphasis on developing the communicative
competence, viewed as the overall underlying knowledge and ability for language use
which the speaker-listener possesses (Brumfit and Johnson 15).

Through the

communicative teaching, learners are encouraged to consider language not only in

terms of its structures (grammar and vocabulary), but also in terms of the
communicative functions that it performs ( Littewood x). By giving opportunities to
use the language for real communicative purposes the teacher helps them to develop
strategies for relating the structures of a language to the communicative functions they
can perform.
Littlewood in his Communicative language teaching suggests various purposes of
using

communicative activities in the classroom. According to his opinion, such

activities provide whole-task practice, improve motivation, allow natural learning, and
are able to create a context which supports learning. To give more detailed explanation
to each of his suggestions, when the learners have had enough practice in the part-skills,
communicative activities provide a useful opportunity to train the total skill
communication in foreign language. Due to communicative activities, learners can
realize the relationship between their classroom work and the ability to communicate in
7

real world, which is the final objective of their studies. Littlewood states that it is likely
that many aspects of language learning can take place only through natural processes
(17), which are in progress when a person is involved in using the language for
communication (17-18). Therefore, communicative activities play an important role in
the total learning process. These activities also create opportunities to build relationships
among all people involved in the learning process. Therefore a shift towards warmer and
more supportive learning environment can be achieved.
Littlewood divides communicative activities into functional communication and
social interaction ones. Functional communication activities are designed for the
learners to use whatever language they have at their disposal (20). Therefore, the
success is measured primarily by their ability to cope with the given task, not by their
grammatical accuracy and appropriateness of their choice of the language. Social
interaction activities place emphasis also on choosing language which is acceptable
according to the particular situation. Consequently, the success is measured according to
both the function effectiveness and correct language choice.
Finally, it is important to point out that the Communicative Approach often places
the responsibility for fulfilling the tasks on the learners themselves. The teacher creates
a situation and sets an activity, but his role during the activity is not direct, he can serve
as a guide, advisor or observer, but the main responsibility for coming to a conclusion
lies on his students.

2. Experiential learning
When defining experiential learning, second chapter of the Experiential Learning: A
Best Practice Handbook for Educators and Trainers investigates the difficulties that are
inevitable. The word experience as such can be defined in numerous ways, e.g.
Longman Dictionary of Contemporary English provides two descriptions, firstly (the
gaining of) knowledge or skill which comes from practice rather than from books and
secondly something that happens to one and has an effect on the mind and feelings.
Real experience is, however, even more broad, for the reason that two people, having
experienced the same event, would never perceive, remember and describe it the same
way into details (Beard and Wilson 16). Learning itself, defined e.g. by Wilson, is a
relatively permanent change of knowledge, attitude or behaviour occuring as a result of
formal education or training, or as a result of informal experiences (in Beard and
Wilson 19). Hence the definitions share certain features (e.g. change of knowledge and
attitudes), Beard and Wilson conclude that experience and learning would thus appear
to be closely intertwined and almost inseparable(19). As a result of the broad
possibilities to describe experience and learning themselves, various definitions have
been created to characterize experiential learning itself. Beard and Wilson state that:
In many respects, experience and learning mean the same thing and thus
experiential learning is a tautology or repetition of the same idea. We can
define experiential learning as the sense-making process of active engagement
between the inner world of the person and the outer world of the environment.
(Beard and Wilson 19)

James W. Gentry in his Guide to business Gaming and Experiential Learning uses
Deweys definition learning by doing and Wolfe and Byrnes experience based
learning (Chapter 2). David A. Kolb sees experiential learning as the process whereby
knowledge is created through the transformation of experience(38) and Luckmann
defines it as a process through which a learner constructs knowledge, skill, and value
from direct experiences (qtd. in Martin, Franc and Zounkov 11). In Outdoor and
experiential learning Martin explains that experiential education involves an holistic

process, which combines experience, perception, cognition and behaviour, and aims to
encompass emotions, imagination and physical being, as well as intellect (12).
Although each definition uses different words, all of them involve the element of
change caused by experience (interaction between inner world and outer environment)
that affects the whole human personality.

2.1 The origins of experiential learning

As David A. Kolb describes in his Experiential Learning, the work of John Dewey,
Kurt Lewin, and Jean Piaget belongs to the major intellectual origins of experiential
learning (4).
John Dewey, being without doubt the most influential educational theorist of the
twentieth century ( Kolb 5), examined the theory of experiential learning in connection
with higher education. In his opinion, the idea of an intimate and necessary relation
between the process of actual experience and education (Dewey in Kolb 5) is essential.
Kurt Lewin, the founder of American social psychology, had a vast scope of work,
however, it was his contribution to group dynamics theory and the methodology of
action research that have had the best practical influence. During one of his leadership
and group-dynamics trainings the staff discovered that best results are gained when both
observers and trainees take part in their analyzing. In Kolbs words by bringing
together immediate experiences of the trainees and the conceptual models of the staff in
an open atmosphere where inputs from each perspective could challenge and stimulate
the other, a learning environment occured with remarkable vitality and creativity (910). After Lewins death a movement was created out of his colleagues that continued to
evaluate and develop his theory.
Jean Piagets work was focused on cognitive-development processes. He found
these processes in childhood the key for understanding the nature of human knowledge
itself. In other words, Piagets exploration of IQ tests and their results led him to
investigate how intelligence is shaped by experience (Kolb 12). Although Piagets
theory changed mainly the approach to basic education intended for children, it had an
effect on adult learning as well, giving an impulse to observe regularities in the
development process of adults.
The roots of experiential learning lie also in the field of psychology in the work of
Carl Jung, Erik Erikson, Carl Rogers, Fritz Perls and Abraham Maslow. Some
10

contributions to the theory were also made by Paulo Freire and Ivan Illich, who might be
called radical educators due to their critique of the Western school system based on
control and class discrimination. In addition, the experiential learning theory was
enhanced by the scientific results of brain research. It was discovered that the modes of
knowing associated with the left and right hemispheres correspond directly with the
distinction between concrete experiential and abstract cognitive approaches to learning
(Kolb 16). As a result of this inquiry it can be said that both the ways of acquiring
information represent equal and complementary processes. However, this view stands
in sharp contrast to that of Piaget and other cognitive theorists, who consider concrete,
experience-oriented forms of knowing as lower developmental manifestations of true
knowledge, represented by abstract prepositional reasoning (Kolb 16-17).

2.2 Kolbs Learning cycle

Fig. 1. Kolbs Learning cycle
Source: Mark K. Smith,
David A. Kolb on
experiential learning, Vox
Magister, International
Facilitators Society, 18 Dec.
2007, Web, 18 March 2010.

Learning cycle created by David A. Kolb markedly influenced most parts of the
experiential learning theory. For that reason it seems useful to explore the cycle briefly
before going into details about the experiential learning.
The process of experiential learning has four stages (fig. 1) represented by four
adaptive learning modes concrete experience (1), reflective observation (2), abstract
conceptualization (3), and active experimentation (4). The modes form two pairs
(concrete experience and abstract conceptualization, reflective observation and active
experimentation) that represent dialectically opposed adaptive orientations. Kolb
explains that the structural bases of the learning process lie in the transactions among
these four adaptive modes and the way in which the adaptive dialectics get resolved
(41). The concrete/abstract pair symbolizes the ways of taking hold of experience, either
11

through concepts and symbols (comprehension) or through immediate experience

(apprehension). The other pair, active/reflective, depicts the way of transforming the
experience, either by means of internal reflection (called intention) or manipulation of
the external world (called extension). Exploring the area further, Kolb invented four
different elementary forms of knowledge divergent, assimilative, convergent and
accomodative. Divergent knowledge is the result of using apprehension for grasping the
experience and intention for transforming it. Assimilative knowledge is created through
the use of comprehension and intention. Experience grasped through comprehension and
trasformed through extension results in convergent knowledge. Finally, the usage of
apprehension and extension creates accomodative knowledge (Kolb 42).
Kolbs invention of the stages as well as the forms of knowledge is used for
expample for developing the characteristic features of experiential learning or the theory
of learning styles. Many researches and works have been based on the learning cycle by
David A. Kolb.

2.3 Characteristics of experiential learning

The basics of experiential learning were introduced by Boud, Cohen and Walker by
these assumptions:
o

Experience is the foundation and stimulus for learning.

Learners actively construct their own experience.

Learning is an holistic process.

Learning is socially and culturally constructed.

Learning is influenced by the socio-emotional context in which it occurs. (in

Martin, Franc and Zounkov 12)

The content of these assumptions partly matches to Kolbs characteristics of

experiential learning. Kolb in his Experiential Learning proposes six features by which
experiential learning can be described. Firstly, learning is best conceived as a process,
not in terms of outcomes (26), as opposed to the traditional concept of education. In
other words, defining learning in terms of outcomes can become a definition of
nonlearning, in the process sense that the failure to modify ideas and habits as a result of
experience is maladaptive (Kolb 26). Secondly, learning is a continuous process
grounded in experience(27), therefore, learning needs experience, however, the new
12

experience is always confronted with that already possessed. Thus, ones job as an
educator is not only to implant new ideas but also to dispose of or modify old ones
(Kolb 28). Thirdly, the process of learning requires the resolution of conflicts between
dialectically opposed modes of adaptation to the world(29). Acquisition of new
knowledge, skills, or attitudes takes place through confrontation among four modes of
experiential

learning

(concrete

experience,

reflective

observation,

abstract

conceptualization, and active experimentation), using four different kinds of abilities

related to the modes (e.g. concrete experience abilities, reflective observation abilities
etc.). Fourth Kolbs proposition that characterizes experiential learning is that learning
is an holistic process of adaptation to the world (31). He believes that learning activity
not only involves the whole person including the functions of thinking, feeling,
perceiving and behaving, but also is a continuous, lifelong process of adaptation. Fifthly,
Kolb states that learning involves transactions between the person and the
environment (34). Therefore, it is useless to divide learning and the real world
situations (as many traditional schools do). Moreover, learning in this sense is an
active, self-directed process (Kolb 36), since all learners can choose how much they are
involved in the transaction with their environment. Sixthly, according to Kolb, learning
is the process of creating knowledge (36). Knowledge itself results from the interaction
between inner and outer world, subjective and objective experiences (through the
process of learning), hence it has to be modified from both sides, by the common sense
of a paricular person as well as the refined knowledge of the whole society.
Radek Pelnek sees one of the most important features of experiential learning in the
fact that it is concerned not only with knowledge acquisition, but also with the
development of skills and approaches, all to an equal extent (19). Therefore, apart from
transmitting knowledge, one of its priorities is to move the borders of peoples comfort
zones. Comfort zone is the area, the range of activities that people feel confident about.
Thus one of the tasks of experiential learning is to try to extend the variety of activities
people feel safe doing (Pelnek 22).
To sum it up, Boud, Cohen and Walkers theory as well as Kolbs explains that
learning is based on experience, involves the whole person and is actively created by
learners themselves, however, it includes also the impact of the environment. Pelneks
work adds some details about the scope of experiential learning.

13

2.4 Learning from experience

When dealing with experience in experiential learning, it is necessary to specify that
not every experience is meaningful and leads to learning. Winter explains that
experience is not quite the same thing as learning from experience, giving an example
that ten years experience can easily be just one years experience repeated ten times
over (Winter in Moon 105). To really benefit from the situation, Beard and Wilson
argue that we have to engage with the experience and reflect on what happened, how it
happened and why (20). Therefore, an experience which only serves to confirm some
already held beliefs (20) is likely to be interpreted as less important. Moreover, human
brain meets a large number of appeals to its attention every day. In order to prevent
itself from being overloaded and not working effectively it has to filter most of the
stimulants. Thus, in other words:
We selectively choose what we believe to be of importance and,
consciously or unconsciously, ignore other elements. It is these cognitive
filters, which are part of our mindset and disposition, which can create mental
blind spots. For this reason we may not be able to see things even when they
are right in front of our eyes. (Beard and Wilson 20-21).

