UVicSpace

The REIL Model - An Engagement and Learning Tool for Marginalized Learners in Non-Formal and Formal Learning Settings

Show simple item record

dc.contributor.author Bigsby, Katy
dc.date.accessioned 2020-05-26T16:38:41Z
dc.date.available 2020-05-26T16:38:41Z
dc.date.copyright 2019 en_US
dc.date.issued 2020-05-26
dc.identifier.uri http://hdl.handle.net/1828/11773
dc.description.abstract Through my work as an educational consultant with community and government organizations, I became aware of the impact non-formal learning programs could have on marginalized learners as flexible, self-selective spaces that learners co-create with learning facilitators. For this project, I developed