Furthermore, not all experiences are good or positive to the learner. Dewey states
that any experience is mis-educative that has the effect of arresting of distorting the
growth of further experience (Dewey in Moon 107). Beard and Wilson offer a practical
example, that as trainers and educators, we often come across people saying that
something cannot be done, however, on further enquiry, it is sometimes the case that
the person has had a negative experience and does not wish to repeat it (27). A number
of factors that may cause such negative experience have been identified by Boud and
Walker. Among these are for example presuppositions about what is and is not possible
for us to do, not being in touch with ones assumptions and what is one able to do,
already mentioned past negative experiences, expectations of others: society, peer
group, figures of authority, family, threats to the self, ones own world view, or to
ways of behaving, having lack of self-awareness of ones place in the world, not
being prepared adequately, being in hostile and impoverished environments, not
having enough time for a task, being influenced by external pressures and demands,
lack of support from others and lack of skills: in noticing, intervening, having an
14

intent that is unclear or unfocused as well as established patterns of thought and

behaviour, showing inability to conceive of the possibility of learning from
experience: this is not learning, this is not possible, and finally having obstructive
feelings: lack of confidence or self-esteem, fear of failure or the response of others,
unexpressed grief about lost opportunities (Beard and Wilson 28).
In conclusion, there are many opportunities to learning every day, however, to
become real learning experiences, they have to be noticed, dealt with (with the help of
previous knowledge) and reflected. Educators should be aware of factors that may have
a negative impact on learning and do as much as possible to avoid or reduce them.

2.5 Learning as a personal process

As the title suggests, a number of features can be found that make each person and
therefore each learning situation unique. Beard and Wilson discussed the causes and
results of learning as a personal process.
Our own genetic make-up, experiences and disposition play a significant
role in making each experience we undergo unique to ourselves. No one else
sees the event in exactly the same way as we do ourselves; no one possesses
the same experiences that influence our interaction with the event; and no one
else perceives and processes the information in quite the same way. (Beard and
Wilson 21)

The uniqueness involves not only the past experience of the learner but also the
unconscious choice of stimuli the learners attention is paid to. As a result, two people
receiving the same stimulus are likely not to respond in the same way. Each of them
chooses (consciously or subconsciously) what to perceive and how to respond to it.
Boud, Cohen and Walker summarize the relationship between an experience, previous
experiences and perceptions in this way:
Learning always relates, in one way or another, to what has gone before.
There is never a clean slate on which to begin; unless new ideas and new
experience link to previous experience, they exist as abstractions, isolated and
without meaning. The effects of experience influence all learning. What we are
attracted towards, what we avoid and how we go about the task, is dependent
on how we have responded in the past. Earlier experiences that had positive or

15

negative effect stimulate or suppress new learning. They encourage us to take

risks and enter into a new territory for exploration, or alternatively, they may
inhibit our range of operation or ability to respond to opportunities. (Boud,
Cohen and Walker in Beard and Wilson 24)

According to Pelnek, this point of view also makes Kolbs learning cycle look
rather like a spiral than a circle, for learners should never come again to the same
situation. Although they stand again at the same point (e.g. concrete experience stage),
they are different people than last time, changed by what they previously experienced.

2.6 Learning styles

The term learning styles is used as a description of the attitudes and behaviours
which determine an individuals preferred way of learning (Honey and Mumford in
Beard and Wilson 33). This is the definition created by the further developers of Kolbs
learning cycle who argue that people learn in two ways, either through teaching or
through experience. Thus two people react differently to a particular learning
opportunity, although they are of similar intelligence and background. Honey and
Mumford developed the four stages of learning (Stage 1: Having an experience
activist, Stage 2: Reviewing the experience reflector, Stage 3: Concluding from the
experience theorist, Stage 4: Planning the next steps pragmatist). Connection of the
stages to the four modes of learning by Kolb is depicted in fig. 2 (by Swailes and Senior
2001).
Fig. 2. Learning styles
Source: Jane Artess,
How adults really
learn or what we
think we know about
how they learn!,
Centre for Learning
and Teaching,
Manchester
Metropolitan University, July 2003, Web, 14 March 2010, figure 2.

16

Concerning the four stages, Honey and Mumford explained that a person can start at
any stage, not just the Stage 1. However, it is important to go through all the four stages
to complete the process. Otherwise, the learning process is not complete, and therefore
not meaningful as an experience (for example when people develop a theory that
speaking any foreign language can create misunderstandings, and never learn to speak
any other language apart from their native one). The theory needs to be confirmed by
experimentation, or it does not make sense in terms of learning (Beard and Wilson 33).
Kolbs description of the learning styles closely follows the four forms of knowledge
explained in 2.2 (convergent, divergent, assimilative, accomodative). Kolb and his
colleague Fry thus called them converger, diverger, assimilator, and accomodator.
Details about each of the learning styles as summmarized by Smith are given in the next
paragraph.
A converger uses primarily abstract conceptualization and active experimentation.
People with the convergent style of learning are good at using ideas practically, can
think hypo-deductively about specific problems, are less emotional and have narrow
scope of interests. A divergers learning strengths are concrete experience and reflective
observation. People of this type have powerful imagination, can suggest a number of
ideas about a certain problem, are able to look at things from different points of view,
care for other people and their interests are broad, especially concerning culture. An
assimilators dominant learning abilities are abstract conceptualization and reflective
observation. These people excel in constructing theoretical models, tend to use inductive
thinking, however, are more interested in abstract models than people. Finally, an
accomodator uses mainly concrete experience and active experimentation. The main
virtue of people with the accomodative style is doing things, they enjoy risks, do not
mind immediate changes in situations and react intuitively (Smith).
Honey and Mumford depicted the four basic learning styles similarly to Kolb,
however, they used different names. What Kolb called converger, Honey and Mumford
called pragmatist. Kolbs diverger is Honey and Mumfords reflector, similarly
assimilator matches to theorist and accomodator to activist. Their characteristics of
activists is that they prefer to involve themselves in an experience and do so in an
open-minded manner, in addition, they involve themselves with the activity first and
then weigh up the implications of their actions afterwards (Beard and Wilson 34).
Reflectors prefer to gather information and carefully consider it before reaching a
conclusion, they are also thoughtful and cautious, and tend to reserve judgement in
17

meetings until they are reasonably sure about their conclusions (Beard and Wilson 34).
Theorists as described by Honey and Mumford tend to be systems people who gather
information and attempt to develop a coherent theory about the experience, moreover,
they are logical and prefer to analyse information and produce an encompassing
theory (Beard and Wilson 34). Finally, pragmatists prefer to apply theories and
techniques to investigate if they work, they are realistic people who seek out improved
methods of operating (Beard and Wilson 34).
Kolb states that learning styles are conceived not as fixed personality traits but as
possibility-processing structures resulting from unique individual programming of the
basic but flexible structure of human learning(97). Thus, a learning style influences
what a particular person chooses to do, however, it is shaped by not only personality
dispositions but also specialization, career, demands of the current occupation and
specific tasks the person is to fulfill at the time. Therefore, a person is likely to change
the learning styles during his or her life to achieve what he or she wants to.

2.7 Chronological perspective

In connection to time, learning from experience can take place either with reference
to the past (retrospectively), to the present (concurrently) or to the future
(prospectively). In other words, learning can occur at the same time as the experience, or
when reflecting on a past experience later, thinking about it further or reinterpreting it
differently in the light of following experience(s), or when analysing future scenarios
(Beard and Wilson 36).
Retrospective learning can be achieved by more ways. Either the learner reflects on
a past experience and makes sense of it, trying to fit it into his or her own mental
schema. Or he or she recollects an event and looks at it more closely to see details and
connections that havent been noticed yet but can explain e.g. a particular behavior of
someone. Moreover, a learner can also reinterpret an experience in the light of
subsequent experience(s) and thus change the meaning of it significantly.
Concurrent learning is almost instantaneous, taking place when a learner is adapting
his or her actions to the situation (e.g. walking more carefully when seeing frost on the
ground). For educational purposes it can be enhanced by coaching the learner to stand
back from the experience he or she is undergoing and consider what is
happening(Beard and Wilson 36).
18

Prospective learning is in progress when a person analyses and reflects on an

experience of someone else that he or she is likely to have in the future. Through
imagination, expectations of what might happen and how to react can be developed. As
a result of this preparation, the future (unlike past experiences which are already
finished) can be changed to happen in a better way.

19

3. Experiential courses
3.1 Characteristics
Although experiential courses and events differ one from another significantly, a few
characteristics have been developed to describe what most of them share.
Pelnek introduced a list of such characteristics, however, he pointed out that an
experiential course or event does not always have to fulfil all of them. According to his
work, the first important feature is temporality a course or event should last a given
amount of time, without interruption. Secondly, the use of experience, adventure and
nontraditional activities occurs, followed by discussions and reflection. Thirdly, a course
or event is prepared beforehand by a group of instructors. Fourthly, it is organized for a
specific group of people, usually less then 30, who form a team during the stay. Fifthly,
an experiential course is usually located in some place surrounded by nature or other
interesting settings. Sixthly, the actual programme is intensive, organized by instructors
and not known by the participants in advance. It is carefully designed to fulfil the aims
of the course or event. The seventh feature is the diversity of the activities proposed
(physical as well as creative and educational tasks). Last of these features is the
atmosphere, which is usually strong, containing mystery, romance, surprise (Pelnek
11).
Martin, Franc and Zounkov offer a different point of view, closely connected to
their own courses. The key elements of the experiential education process contain
course objectives (personal development, interpersonal effectiveness), course design
(holistic approach, variety of activities involving reflection), learning environment
(physical and emotional safety, positive and supportive atmosphere) and participants
and instructors (a diverse group of participants, instructor facilitaion methods). Martin
discusses the elements in details:
The instructors, along with the development of trust and the group
dynamics among participants, are important factors in the creation of a
positive, friendly atmosphere and supportive learning environment that is
physically and emotionally safe. The use of a variety of activities aims to
challenge participants mentally, physically and emotionally (mind, body and
soul). Outdoor activities, creative workshops and structured and non-structured

20

games are effectively linked to produce experiential education activities that

result in aspects of personal and interpersonal development. (15)

Comparing the two points of view, both agree that at an experiential course, a
variety of activities including reflection plays an important role as well as the work of
instructors and a strong atmosphere which makes the course a remarkable experience
not only for the participants.

3.2 Aims
The aims of an experiential course may differ remarkably as well as the
characteritics. According to Pelnek, the main reason to organize experiential courses is
that they aim to provide a meaningful way of spending free time, expecting the
participants to be active. Among other goals he mentions the opportunity to meet new
people and make new friends, build relationships among members of particular groups,
the development of social skills as well as physical skills and abilities, the development
of creativity and imagination, a time spent in contact with nature, discovering nature and
countryside, the development of self-knowledge, the opportunity to leave behind the
daily routine and think about the direction and goals of ones own life, inspiration,
motivation for life, entertainment, good or useful recollections (Pelnek 12).
On the other hand, Martin argues that the main course objectives are deliberately
wide, focusing on personal growth and interpersonal development, allowing each
individual to discover his or her own sub-objectives.

3.3 Dramaturgy
In recent years, due to an holisctic approach to the experiential education,
dramaturgy has been used for course design with growing frequency. Since the holistic
approach suggests that the experiential learning process is influenced by the interaction
of instructors, participants, the learning environment and the activities, dramaturgy
seems to be a very creative and useful way how to link these parts together to create a
meaningful whole. Dramaturgy is used to prepare and organize the course in a way that
maximizes the effects.
This term, known rather from the sphere of theatre, film and TV, became
one of the most often-used in recent years. Dramaturgy is a method of selection

21

and time order of the activities with the aim to reach the maximal pedagogical
effect. It integrates, within itself, the questions (and also answers) concerning
the participants on the course (their age, mental and physical maturity), time
and space. The key thing for all dramaturgy considerations is to determine and
realise the pedagogical, educational, recreational and other aims which the
course wants to reach. (Holec in Martin, Franc and Zounkov 17)

3.3.1 Five stages of developing dramaturgy

Martin in the Outdoor and experiential learning established five stages of
developing dramaturgy. These are the development of the main theme (stage 1), the
development of the scenario (stage 2), the practical dramaturgy (stage 3), the completion
of the scenario (stage 4) and the dramaturgy on the course (stage 5). Stages 1 to 4 belong
to the pre-course preparation, stage 5 takes place on the course.
The main course theme should represent the dramaturgy at the most abstract level.
Although it can be partly identical with some of the aims of the course, it is intended to
represent more the general direction which the course takes than the specific aims. It
should leave space for the further development of the dramaturgy, for the choice of
particular games and activities and other course components.
Both Pelneks and Martins descriptions of the development of the scenario stress
that the most important rule to realize is that it will change anyway, for it is quite
common that the scenario needs to be adapted due to unexpected circumstances. At this
point, the main course theme and the basic dramaturgy rules are being transformed into
real activities, or at least the types of activities (e.g. physical, psychological, creative).
The result is a chart where the main parts of the course are marked along with other
(specific or just general) activities to work on. All the things included are (or should be)
meaningfully interconnected, however, for that reason it is not easy to make changes.
Therefore, flexibility and adaptability are vital.
The stage of practical dramaturgy is that of activity and game selection and creation.
The scenario completed in the previous stage suggests what is actually needed to
complete the course. The process should be concerned not only with the aims of
individual activities but also with practical things such as the timing, materials, number
of people needed etc.
At the stage of completion of the scenario, details about everything such as the rules
of the games, responsibilities of each of the instructors, and materials needed should be
22

complete. It is important to check that there is enough balance in everything including

free time and reflection, as well as that the course themes can be seen from all parts of
the scenario.
Lastly, the dramaturgy on the course takes place. Observing and following the
participants needs is one of the main tasks at this stage, as well as reviewing and
facilitating the experiences that participants got to make them more valuable and
stimulate personal and group development.

23

4. Multiple Intelligences theory

The Multiple Intelligences theory was developed by Howard Gardner, a
psychologist who was convinced that the idea of a single, unitary, undecomposable
intelligence (Gardner, The 25th anniversary of the publication of Howard Gardners
Frames of Mind: The Theory of Multiple Intelligences) was incorrect. The development
of the theory was based on the empirical experience he gained during his career.
At first, Gardner compiled a definition of an intelligence. He saw it as a
biological and psychological potential to solve problems and/or create products that are
valued in one or more cultural contexts (The 25th anniversary of the publication of
Howard Gardners Frames of Mind: The Theory of Multiple Intelligences). In his
Frames of Mind, Gardner presented seven faculties that in his opinion met the definition
and could be called intelligences. These were the linguistic, musical, logicalmathematical, spatial, bodily-kinesthetic, intrapersonal, and interpersonal intelligence.
Later investigations led to adding the natural intelligence, whereas the existential one
has recently been examined.
At the Wonderland October 2009 course, only the original seven intelligences were
used. These, as characterised in Frames of Mind, are briefly described below.
Linguistic intelligence applies to words and their usage. Those who are smart when
dealing with words (e.g. poets) not only feel and work with various meanings of words,
but also are able to relate them to their personal experience in a unique way that has not
been used before. To achieve this, a poet needs to have a good memory to remember the
texts he has read or written before, and to recollect his experiences brightly to write
about them even after a long time. Moreover, linguistic intelligence includes the ability
to feel the rhythm and sounds of words so that a poem can be pleasant to listen to even if
the listener does not understand the language.
Musical intelligence is based on working with melodies and rhythms. There are
various skills that belong to this intelligence, and it appears at many levels, from
uniquely gifted children to people who just listen to music, more or less passively.
Really talented people (e.g. composers) remember different pieces of music well enough
to modify and combine them in their imagination. Thanks to this they are able to
produce new, original rhythms and sets of sounds that others are able to understand and
enjoy. Performers need to understand certain piece of music and be able to transfer its
24

message to the listeners who, although they are mostly passive, can feel the meaning and
are influenced by it.
Logical-mathematical intelligence is much more connected to physical reality than
the linguistic and musical one. Beginning with counting and manipulating objects,
children learn the first algebraic rules and although they are later able to use symbols
instead of real objects, the roots of the logical-mathematical skills remain in the physical
world. People who are talented in this way can see relations among different logical and
mathematical rules rather than remember the rules themselves, for the connections help
them to form the rules again any time without memorizing. This intelligence involves all
natural sciences such as physics, chemistry and biology.
Spatial intelligence is also connected to the world of physical objects. It employs
mainly the spatial imagination, which is used for solving different tasks such as
comparing intricate patterns to see if they are similar, rotating unusual objects in ones
own mind or playing blindfold chess. However, connection to words is also possible, for
example when giving or receiving instructions or directions. Spatial skills are needed in
arts for people such as painters and sculptors, in science for physicists, chemists or
biologists as well as in many technical branches. In a number of aboriginal societies, this
intelligence is valued especially in terms of travelling in difficult landscapes (such as
deserts, glaciers and seas).
Bodily-kinesthetic intelligence, the last of the itelligences directly linked to the
material world, represents the abilities of controlling ones own body and manipulating
objects in a skilful way. It includes both gross and fine motor skills. This intelligence is
vital for a wide range of activities such as dancing, acting, sports, crafts or playing
musical instruments, nevertheless, to perform each of these activities successfully, other
intelligences are vital as well.
The two personal intelligences, intrapersonal and interpersonal, are culturally
dependent and have numerous forms around the world. A person with intrapersonal
intelligence can recognize his or her feelings precisely and is able to understand his or
her own inner emotional life. Moreover, such people remeber important life experiences
well so they are able to advise the others (e.g. wise elderly advisors in aboriginal tribes).
On the other hand, interpersonal intelligence is based on observing the other people,
discovering their moods, motivations, intentions and using the information in contact
with them. Although both the personal intelligences are closely related, develop together
and influence one another, they can be distinguished by a number of features such as
25

their focus (inside the person or outside on the others) or separate disorders of each of
them.
Gardners theory was originally designed for psychologists, however, when
educators started to take interest in it, Gardner cooperated with them and became an
advisor for numerous MI Schools around the world.

26

PRACTICAL PART

27

1. Introduction to the research

As a former participant, I had a strong feeling that the Frytk courses have the
potential to cause very important changes in peoples studies and even lives. At least in
my case it changed both the studies and my life, particularly offering me an opportunity
to become confident about my English, overcome my fears about the people around and
get a lot of inspiration for my work with children. Therefore, I became interested in the
outcomes of the course. I wanted to know if the other people, not only participants, but
also assistants and the teachers, found the course as helpful as I did. To discover it, I
created a questionnaire based on what I supposed might be the effect of the stay at
Frytk.
My assumptions about the impact of the course on the participants had two sources,
my personal experience and the course aims as presented through the Mood-link-a
system (can be found in 2.4). Firstly, I assumed that such a course would help students
with their ability to use English for meaningful communication with others and with the
acquisition of some words and phrases that were new for them. Secondly, most activities
were aimed at giving the students inspiration for their present or future work as teachers.
The assumption was that they would use the experience to extend the range of their
teaching methods. Thirdly, I considered the course a very enjoyable opportunity not
only for learning but also for getting in touch with other people from the Department of
English Language and Literature, both students and teachers. Moreover, it provided an
excellent way how to build a team where members can work effectively and cooperate
better than before the course. Fourthly, as the experiential learning activities focus on
extending comfort zones, I expected the participants to meet with challenging situations
and learn more about themselves. Also, some additional questions were included such as
where had the participants found out about the course, why did they decide to come,
what were their expectations and if they were fulfilled.
The questionnaires for the course assistants and teachers were broader and not that
detailed for there were actually no aims of the course for its leaders and assistants stated
anywhere. Therefore, I used some of the previous assumptions that I thought were likely
to be valid for all the people present at the course regardless of the role they played.
Mainly, I considered the stay being an opportunity to meet other students and teachers,
to practice teamwork, cooperation and possibly to find and overcome some challenges. I
28

assumed that the assistants, although not being at Frytk for the first time, improved
their ability to speak English and developed their didactic and organizational skills.
Furthermore, since the assistants were taken to help with the course, I expected them
being helpful to the teachers. To complete the description of the course, I needed
information about the regular activities from the leaders of the sessions. In addition, I
asked the assistants and teachers about their reasons to organize or join the Wonderland
course, and what they liked about it.
These assumptions were the basics for my research about the course. The conclusion
summarizes if they proved valid or not.

29

2. Description of the course

The intensive experiential courses in Dm Ignce Stuchho in Frytk are organised
by the Department of English Language and Literature at the Masaryk University
Faculty of Education. The courses take place twice a year, in the spring and in the
autumn, each year usually sharing the same topic. The spring stay, where attendance is
complusory, is designed for part-time students whereas the autumn optional course is
intended for full time students. Apart from teachers, graduates of the last course willing
to help can also join the organizing team.
This thesis focuses on the autumn Wonderland 2009 course held during October 26
to October 30 in Dm Ignce Stuchlho in Frytk.

2.1 Venue
As was already stated, the course took place in Dm Ignce Stuchlho in Frytk,
which is a three storey house that serves as a centre for young people, either as a club
which they use for meetings or regular activities, or as a hostel where they can stay for a
couple of days. The staff of the house also offers their own courses, varying from
teambuilding ones for school groups to weekend and vacational ones, including sport,
creative and religious activities.
Apart from dormitories, the main hall and the dining hall which are necessary, a bar,
a climbing wall, chapel, playground and a garden belong to this place. Being in charge
of their own educational activities, they have a wide variety of materials and tools that
can be borrowed, e.g. ropes and already made rope elements. This is very helpful, for in
the case of the Wonderland course, two activities (Out of the minds, The suicide club)
were directly dependent on these supplies.
During the course, the names of rooms and places were changed according to the
Wonderland topic (Sherwood, Tweedledees House, Camelot, The Rabbit Hole, The
Chamber of Secrets, The Lion and The Unicorn, Queens Kitchen, Looking glass).
These were invented by the teachers and the assistants and helped to create the
Wonderland atmosphere.
Pelnek in his list of characteristics of experiential courses mentions that they are
usually located to a place surrounded by nature or other interesting settings. The
building itself is near the Frytk town square, so it actually takes some time to reach the
30

nature. However, it was possible to use the woods around Frytk for outdoor activities
when needed and the participants could, apart from the activity itself, enjoy the walk
there and back.

2.2 Participants
According to the Information system of the Masaryk University, twenty of the
participants were students of the full time double subject study programme at the
Department of English Language and Literature, nine of them were students of the
single subject study programme (Foreign Language Assistant English) at the same
department. Also one student of special education at the Faculty of Education
participated in the course, and one student from the Faculty of Sports Studies was
present.
This course was an excellent opportunity to meet a student of English with hearing
impairment. As a participant, she had an interpreter, however, the interpreter
communicated with her in Czech sign language, which did not help her English.
Therefore, the participants were encouraged to write to her instead of speaking as often
as was possible. Some of the activities had to be adapted for her, using for example
written instructions or different tasks concerning musical activities.
A special group of participants came with some of the teachers and one assistant.
These were eight children and three babysitters taking care of them. The children had a
separate programme, however, they attended some of the regular activities adapted for
them (e.g. Doggie and pussy cat, Out of the minds). They also enjoyed three evening
stories (Eveningers) prepared for them by the three groups of adult participants.

2.3 Topic of the course

The first stage of developing dramaturgy according to Martin is choosing the main
course theme, which should represent the course at the most abstract level. The theme of
this course was chosen to be Stories for children, a topic wide enough to leave space for
a variety of sub-themes, activities and games. As the name of the course (Wonderland)
suggests, the basic structure was created according to Lewis Carrolls Alice in
Wonderland. Some parts, especially the characters of the organizing team, were inspired
by Howard Gardners Theory of Multiple Intelligences, representing the seven basic
intelligences in connection to the story of Snowhite and the seven Dwarfs. Finally, nine
31

teachers roles were created, including the Bad Queen, the Prince and seven Snowhites
(Linguistic Snowhite, Musical Snowhite, Logical-mathematical Snowhite, Spatial
Snowhite,

Bodily-kinesthetic

Snowhite,

Intrapersonal

Snowhite,

Interpersonal

Snowhite). The assistants became the Seven Dwarfs (Bashful, Doc, Dopey, Grumpy,
Happy, Sleepy, Sneezy) and at a certain point of the course they also choose one
intelligence each, although otherwise they were called by their dwarf names. The
participants were divided into three groups, impersonating the characters from either
The Little Red Riding Hood, Cinderella, or Winnie the Pooh.

2.4 Aims of the course

These are the aims of the Wonderland October 2009 course that were presented
through the Mood-link-a system:
o

develop communicative competences of the students (the only language of

communication is English)

develop didactic competences (show students how they can organize summer
camps or kola v prod where English is taught in a non-traditional way
games, projects, hands-on activities, outdoor activities)

develop students personalities via experiential pedagogy

teambuilding (in the past the groups that participated in similar courses worked
together and with the teachers better for the rest of their studies) (Mood-link-a:
Wonderland October 2009)

The first two points are rather special because they do not match to the usual aims of
most experiential courses. Instead, they reflect the objectives of the Department of
English Language and Literature where most of the students and all the teachers at the
course were from. Thus, the aims of the course formed a unique combination of the
general goals of peoples studies at the department (English and education) and the basic
aims of experiential courses that are represented by the last two points. These points
match to Pelneks as well as Martins view of objectives of an experiential course
(personal growth and interpersonal development).

32

3. Programme of the course

A brief outline of the programme created by the leaders of the course is presented in
the appendix 1. Most of the activities took place among the individual groups, however,
there were also optional activities and games involving all the participants.
Actually, the dramaturgy of the Wonderland course did not follow the usual way
used for most experiential courses. The reason was mainly the number of participants
and instructors, which required division of participants into groups and their rotation
among the regular activities. The sequence of these activities therefore had to be adapted
to fit into the timetable while other aspects such as group dynamics and dramaturgy
rules had to be put slightly aside. For that reason some activities that would belong
rather at the beginning of the course could appear at the end or vice versa. Nevertheless,
other features of experiential education courses (as introduced by Pelnek and Martin)
remained. Firstly, the programme was planned to contain a variety of activities
(physical, creative, teambuilding, educational) that were followed by reflection each
morning, secondly, it was prepared beforehand by a group of instructors (and assistants)
who were also trying to build a friendly and supportive atmosphere at the course, and
thirdly, the participants were expected to form a team (or at least individual teams
among the groups) during their stay.

3.1 Invitation letter

A few weeks before the course, the participants were given the invitation letter that
was actually the first hint about the topic and the style of the course that they got.. It
contained three sheets of paper, one with a part of the opening chapter of Alice in
Wonderland, one with all the necessary information and a link to a web page where they
were asked to finish the reading of the first chapter (appendix 2), and one with a part of
a story (either The Little Red Riding Hood, Cinderella, or Winnie the Pooh). The
purpose of the first sheet was to make the participants read at least a part of the book
that played a central part in the course in order to understand certain formulations and
activities later during the programme. The second sheet should have prepared them for
the course in terms of all vital pieces of information needed to get to Frytk and survive
there. The third sheet served as a clue which group they belonged to. According to the
authors research and experience, some of them found the letter confusing and unclear.
33

3.2 Introductory activities

These activities were aimed at giving the participants opportunity to meet the others
and talk to them and preventing them from getting bored before the actual program
begins.
After entering the main door (Looking glass), each participant was given the first
tasks to solve until coming to the evening programme. One of the tasks was a Multiple
intelligences test based on the Theory of Multiple Intelligences. The results of the test
(the individual intelligences) were then creatively expressed on peoples name tags so
that they had some more topics to discuss during their first conversations. As they used
name tags in the colour of their groups, they could find other people belonging to the
same fairytale (whom they had not found before) and start discussing costumes or other
group issues. The next activity, also aimed at making the participants talk to others, was
based on asking certain questions anybody around. The participants had to find out as
many names as was possible to each question on their list. Examples of such questions,
invented by the teachers and the assistants, are given in appendix 3. As a reward, if
having satisfactory number of the names, the students got a sweet when entering the
evening programme.
The letter asked each participant to make a poster of their fairytale character
including the real photo and their name. The posters were to be used for an activity
called the Guardian Angel described in 3.3.4. At this point the participants were asked to
give the posters to the assistants (Dwarfs) who posted them in the main hall for
everybody to see.

3.3 First evening activities

The first evening dealt mainly with the introduction of the course, the people, the
building, and some activities that were in progress during the whole course.

3.3.1 Press conference

The goal of this drama activity was to introduce the teachers, assistants, and to give
the rules of the course. More information taken from the Wonderland October 2009
Mood-link-a course can be found in the appendix 4. The main rule of the course was the
All English Policy, which meant that whatever the participants did during the course,

34

they were expected to do in English as much as was possible. So not only speak, but
also sing, think, dream etc.
As the last question for the leaders was: What do we do with these things that say
Eat me and Drink me?, the next activity was eating the magic cakes (Czech
buchtas) and drinking mead similarly to what Alice did in the first chapter of Alices
Adventures in Wonderland.

3.3.2 Icebreakers
Icebreakers are interactive and often fun sessions run before the main proceedings
that should help people get to know each other and buy into the purpose of the event
(Ice Breakers). To achieve this, four icebreakers focused on different types of
information and ways of contact with the others were prepared.
Firstly, to find out some very general information, an activity called Where do you
come from? was proposed. Having imagined the room as a map of Czech Republic,
everybody stood at the place they came from. Those who stood somewhere far from the
average places were asked to say the place of their origin (e.g. people from Slovakia,
America).
The next icebreaker was AB Line, a very variable game that asks participants to
form a line of people according to some criterion. In Frytk, the criterion was the age
(from the youngest to the oldest), and all the participants had to stand on chairs, not
being allowed to touch anything but the chairs and the other players. Apart from
showing the approximate age of the people, this was the first game that required very
close physical contact and mutual trust.
To focus slightly on names and preferences of all the people present, the changing of
Pocket-size objects related to their childhood was introduced. Passing the objects to
others, the name of the thing and its original owner stayed the same, however, the name
of the actual holder constantly changed with the objects moving from person to person.
This confused most of the people so when they were eventually asked to say their name,
present the object they were holding and return it back to whom it belonged, the real
owners name was often mistaken. Nevertheless, the game was an opportunity to
discover peoples names while having fun with the pocket-size talismans.
I like chocolate! is an example of a statement useful for the game Change Seats.
The players have to change places when they agree with what has been just said. One of
35

them always remains in the middle, inventing the next sentence. This icebreaker helps
people recognize who shares some of their hobbies (I like singing!), ways of life (I
am a vegetarian!) or has whatever else that was said.

3.3.3 Scavenger hunt

This activity, the first that was done within the fairytale groups, pursued three
objectives. Firstly, the participants were working in their teams so this was the
beginning of their teambuilding efforts at the course. Secondly, they should have
explored the building, especially the names of rooms, not to get lost in the timetable in
the following days. And thirdly, they needed the treasure (markers) for decorating the
cloth bags the letter asked them to make and bring.
Each group was asked to bring parts of a text (poem) from certain places in the
building, however, each place had a prescribed number of people and handicaps (such as
being blind, mute, not using one leg etc.) needed to fetch what they needed. While
forming the teams that were sent to the rooms, good cooperation was necessary. After
collecting all the pieces they discovered it was a riddle that eventually led to the cellar
where the treasure awaited them.

3.3.4 Guardian angel and mail boxes

These two tasks, closely connected to each other, continued for the rest of the
course. Due to them, an atmosphere containing little mysteries, friendly relationships,
encouragement and care for the others was created.
At first, everyone decorated their cloth bags by their names and whatever else they
wanted. Hanging them up on strings at the side of the hall, the mailboxes were
established. Every participant, taking the role of a guardian angel, got a paper with a
name of someone present at the course, who became his or her protectee. To
recognize the right person if not known before, the posters with names and photos in the
hall were very useful. The angels, apart from providing any possible help, could use the
mailboxes, giving their protectees encouraging letters, sweets and little gifts. Of
course anyone could use anyones else mailbox if they felt they wanted to communicate
something or give something to that particular person. As a result of this, most of the
mailboxes were full several times a day and their owners were obviously happy when
collecting the content.
36

3.4 Second evening activities

The purpose of the second evening activities was to meet the others, socialize, try a
variety of dances, sing and have fun. In spite of the fact that some of the dances were
challenging (both mentally and spatially), the participants succeeded in learning and
performing them pretty well.
About five dances (Irish, square, belly and two Scottish) were finally taught and
danced a few times. The Irish one was called The Walls of Limerick, the square one
was introduced as The square dance although it might have also another, more
specific name, which was not given. The belly dancing was rather an improvisation led
by Mgr. Martina Malkov, this time not the Prince but the dancing Princess. To a
great surprise of everyone both the Scottish dances, The Gay Gordons and The Dashing
White Sergeant, were danced on live music. It was thanks to the Musical Snowhite
(Ailsa Marion Randall, M.A.) who invited her Scottish uncle that these two last dances
of the evening had the real Scottish atmosphere. Afterwards, the participants slowly
moved from dancing to singing a few English songs accompanied by the pipes.

3.5 Free afternoon and the third evening activities

On Wednesday, the afternoon and evening programme were linked together by a
task given to all the participants regardless of their fairytale group. All of them had to
cooperate on the preparation of the evening programme in order to lead the upcoming
Students evening. The goal was to let them try organizing of the evening and give them
a chance to work outside the groups, with people they do not meet much during the stay.
In the meantime, anyone had a chance to visit The Suicide Club, a high ropes
activity in front of the building. The task was to build a column of plastic boxes while
standing always on the top one and adding as many as possible (the limit was sixteen,
for the sixteenth box was too close to the safety rope stretched up between the trees).
Though not all who were interested actually had the opportunity to try, many
participants at least formed the audience, observing and supporting the climbers.
.

3.5.2 Students evening

The programme of the so called Students evening was left mainly to the students
management. Each group prepared an activity or a game that they introduced and led,
most of which were usual games adapted in some way. However, the Winnie the Pooh
37

group even found a way to integrate the Czech sign language into their activity, making
a memory competition in it.
The last activity, a fun game called Go fish, was introduced by the teachers, so that
the students could enjoy something more than they had prepared. At the beginning of
the game, each person was asked to write a statement, a question and an exclamatory
sentence on separate sheets of paper. The sheets were collected into a box that
represented a pond in the middle of the circle. Two of the teachers, given the
information who they were, where they were and what they were talking about, were
sitting around the pond, having a humorous conversation. Whenever they heard their
name and Go fish!, they had to take out a piece of paper from the pond, read the
chosen sentence aloud and integrate it into their conversation as naturally as possible.
The students were obviously having fun while watching the dialogues.

3.5.3 Night game

When the evening was about to end, the Dwarf Happy rushed into the hall,
delivering a message that the Snowhite is in danger and only the participants could save
her. They had to get the poisoned apple and destroy it so that the Snowhite would not
get a chance to eat it. And so the night game began. The participants, divided into five
groups of people from different fairytales, went to the Bad Queen who wanted a kiss
from the Prince to give them the apple. So they went to the Prince who wanted gifts
from all the seven Dwarfs to give them the kiss. Thus, each group had to visit each of
the seven Dwarfs, completing seven tasks based on the Multiple intelligences (linguistic,
musical, logical-mathematical, spatial, bodily-kinesthetic, intrapersonal, interpersonal).
Each Dwarf gave them a gift for the Prince, who finally gave the kiss for the Queen.
Receiving the kiss, the Queen surrendered the apple in the end. After destroying it, the
groups returned as heroes for they had saved the Snowhite.
Through this game, the participants experienced tasks connected to each of the seven
original Multiple intelligences, so that they could explore the idea further. Moreover,
they had the chance to cooperate with different people than usual.

3.6 Fourth evening activities

The last evening was devoted to a film show. As each group had filmed a short
movie during their Weaving Magic session, the time had come to screen them all and
38

award the winning ones. Similarly to the Caucus-Race in the third chapter of Alices
Adventures in Wonderland that EVERYBODY has won, and all must have prizes (A
Caucus-Race and a Long Tale), also the films were all winning and all participants got
awards. Moreover, The Seven Snowhites and The Dwarf, a movie shot by the teachers
during the free afternoon, was introduced at the end.
All the movies were quite original and the evening was full of fun and pride in all
the elaborate masterpieces. In addition, each participant could get a copy of them to
have a souvenir from the course that would always remind him or her of the experience.

3.7 Regular activities

The regular activities were scheduled for most of the mornings and afternoons. Each
of them was prepared by a teacher, a team of teachers, or in one case a team of
assistants. Apart from their benefit to the participants (such as the development of
English or moving the comfort zones), these activities were prepared in order to inspire
the students and let them experience possible ways of working with their pupils or
students.
If discussed in details, each of the sessions would take a number of pages to explain.
Also, as the author of this thesis was an assistant, not a participant at the course, she did
not have a chance to visit most of the regular activities. Hence just brief descriptions
given by the teachers are provided here, leaving free space for further investigation.
Nevertheless, lesson plans for some of the activities can be found in the appendices
thanks to the teachers who offered them through the Mood-link-a system.

3.7.1 Are you sitting comfortably? Then Ill begin

Studying to become teachers, the students were asked to make up a story to tell the
children. This creative activity should have helped them in realizing what kinds of
stories are appropriate for this particular group of children and how to use the story they
had chosen or invented to attract the kids attention and entertain them. Each group had
a different approach to the way of presenting the story as well as involving the children
into it, and also the level of English differed (most of the children were Czech native
speakers). As the leader of the session, Ailsa Marion Randall, M.A. (Musical Snowhite)
explained that in negotiating all the storytelling details, mainly linguistic and
interpersonal intelligences were used.
39

3.7.2 Eveninger
The result of the activity Are you sitting comfortably? Then Ill begin, the actual
storytelling for children, was called the Eveninger as a translation of Czech
Veernek, an everyday evening TV cartoon for children. Three evening stories, two on
Tuesday and one on Thursday, successfully entertained the smallest participants before
going to bed. Moreover, the students in the role of storytellers could see if their choice
of the story and the way they presented it worked well. The immediate experience, an
opportunity to try working with real children, gave them the feedback about what they
managed to do and what they should do differently when meeting children the next time.

3.7.3 Doggie and pussy cat

This session was a structured drama activity inspired by a Czech fairytale Jak si
pejsek s koikou dlali k svtku dort by Josef apek. The story itself is about the
Doggie and Pussy Cat baking a cake for their name day. They made a mixture of a
hundred good ingredients to make it hundred times tasty, but in the end a big evil dog
ate the whole cake, leaving nothing for its previous owners.
The lesson closely followed the story. It was based on sorting out cards with food
items written on (to decide what to put in the cake, to have each item only once, to
describe if it was sweety, salty, etc.), extending the students active and passive
vocabulary (they had to have a hundred cards so they needed to add new, possibly
unknown items), listening for information (the teacher read a list of items, the students
had to find certain words) and working with the language (making statements I like/I
dont like, giving suggestions, making predictions etc.). The leader of the session,
Mgr. rka Dohnalov, explained that this session can be adapted for almost any group
of pupils or students, varying from pre-school age children to adult learners.
The participants considered the activity good for their future teaching career, about
41% of them answered they would use this particular lesson with their students.

3.7.4 Kanga and Roo

As about 32% of the students agreed, jump rope rhymes were an activity easy to
include in their teaching methods, especially concerning primary school pupils. The
principle is that two people are holding a rope and others are jumping in and out, as the

40

rhymes lead them. It employs not only the body, but also the language skills, especially
pronunciation, and word usage in creating the rhymes.
Mgr. Pavla Buchtov (Spatial Snowhite) describes that the lesson started with
stretching, then some games with long ropes were played. Continually, the students
started to jump while chanting jump rope rhymes and at the end they spent some time
inventing their own rhymes.
Some examples of the jump rope rhymes as found on the recommended website
Streetplay.com are presented in Appendix 6.

3.7.5 Morning circles

As described before, one of the characteristics of an experiential course is that all
activities are followed by discussions and reflection led by the instructors. Kolbs
learning cycle proves that any experience is meaningless if it is not followed by
reflection, for the learning cycle is not complete in that case.
At the Wonderland October 2009 course, the time for the discussions and reflection
was during the morning circles that took place every morning after the breakfast. Apart
from the reflection for the participants, the sessions were intended to give some
feedback to the organizers and to help the participants realize what might be useful for
their present or future teaching. Moreover, many students considered morning circles as
one of the most helpful excercises for their English.

3.7.6 Out of the minds

Most of the programme took place inside, therefore an activity that would take the
participants outside seemed useful. Such kind of activity, a low ropes course, was
offered by the assistants (Dwarfs), as one of them, Lenka Schormov (Dopey), had the
necessary qualifications. This activity enabled the course to fulfil some of the usual aims
of experiential learning, especially the extension of participants comfort zones, and
development of physical skills. Moreover, it was also a teambuilding activity that
trained social skills and built mutual trust.
At the beginning, some icebreaking activities (e.g. the Willow in the Wind) and
running under the rope (similar to the games done before jump rope activities) were
introduced. The low ropes activity itself consisted of four elements, one for individuals,
two for couples and one for the whole team. Everyone was included, for when they did
41

not climb the elements, they were needed for spotting those who climbed. Although the
climbing naturally proved to be dangerous in some aspects, most of the participants
seemed to be satisfied.

3.7.7 Soul in the looking glass

Experiential education at its most general level focuses on personal and
interpersonal development. This activity offered both of them in a balanced way, since
the participants were asked questions, had to decide whether they themselves agreed or
not and then defend their decision if asked about it by the others. However, the
participants noticed the interpersonal influence more than the intrapersonal one. About
32% of them expressed the opinion that this was one of the best teambuilding activities
whereas just one of them saw this particular activity as an intrapersonal challenge.
For more detailed information about the Soul in the Looking Glass see Appendix 8.
For the reason that the actual list of questions from the autumn Wonderland 2009 course
does not exist yet, the author included a list of questions used at Wild West Frytk
course in October 2008. The description is therefore based partly on information by
Mgr. Martin Adam, Ph.D. (Bad Queen), the leader of Soul in the Looking Glass, and
partly on a lesson plan of this activity by Mgr. Jaroslav Such who was in charge of it in
2008.

3.7.8 Stories unbound

This was rather a relaxing and inspirative activity. Using their creativity, the students
were asked to make a book in this session. Although many of the books made at the
course were really intricate, teachers can find also easy-to-make versions for children
e.g. in special books about bookbinding or on the web. The leader, Mgr. Martina
Malkov (Prince) describes:
I did bookbinding, which is a spatial intelligence activity (mostly), students werent given
much information, just the basics and they had to use their creativity and work either on their
own or with a partner.

42

3.7.9 Weaving magic

During the three hours this activity was planned to take, the students were asked to
shoot a film. Each group got a videorecorder and instructions how to work with it. Their
task was to make a movie in the lenght of at least five minutes. To reach this, they had
to invent a story, gather whatever material and costumes needed, decide about the places
where they were going to film, and record it.
The participants considered this activity not only creative, but also remarkably
teambuilding, for the team really had to work on its own for about three hours.

3.7.10 Wild about books

As the name suggests, this activity was connected with childrens books. Being one
of the two leaders of this session, Bc. Mgr. Sonia amalkov (Logical-mathematical
Snowhite) writes:
The activity consisted of reading a book (Wild about books), talking about animals and
reading, looking at other books, and the students presenting the books in an unusual and
amusing way. So the teachers read to the students, asked them to perform a couple of
competitions (as many ZOO animals as possible, guess the animal) and then, given specific
instructions, the students were asked to present a book of their choice.

Doc. Mgr. Svtlana Hanuov, Ph.D. (Interpersonal Snowhite) who was in charge of
the activity together with Logical-mathematical Snowhite, adds some details:
I enjoyed team teaching it with Sonia. In terms of Multiple Intelligences, the activity offered
various possibilities. It really depended very much on the students and the way they presented
the chosen childrens book. Most of the time the activity appealed to linguistic, intrapersonal,
bodily-kinesthetic and visual-spatial intelligences.

The participants mentioned this activity was helpful in terms of their language and it
gave them inspiration for their own teaching. Lesson plan of this activity taken from the
Mood-link-a website of the course can be found in Appendix 7.

43

3.8 Optional activities

These activities were intended to give the participants the possibility of free choice
and let them work in different groups than they worked most of the time. All the
optional activities except for one took place on Wednesday morning.
The one that took place every day before breakfast was the Morning excercises
(aerobics) led by Mgr. rka Dohnalov (Bodily-Kinesthetical Snowhite). During the
lessons, the participants were offered not only physical excercises, but also a way how
to connect them with English. For example, learning the irregular verbs through
movements, which can be easily adapted for students at any level of English.
Two of the four Wednesday options were musical. Ailsa Marion Randall, M.A.
(Musical Snowhite) was in charge of With a smile and a song, a session where the
participants had an opportunity to learn and sing songs, most of which were suitable for
children and English elementary learners. A mad tea party which was led by Mgr.
Martina Malkov (Prince) connected music to other forms of art. Apart from these two
activities, an arts and physical option called Blind potters let its participants create a
piece of art without looking at it till the very end. The last of the activities to choose was
Individual writing, an intrapersonal and linguistic writing activity.

3.9 Closing activities

The programme on Friday was planned only for the morning, and the whole of it
was to be spent on final activities.

3.9.1 Hot chair

Hot chair was an activity stimulating especially intrapersonal development through
the view of other members of the group. The participants were speaking about each
other, only saying the good impressions. All the members of each group took turns in
sitting on the hot chair in the middle of the circle, listening to what the others said
about them without commenting on it. After the four days of the course, everybody had
at least something pleasant to tell each of the other members of the group.

3.9.2 Final evaluation

As Pelnek suggests, each experiential event should have a closure that is
appropriate to the atmosphere and aims of it. In the Wonderland October 2009 course,
44

an end was needed that would finish the whole-course activities (Guardian angel and
mail boxes), provide the possibility to reflect on the experiences, and gently let people
part with the others and leave. Therefore, the final evaluation had a few parts. Firstly, it
was the feedback from the participants and the assistants, gathered by the questionnaires
and oral feedback from the groups (what they liked, what they disliked, what they would
change about the course). Secondly, the guardian angels and protectees were revealed,
at first leaving space for guesses (I thought it was you), then the real angels telling
their protectees who they were. Thirdly, the Dwarfs composed and recited a poem
about the whole course, and finally, everybody sang a song (In The Jungle) that was
taught during the With a smile and a song musical option as a goodbye to Wonderland.

45

4. Evaluation of the course

4.1 Participants feedback
At the end of the course during the final evaluation, the participants were asked to
fill in a questionnaire (app. 9a). Finally, 22 questionnaires were collected, 10 of them
belonging to the Cinderella group, 6 to the Little Red Riding Hood and 6 to the Winnie
the Pooh group.
About

70%

of

the

participants

Fig. 1

responded that they hadnt heard about

the Intensive experiential courses before

Inform ation
System

registering the subject in the Information

Teachers

system. The sources from which they

Friends

found out about the existence of the

Com pulsory
course

course are illustrated in fig. 1. Obviously,

most of the students found the course through the Information system. Possible reason
for this is that as almost 68% of total number of participants were in the first year of
their studies, they had not had enough acquaintances to tell them about the course or
recommend it. Thus, the most probable source was the web.
The questionnaires provided a
Fig. 2

English

wide variety of reasons to come

Obligation

and expectations about the course

New friends

(fig. 2). For obvious reasons,

Future teaching

English was the most frequent one.

Its development, improvement of

Having fun

the communication skills and other

Interesting, new
experience

such linguistic considerations were

Other

the easiest things to expect at a

language course. For some of the

students (studying single subject English study programme), the courses were
obligatory, so they did not have a chance to decide whether to go or not. However, the
chart shows also other reasons to come apart from the language, and their frequency is
quite well-balanced. Those who arrived on Monday to Frytk apparently expected
more than just a language course, although their ideas about it were different.
46

When asked about the fulfillment of

their

expectations,

86%

of

the

Fig. 3

participants responded positively (fig. 3).

Some comments were given by the two
people

who

answered

that

Yes

their

No

expectations were fulfilled just partly.

Partly

One of them suggested that a discussion

about what the people wanted to achieve
in their life would have been helpful and the other made a remark that his or her English
was still strange. In spite of the suggestions, all the participants (100%) found the course
enjoyable.
Figure 4 shows the distribution
Fig. 4

Fun

of the popularity among different

Activities

aspects

Other people

participants were asked about three

Team w ork

things they liked most about it, and

All English
Policy
Teachers

of

the

course.

The

these are the items that were

mentioned by at least three people.
The activities mean not only

Atm osphere

activities as such but also their

Food

variety, combining physical, social,

Low and High

Ropes

linguistic,

artistic

and

other

activities to create a course that

nobody is bored at. Some of the elements were planned and could have been influenced
(e.g. fun, activities, the All English policy, teachers behaving nicely, good food with a
vegetarian option, low and high ropes courses), other things appeared on their own (the
atmosphere, other friendly people) and were not less important in the final effect of the
course.
The improvement of English was confirmed by 90% of the participants, 54%
regarded it as definite, 36% thought they had improved their English only partly. The
most significant development was reported in fluency in speaking, in getting more open
and confident and becoming less afraid of using English in communication. The
participants also learned new vocabulary and phrases and used English in practical
situations. However, more time and new vocabulary would have been appreciated.
47

The questionnaires show that among

the activities that were particularly

Fig. 5

helpful in improving the participants

All English
Policy
Wild about
Books

language skills, the ones that included

group cooperation and speaking were

Are You
Sitting
Com fortably?

considered the best. Five of them were

mentioned by more than two people

Weaving
Magic

(fig. 5). The All English policy, that was

Morning
Circles

in progress during the whole course, was

thus of the biggest importance. Nevertheless, other activities, some of which were not
even directly aimed at learning the language, also worked very well.
The
Fig. 6

Doggie and
Pussy Cat
Kanga and Roo

investigation

of

the

contribution of the course to the future

or present teaching careers of the
students demonstrated that 95% of

Wild about
Books
Stories
Unbound
With a Sm ile
and a Song
Hot Chair

Weaving m agic

them wanted to use at least some of the

activities experienced in Frytk. Most
of what was done during the stay
appeared

in

the

questionnaires,

however, some of the experiences were

chosen by more than two people (fig.
6). About 18% responded they would
use everything in some way, others

Are You Sitting

Com fortably?

preferred just some of the activities.

Everything

The number of sessions that inspired

the future or present teachers proves

that the programme fulfilled one of its aims, that was to develop didactic
competences.
Most of the activities were new for about 54% of the participants. About 27% of
them had never shot a movie without limits before and about 18% had not seen rope
jumping with rhymes.
When dealing with teamwork and relationships, all (100%) of the participants
thought the course helped them to become a better team within their group, however, not
all of them were leaving with the feeling they know more about each person that was
48

present at the course (fig. 7). The question was if they thought they knew more about the
people from their fairytale
group, people from the
other

groups,

assistants

(Dwarfs) and the teachers

(Snowhites, Bad Queen and

Fig. 7

25
20
15

the Prince). On one hand,

Yes

10

No

the almost definite yes

answers

colleagues

about

the

from

their

Your group

Other
groups

Assistants

Teachers

groups and the teachers

were likely to be caused by the regular activities where the group met individual
teachers (or a couple of teachers at a time). On the other hand, the members of other
groups and the assistants remained rather unknown for more than a half of the
participants despite all the efforts to provide enough opportunities to meet them (the
night game, optional activities, free afternoon, evening programmes). The results in
details showed that the division between the answers yes and no was made within
the groups themselves, so in almost all cases the smaller part of the group answered
yes and rest of the people no. Therefore, this result was caused by individual
experiences and feelings of each of the participants, not by differences in the schedule or
programme of the whole groups. It seems rather difficult to focus on the group
teambuilding and in the same time encourage the students to communicate with those
outside their groups. Nevertheless, at least nine people altogether felt they found out
more about most of the other students present, and ten people felt they knew the
assistants better after the course.
The activities that were considered most helpul in getting to know the people within
the groups were Soul in The Looking Glass, Morning circles and the Hot Chair.
According to the questionnaires, it was mostly during the Night game, evening
programmes and the options that the contact with the students outside the group was
achieved. Night game and rope activities were the best to meet the Dwarfs, while the
regular activities, Night game and the film presentation during the last evening gave an
opportunity to acquaint with the teachers. Being asked about the importance of getting
to know the others, 90% of the participants thought it can be beneficial, mainly for the

49

reason of better cooperation, easier opportunities to seek advice when needed and
knowing how to cope with them.
The fact that some parts of the course were challenging was confirmed by 59% of
the participants, 63% of them agreed that they had learned something new about
themselves. The challenges that were mentioned most often were the necessity of
speaking English in front of others, the effort put in the teambuilding tasks, the Weaving
Magic session and the low and high ropes courses. The new things learnt were mostly
concerning the opinion of the group about individuals, the skill of cooperation, and the
discovery that they were able to use English in any situation during the whole course.
The most important suggestions for possible changes were that the course should be
longer, there should be more optional activities during the free time but actually there
should be more of the free time since some of the participants claimed they often felt
tired. As these suggestions are to a large extent contradictory, it would be difficult to
make use of all of them. In fact, the stay was obviously long enough to make most
people quite tired, but short enough to survive the feeling of exhaustion.
The comments at the end of the questionnaire were mostly encouraging. Thank
you, well done and good luck are examples of the short ones. The longer ones
were even more heartsome.
I really enjoyed this course. It was exhausting but I loved to become a child for a
while again.
I really love the idea of mailboxes, it made me feel comfortably.
This course was really useful and funny for me (I think that also for others) and I
really enjoyed it. Thank you.

4.2 Assistants feedback

From the seven assistants (Dwarfs), six questionnaires (including the authors own
one) were finally collected (app. 9b).
When asked why they decided to join the Wonderland course, it turned out that all
the Dwarfs shared the same reason. They liked the course so much as participants that
they wanted to come again and be a part of it. In addition, some of them wanted new
ideas either for their teaching or for similar courses that they wanted to organize in the
future.

50

Although as assistants they found the preparations before the course exhausting
sometimes, they enjoyed all the work as well as the tasks needed to be done later during
the course. The Dwarfs loved the course, however, not all of them always felt a part of
the team. In spite of the fact that they learned a lot about the other Dwarfs (as they wrote
in the questionnaire), it was an important discovery that the assistants need to find the
time to pay at least some attention to their team and all its members, otherwise the group
might have problems.
As the leaders of the low and high ropes activities, five of the Dwarfs included them
into the three things they liked most about the course. These favourite items contained
also the Night game (which was prepared by three of them), the evening programmes
and the Stories Unbound and Kanga and Roo sessions. It was mainly thanks to all the
preparations, the ropes courses and the Night game that the Dwarfs had become a better
team where all of them finally enjoyed working.
All the assistants confirmed they know the participants and the teachers better after
the course. Most of them agreed that it is worth knowing that teachers are also people
and that the relationships among all the people present at the course help them build a
better environment back at school.
The didactic and organizational skills were used and developed very much, for the
Night game, ropes courses and activities with children were really demanding. Viktorie
Kobelov (Bashful) comments: I stopped being scared of talking in front of the crowds;
not so Bashful anymore.
The Dwarfs agreed that as far as their English was concerned, the course was an
excellent opportunity to practise speaking and thinking in English. Moreover, the
discovery of the right pronunciation of the word penguin was overwhelming.
Due to the ropes courses, most of the Dwarfs unfortunately did not have enough
opportunities to participate in the regular activities, which they felt was a pity.
Therefore, the inspiration for their teaching was narrowed by their possibilities to visit
the programme with the participants. However, some of them suggested they would use
the ideas of the Kanga and Roo session, the Weaving Magic, Doggie and Pussy Cat and
the Go Fish game.
When suggesting changes, the main topic was that the assistants would have liked to
be more involved in the programme with the participant fairytale groups and also they
would like to have the opportunity to come as assistants again. An idea of an evening
devoted mainly to singing was proposed as well.
51

4.3 Teachers feedback

From the teachers, four of the Snowhites, the Bad Queen and the Prince finally
managed to fill in the questionnaire (app. 9c).
The reasons to organize or join the Wonderland course varied from conceptual views
concerning the Mission Statement of the Department of English Language and
Literature (promoting intellectual growth in students by encouraging critical thinking
and supporting inquiring minds, inspiring creativity) to being asked to come due to a
lack of teachers planning to participate. Each of the teachers had his or her own reasons
to be a part of the course, such as using different methods of teaching than usual, getting
closer to colleagues and students and building a community with them, being already
addicted to the Frytk courses, having fun or trying a different role in the course (one
of the teachers experienced it as a student before). Regardless of the reasons to
participate, all the teachers enjoyed the stay.
The positive atmosphere and fun all the time, close contact with students and
teachers outside the school, the sense of community built during the course, new
activities, alternative ways of teaching and learning and visible improvements of English
were the things that the teachers liked most about the course. The course provided also
some challenging learning opportunities, such as situations where non-standard
problems and difficult interpersonal relationships had to be solved, things were going
differently than was expected and different ways of teaching were employed. Also, due
to an unexpected injury, the importance of safety was discovered.
All the teachers agreed that they knew their students better after the course although
some teachers added they still did not remember all the participants. The closer,
personal relationships with the students help better cooperation between teachers and
students, improve the learning environment, enhance mutual understanding and show
that both the students and the teachers are human beings. The course was an opportunity
to get to know not only the students but also the other teachers better. Through all the
preparations and the stay the team of teachers was glued together, making cooperation
easier and relationships closer than before.
The role of the course assistants (Dwarfs) was reported to be very important, for it
allowed the teachers to have more time for their regular activities. The Dwarfs coworked on the preparation of the course, helped to invent new ideas (having been a
fresh wind), led their own activities (low and high ropes courses) and the Night Game
52

and acted as a bridge between teachers and students. However, their wider
engagement in regular activities (at least some of them) was suggested, to let them feel
useful and to benefit from the atmosphere more.

53

Conclusion
The purpose of the theoretical part of this thesis was to explore the theory that
underpinns experiential language courses, especially the courses organized in Frytk by
the Department of English Language and Literature at the Masaryk University Faculty
of Education. The practical part was aimed at describing and evaluating the Wonderland
October 2009 intensive experiential course.
The theoretical part presents a number of important features of an experiential
language course. The Communicative Approach stresses the importance of using
language in meaningful communication. Due to the All English policy the students at
the Wonderland October 2009 course had to use their English all the time. Thus the
course was definitely helpful for their communication skills, which was also confirmed
by the research. The experiential learning theory suggests that an holistic approach
should be used. Apart from knowledge, an experiential learning event should be
concerned also with the development of skills and attitudes. The course at Frytk was
aimed at giving the participants a chance to develop not only the language but also their
personalities and relations with others. However, the research showed that the language
development was the most evident, and the intrapersonal one was the least successful
among the aims. The Wonderland October 2009 course possessed most of the
characteristics that are presented in Pelneks and Martins theory of experiential
courses. It was temporal (five days without interruption), a variety of nontraditional
activities was used, the programme was intensive, prepared beforehand by the
instructors and most of it remained secret for the participants till they experienced it.
The course was planned to fulfil certain goals and it had a strong, friendly and
supportive atmosphere. Although it was organized for a specific group of people, they
apparently did not form a single team but rather three teams during the stay. Also, the
programme of the course had to be designed in a way that prioritized the instructors
needed for certain activities more than the dramaturgy rules. As a result of this
complicated logistics, it would be rather difficult to adapt the programme to actual needs
of the participants. Nevertheless, it was actually not needed. The course ran very well,
there were only little changes in the scenario (such as adding the Suicide club (high
ropes course) during the free afternoon). The changes, however, confirmed that in spite

54

of all careful planning, the reality at the course would be most likely different than was
expected.
The research that the practical part deals with was based on certain assumptions
presented in the introduction to that part. The investigation showed that some of my
assumptions about the course were valid, some were not.
As was already discussed in connection with the theory, the course certainly helped
the participants with their English, mainly in the area of speaking and using the
language for meaningful communication. It also gave them inspiration for their teaching
careers, as most of them were determined to use at least some of the experiences with
their students or pupils. The course was definitely enjoyable, however, the assumption
about getting to know more about all the people present at the course was not confirmed.
The participants claimed they certainly knew more about the people from their group
and the teachers, however, more then half of them did not think they knew more about
the people outside their group and the assistants after the course. Nevertheless, the
individual groups definitely worked better as teams than before. More than a half of the
participants agreed they experienced challenges and learned something new about
themselves.
The assistants considered the course a useful opportunity to get to know the teachers
and participants closer. Although they formed a hardworking team, their cooperation
was sometimes challenging due to a lack of time to realize and discuss the problems.
From the assistants point of view, the course was an opportunity to practise the
organizational and didactic skills as well as their English. The teachers considered them
very helpful in preparing and organizing the course.
The teachers also agreed the course was a real chance to meet their students as well
as their colleagues and get to know them better. They found it a useful way to improve
the cooperation and mutual understanding among the people at the Department of
English Language and Literature. Moreover, the course helped them to form a better
team among themselves.
Since most of the assumptions were proved valid, I think the course was not only
successful in fulfilling its aims and the theoretical principles but also it was a unique
experience for all who were present. Such courses are more than just a language
excercise, since the impact on the community is undeniable.

55

Bibliography
AJ_IJKZ Intenzivn jazykov kurz. Information system of the Masaryk University.
Masaryk University, 25 Nov. 2009. Web. 25 February 2010.
Artess, Jane. How adults really learn or what we think we know about how they
learn! Centre for Learning and Teaching. Manchester Metropolitan University,
July 2003. Web. 14 March 2010.
Beard, Colin, and John P. Wilson: Experiential Learning: A Best Practice Handbook for
Educators and Trainers. 2nd ed. London: Kogan Page, 2006. Print.
Brumfit, Christopher J. and Keith Johnson, eds. The Communicative Approach to
Language Teaching. 1979. Oxford: Oxford University Press, 1983. Print.
Carroll, Lewis. Alices Aventures in Wonderland. The Project Gutenberg, 25 June 2008.
Web. 2 April 2010.
Dm Ignce Stuchlho SKM o. s. Frytk. DIS Frytk, n.d. Web. 28 February 2010.
Experience. Longman Dictionary of Contemporary English. 2nd ed. 1984. Print.
Gardner, Howard. Dimenze mylen: Teorie rozmanitch inteligenc. Trans. Eva
Votavov. Praha: Portl, 1999. Print.
Gardner, Howard. The 25th anniversary of the publication of Howard Gardners
Frames of Mind: The Theory of Multiple Intelligences. Howard Gardner: Hobbs
Professor of Cognition and Education, Harvard Graduate School of Education.
Howard Gardner, April 2008. Web. 5 April 2010.
Gentry, James W. Guide to business Gaming and Experiential Learning. Bernie Keys
Library. Wayne State University's School of Business Administration, 1990. Web.
14 February 2010.
Ice Breakers. Communication Skills Training from MindTools.com. Mind Tools, n.d.
Web. 17 March 2010.
Kolb, David A. Experiential Learning: Experience as the Source of Learning and
Development. New Jersey: Prentice-Hall, 1984. Print.
Littlewood, William. Communicative Language
Cambridge University Press, 1994. Print.

Teaching.

1981.

Cambridge:

Martin, Andy, Dan Franc, and Daniela Zounkov. Outdoor and experiential learning:
an holistic and creative approach to programme design. London: Gower, 2004.
Print.
Moon, Jennifer A. A handbook of reclective and experiential learning: theory and
practice. 2004. London: Routledge Falmer, 2005. Print.
56

Mood-link-a: Wild West Frytk. October 2008. Web. 3 November 2008.

Mood-link-a: Wonderland October 2009. October 2009. Web. 23 February 2010.
Pelnek, Radek. Piruka instruktora zitkovch akc. Praha: Portl, 2008. Print.
Purdue OWL. MLA Formatting and Style Guide. The Purdue OWL. Purdue U
Writing Lab, 10 May 2008. Web. 14 February 2010.
Rhymes to jump by. Streetplay.com. Streetplay, n.d. Web. 3 March 2010.
Smith, Mark K. David A. Kolb on experiential learning. Vox Magister. International
Facilitators Society, 18 Dec. 2007. Web. 18 March 2010.

57

Appendices
Appendix 1: Timetables
Appendix 2: Invitation letter
Appendix 3: Find someone who
Appendix 4: Press conference
Appendix 5: Rhymes to jump by
Appendix 6: Wild about books
Appendix 6a: Wild about books lesson plan
Appendix 6b: Wild about books handouts
Appendix 7: Soul in the looking glass
Appendix 8: Questionnaires
Appendix 8a: Participants questionnaire
Appendix 8b: Assistants questionnaire
Appendix 8c: Teachers questionnaire
Appendix 9: Photos

58

Appendix 1: Timetables
Monday:
Dinner: 18.00
Evening programme: 19.00
Press Conference
Eat Me + Drink Me
Icebreakers
Scavenger Hunt
Guardian Angel
Mail Boxes (cloth bags)

Tuesday
Breakfast: 7.30
Morning circle programme: expectations, reflections of icebreakers
7.00
7.30

8.15 8.55 9 10.30

10.45.
Morning
12.15
circle
morning Cinderella
Wild
Are you
exercises,
about
sitting
aerobics
books
comfortably
?
Little Red Weaving
magic
Riding
Hood
Winnie the Stories
unbound
Pooh

12.15
14
LUNCH

Weaving
magic
Wild about
books

14.
15.30

15.45.
17.15

17.30
18.00

13.30
15.30
Out of
the
minds.
Stories
unbound

Soul in
the
looking
glass

Eveninger

Kanga
and Roo

Eveninger

Weaving Weaving
magic
magic

Dinner: 18.00
19.00 Evening programme: dances (Irish, Scottish, square, belly)
Wednesday:
Breakfast: 7.30
Morning circle programme: reflections of activities, methodological implications
7.00 7.30 8.15 8.55 9 10.30 10.45. 12.45 12.15 14
Morning OPTIONS
LUNCH
circle
morning Cinderella
Stories
exercises,
unbound
aerobics
Soul in the
Little Red
looking glass
Riding
Hood
Winnie the
Pooh

14. 18
FREE AFTERNOON
Students prepare activities
for the evening

Doggie and
pussy cat

Dinner 18.00
Evening programme 19.00 Students' evening + one activity by the teachers (Go fish)
Night game Snowhite 10 pm

59

Thursday
Breakfast: 7.30
Morning circle: reflections of activities
7.00 7.30
morning
exercises,
aerobics

8.15 8.55
Morning
circle
Cinderella

Little Red
Riding
Hood

9
10.30

10.45.
12.15

Doggie
and
pussy
cat
Wild
about
books

Kanga
and
Roo

10.45
12.45
Out of
the
minds
Winnie the Kanga Soul in
and Roo
the
Pooh
looking
glass

12.15
14
LUNCH

14. 15.30

15.45.
17.15

Weaving
magic

Weaving
magic

Are you
sitting
comfortably?

Doggie and
pussy cat

Are you
13.30 15.30
Out of the
sitting
minds
comfortably?

17:30
18.00

Eveninger

Dinner 18.00
Evening Films
Friday:
Breakfast: 7.30
Morning circle programme: reflections of activities, Hot chair, methodological
implications
7.00 7.30
morning
exercises,
aerobics

8.15 8.55
Morning
circle
Cinderella

9 10.30

10.45. 12.15

Hot chair

Little Red
Riding Hood
Winnie the
Pooh

Hot chair

Final
evaluation

12.00
LUNCH

Hot chair

60

Appendix 2: Invitation letter

Dear [name]
If you are getting very tired of sitting in the classroom and having too much to do, you
might suddenly notice a White Rabbit with pink eyes close to you. Do not hesitate and go
after it down the rabbit-hole. Do not worry if you seem to be falling down for a long time
and are not sure about what Latitude and Longitude you have gotten to. We will be waiting
for you in Wonderland (Dm Ignce Stuchlho in Frytk near Zln) at 5:00PM on October
26. We will be ready to assist in the development of your communicative and didactic
skills until you are strong enough to travel back home on October 30 after lunch and live
happily ever after.
To be able to enjoy your stay in Wonderland you will need:
- comfortable clothing, including sports clothes and sports shoes and
shoes or clothes that can get wet and dirty
- a pair of slippers and a towel
- clothing you borrowed from one of the characters in your fairy tale
- coloured markers
- a scarf
- A5 notebook and a pen
- glue, scissors and a torch
- a pair of clothes pegs
- your favourite pocket-size object related to your childhood
Take the piece of cloth that you received with this Frytk letter. Fold the cloth in half
and sew it on two sides to make a small sack. Bring the sack with you to our Wonderland
where you will learn more.
With your letter, you also received the beginning of the 1st chapter of Alice's Adventures
in Wonderland by Lewis Caroll. Please, go to the website written at the bottom of this
page and read the rest of the 1st chapter before you come to Wonderland yourself.
When preparing for the course, you can collaborate with the other characters from your
fairy tale. Start looking for these people now. How? Just keep your eyes wide open!
After you find out which fairy tale you are from, make a poster (at least A4 format)
which should, except the features and the description of your fairy tale character,
include your photo and your real name.
We wish you a supercalifragilisticexpialidocious beginning of your
languagebuilding adventure.
Your Seven Snowhites and all those who know who the fairest of them all are.

http://www.snark.de/carroll/alice/alice1.html

61

Appendix 3: Find someone who

Likes anchovies on their pizza.
Has never driven a car.
Knows the names of all the seven Dwarfs.
Can sing you a childrens song immediately.
Lived abroad for more than six months.
Knows the middle name of president Obama.
Has been to New Zeland.
Knows what
supercalifragilisticexpialodocious means.
Reads stories to their children regularly.
Likes to drink mead.

Appendix 4: Press conference

Type of activity: Drama game
Aim: Getting to know the rules of the course, what you can and cant. All in a funny
and entertaining way.
Instructors: at least 2, if possible all of them
Material: Instructors: proper clothes, cards with names and functions, answers, list of
questions, glasses with water . Participants: some of them have a question on a slip of
paper.
Number of participants: Unlimited
Age of pps: 10- 99
Time of day: Whenever.
Place: Preferably indoors.
Procedure: Participants are introduced into a room, which is arranged for a press
conference, interpreter (usher) explain the aim of the press conference (Getting to know
the rules of the course). Some participants are given a slip of paper with a question
the question deal with the information that the participants need to know (timetable,
rules, information about accommodation). In this way participants are involved into
the introduction (not just listening). Every slip of paper has a number on it so
everybody knows when they are supposed to ask read their question. The last

62

question should be: Can we ask anything else? and the answer is of course yes.
Notes: Instructors should have the complete list of questions (in case that the asking
procedure gets stuck) and prepared answers. If the participants level of English isnt
high, one of the instructors can be there in the role of interpreter and can interpret a
question which is in Czech or something that was too difficult to understand in English.
The reason for this allowance of Czech is based on the fact that it is crucial so that
everybody understand the information.
List of the questions:
1. How are you?
2. Can we speak Czech?
3. Whats the difference between course and curse?
4. Is there any particular time when we have to go to sleep or get up?
5. Why are you here?
6. What does this All English Policy mean?
7. Do we have to go through every activity?
8. How do we get to know when and where to go?
9. Are you single?
10. When are we going home?
11. Can we feel safe here or will we face any dangers?
12. Are we going to have any free time?
13. Can you tell us something about the structure of our course?
14. What are the objectives of the course? Will we be tested anyhow? What do we get
the credit for?
15. What is dress code?
16. Do we really have to speak English all the time?
17. What is the A5 notebook for? (
18. Who are the assistants?
19. What is their job?
20. Can we ask anything else?

Source: Mood-link-a: Wonderland October 2009, October 2009, Web, 23 February

2010.

63

Appendix 5: Rhymes to jump by

Strawberry shortcake, cream on top

Do until the jumper misses. The letter

Tell me the name of your sweetheart:

shouted when he/she lands is the first

A, B, C, D, E, F, G, H, I, J, etc.

letter of his/her sweetheart.

Call the Army, call the Navy

Boy, girl, twins, triplets, boys, girls,

So-so's gonna have a baby.

twins, triplets, etc.

Wrap it up in tissue paper,

Whichever the jumper misses on is the

send it down the elevator,

number of babies he/she is going to

(Rope turned double time)

have.

Red hot pepper in the pot,

Go as high as you can go without

Who's got more than the leader's got?

missing. Jumper with highest score

(jump double time) 10, 20, 30, 40, etc.

wins.

Teddy Bear, Teddy Bear, turn around

Teddy Bear, Teddy Bear, touch the ground,
Teddy Bear, Teddy Bear, show your shoe,
Teddy Bear, Teddy Bear, please skiddooo!
The jumper actually does these moves while jumping: turning around, touching the
ground, showing his/her shoe, and jumping out on the word "skidoo." Here's a second
version: "please skidoo" is replaced by "that will do." Then it continues:
Teddy Bear, Teddy Bear, climb the stairs,
Teddy Bear, Teddy Bear, say your prayers
Teddy Bear, Teddy Bear, turn out the light,
Teddy Bear, Teddy Bear, say good night!
I'm a little Dutch girl dressed in blue,

really good jumpers and/or hams would

Here are the things I like to do.

continue with this:

Salute the Captain,

I can do a tap dance

Curtsy to the queen,

I can do a split

Turn my back on a big submarine!

I can do the polka just like this!

You could jump out at this point, but

64

So-so and so-so sitting in a tree, K-I-S-S-I-N-G

First comes love, then comes marriage,
Then comes so-so with a baby carriage.
All in together girls,
how do you like the weather girls,

All out together girls,

Tell us your birthday, please jump in:

how do you like the weather girls,

January, February, March, April, May,

When is your birthday, please jump out,

etc.

etc.

Jumpers come in on their birthday

month. Then:
Fire, Fire, false alarm,
so-so fell into so-so's arms,
Is he gonna be the one?
(double time): Yes, no, maybe so, yes, no, maybe so, etc.
I like coffee, I like tea
I like so-so to jump with me!
Person jumps in, then it repeats and they invite a third person, etc.
This is a warm-up rhyme:
Blue bells, cockle shells, easy, ivy, over
As it was recited, the rope was swung back and forth gently under your jumping feet,
but not turned over. On the last word, "over," the rope was begun to turn fully,
accompanied by the jumprope rhyme of choice.
Source: Rhymes to jump by, Streetplay.com, Streetplay, n.d, Web, 3 March 2010.

65

Appendix 6: Wild about books

Appendix 6a: Wild about books lesson plan
Aims of the session:
-

to show the range of authentic picture books to the students

to work in the story frame

to initiate creative ways of working with picture books

to show that picture books are a powerful tool of language development

to promote group dynamics

to address all possible intelligencies

1. Warm up
10
Ss will guess from our props the title of the story
Props: portable library, our costumes, books
whole class
2
Choose the book from the trolley (library), show some pictures, guess the content of
the story.
whole class
2
Give the title, two summaries (see the handout) they will guess which one is
correct - grps. of 3
4
Feedback
2. Task: Make a list of all the animals in the ZOO grps. of 3 , time limit 3 minutes
Feedback
4
3. Listen to the story check how many animals you had
Feedback

10

4. The competition guessing the animals from the book, choosing the group leaders
5. Books from the library give them time to choose
10 minutes reading, negotiations
6. Presentation preparation
Instructions: see the handout

25

7. Presentations

20

Summary: What we have learnt..

What we would like to learn about

66

Appendix 6b: Wild about books handouts

Summary 1
Molly, the librarian, comes to the ZOO with her mobile library by mistake. While shes
there she introduces the animals to the new something called reading. She tries hard to
find a suitable book for everyone. Animals are so excited that not only do they read the
books but they also start writing books themselves. Eventually they set up their own
ZOObrary in which they can borrow books. But what is the impact of this on the ZOO
visitors?
Summary 2
Molly, the librarian, is asked to come to a ZOO with her mobile library. She was
invited by a headmaster of a newly founded school for animals. The management of the
ZOO decided to educate the animals because they could not behave themselves. The
animals first did not like the idea of going to school but then they started to be excited
and did not want to stop learning and leave classes in the afternoons. What was the
result of it?
WILD ABOUT BOOKS
Instructions:
We hope that you have chosen an exciting book which you want to share with the
others.
Negotiate with your peers in the group HOW you could present your book to the
others in 5 minutes. You can use dramatisation, presentation (e.g.poster), shared
reading, quiz, traditional teaching, interview ......
If you are short of ideas or you cant agree on one idea, you can come to the Idea
Bank and choose an idea card. Once you choose it you have to follow that idea.
You have 20 25 minutes to prepare your presentation, so watch your time.
We will remind you five minutes before the end of the preparation time.
You can use any resources available in the room and you can also present outside
the room.
The more creative you are the better.
Good luck and enjoy it!!!

Source: Mood-link-a: Wonderland October 2009, October 2009, Web, 23 February

2010.

67

Appendix 7: Soul in the Looking Glass

Type of activity: communicative, personal sharing
Goal: to think about and share own opinion on easy or difficult issues, people get to
know each other better through personal sharing
Instructors: 1
Material: About 30 YES/NO questions, YES/NO cards (the number depending on the
number of participants)
Number of participants: Unlimited
Age of participants: 0- 99
Time of day: Preferably in the evening. The atmosphere should be relaxed.
Place: Preferably indoors.
Procedure: The instructor prepares a set of approx. 30 Y/N questions. People sit in a
circle. Each person has a yes/no card. The facilitator reads out a question and gives time
(about 30 seconds) for answering it. Each question must be answered even if the answer
is not clearly YES or NO. When everybody answers, there can be three follow-up
questions for three different people (one question per person). The game should take
max. up to 90 minutes.
Notes: The facilitator should preferably start with easy, light-hearted questions and
according to the atmosphere he/she can move to more difficult questions. It is up to the
facilitator whether or not to be involved in answering of the questions. It is rather
demanding to concentrate on both the choice of the questions and answering them. The
reason for only three question is to keep the pace of activity going, if people want to
ask more questions they can do so in their free time. Its a good idea to use a small bell
to let the people know that it is time to show answers.
Possible questions:
1. Are you ready?
2. Are you comfy?
3. Do you like this place?
4. Would you like to become a teacher?
5. Would you like to learn an unusual foreign language?
6. Have you been to more than two continents?
7. Would you like to travel round the world?
8. Would you like to live in a foreign country?
9. Can you imagine yourself raising your children in a foreign country, far from your
culture, relatives...?
10. Would you like to live in a different century?
68

11. Would you like to write a book?

12. Is there a politician you would like to go for a beer with?
13. Have you ever been without a sleep for more than 48 hours?
14. Would you like to do something unusual but you are afraid/too busy to do it?
15. Have you ever spent longer (in your own opinion) time alone?
16. Do you think soft drugs should be made legal?
17. Have you ever put your life at risk?
18. Have you ever put somebody elses life at risk?
19. Do you believe in God?
20. Do you approve of euthanasia?
21. Do you approve of abortion?
22. Have you ever been present at birth of a baby?
23. Have you ever been with a person during his or her last few hours of life?
24. Do you think you are beautiful/handsome?
25. Do you think you are brave?
26. Do you think you are a strong person?
27. Is there anything you are afraid of?
28. Are you in love?
29. Do you believe in love at first sight?
30. Do you want/plan to get married and have a family?
31. Would you like to experience (spend) one day as the opposite sex?
32. Did you kiss a boy/girl before you were 12?
33. Do you think that marriage is a life-long commitment?
34. Have you ever been in love with more than one person?
35. Have you ever been unfaithful?
36. Is there any moment in your life you would like to erase from your life?
37. Do you like watching the night sky?
38. Would you change any of your answers if you could do that now?
39. Were you honest about answering the questions?
40. Would you like to have a drink now?
Source: Mood-link-a: Wild West Frytk, October 2008, Web, 3 November 2008.

69

Appendix 8: Questionnaires
Appendix 8a: Participants questionnaire
Wonderland 26 30 0ctober 2009
Dear Wonderland graduates,
as I am writing my bachelor thesis about this Intensive experiential course, I would
like to ask you to help me and fill in this questionnaire. Its anonymous and the
information will be used only for my thesis. At the end of this questionnaire you can
find a list of all the things and activities you experienced here in Wonderland. If you
wish to comment on any of them, please feel free to do so.
Thank you very much!
Your Dwarf Sleepy (Markta Plockov)
1. Which is your fairytale?
a) Cinderella
b) Little Red Riding Hood

c) Winnie the Pooh

2. Had you heard about the Intensive Experiential Courses in Frytk before you
registered the subject in the IS?
a) yes
b) no
3. Where had you found out about this Wonderland 2009 fall course?
4. Why did you decide to go to the course? What did you expect from it?
5. Has the course fulfilled your expectations?
a) yes
b) no

c) partly what did you miss:

6. Have you enjoyed the course?

a) yes, definitely
b) partly

c) no

7. Which three things did you like most about the course? Why?
8. Have you improved your English during the course? (if your answer is a) or b),
please specify how has your language improved and then continue, if c), please move to
question 11)
a) yes, definitely
b) partly
c) no
9. Which activities from the course do you find most helpful for improving your
English?
10. Do you plan to use any of the activities done here with your (future) pupils or
students?
a) no
b) yes which ones:
70

11. Which of the activities from the course were new for you?

12. Did the course help you to work more as a team within your group?
a) yes
b) no
13. Do you think you now know more about
a) students from your fairytale
b) students from the other fairytales
c) the Seven Dwarfs
d) Snowhites, the Bad Queen, and the Prince

a) yes
a) yes
a) yes
a) yes

b) no
b) no
b) no
b) no

14. Which activities helped you most with getting to know

a) students from your fairytale_________________________________________
b) students from the other fairytales_____________________________________
c) the Seven Dwarfs_________________________________________________
d) Snowhites, the Bad Queen, and the Prince______________________________
15. Do you think that getting to know the course participants and organizers can be
beneficial for you? (In what way?)

16. Was there anything challenging for you that you managed to overcome? Have you
learned anything new about yourself?

17. Would you add or change anything about the course?

18. Do you have any comments?

71

The list of Wonderland activities

Invitation letter
Find someone who
Multiple Intelligences test
Posters of all fairytale characters
Eat me (buchtas) & Drink me (mead)
Press Conference
Icebreakers (Where do you come from?, Chairs, Objects, Changing seats)
Scavenger Hunt
Guardian Angels
Mail Boxes cloth bags
Doggie and Pussy Cat (structured drama)
Wild about books
Kanga and Roo (Jump rope)
Soul in the looking glass
Trading stories (film making)
Stories Unbound (bookbinding)
Out of the minds (low ropes)
Are you sitting comfortably? Then I'll begin... (story telling)
Veernek
Blind Potter
Individual writing
A Mad Tea-party (music & creative writing)
Come and sing!
Dancing
Morning circles
Morning excercises, aerobics
Free afternoon (preparation for the Students evening)
Go fish
Night game (Snowhites)
Film presentations
Hot chair

72

Appendix 8b: Assistants feedback

Wonderland 26 30 0ctober 2009
Dear Dwarfs,
as I am writing my bachelor thesis about this Intensive experiential course, I would like
to ask you for some information about it from your point of view. Thank you very much
for your help with this and for being the best companions in Wonderland ever!
Your Sleepy (Markta Plockov)
1. Why did you decide to join the Wonderland course as an assistant?
2. Have you enjoyed the preparations before the course?
3. Have you enjoyed being here in Wonderland?
4. Which 3 activities have you enjoyed the most?
5. Do you know better the other Dwarfs now? If so, which activity or occasion helped
you with this?
6. Do you enjoy working in the team of Dwarfs? Has the course helped you to work
better as a team?
7. Do you know more about the participants and organizers (Snowhites, the Bad Queen,
and the Prince) of the course now? Do you think it can be beneficial for you in any
way?
8. Have you improved your didactic and organizational skills? (In what way? Which
activities helped you with the improvement?)

9. Have you improved your English? (In what ways?)

10. Have you learned anything you would like to use with your (future) pupils or
students? (What?)
11. Would you add or change anything about the course?
If you have any comments, just write them down
73

Appendix 8c: Teachers feedback

Wonderland 26 30 0ctober 2009
Dear Snowhites, dear Bad Queen, and dear Prince,
as I am writing my bachelor thesis about this Intensive experiential course, I would like
to ask you for some information about it from your point of view. Thank you very much
for your help with this and for all the wonderful Wonderland adventures!
Your Dwarf Sleepy (Markta Plockov)
1. Why did you decide to organize (or join) the Wonderland course?

2. Have you enjoyed being here in Wonderland?

3. What did you like about it the most?

4. Have you learned anything new? What?

5. Please describe in a few sentences the activity you led (what was it all about, what
activities did you do, which of the multiple intelligences were needed...).

6. Has the course helped you to know the participants (students) better? If so, do you
find it useful in any way?

7. Has the course helped you to know the other teachers better? Do you think you have
become a better team than before the course?

8. Did the assistants and their presence help you?

9. Would you add or change anything about the course?

74

Appendix 9: Photos
Invitation team waiting for the participants to come

Eveninger

75

Out of the minds

The suicide club

76

Final evaluation

77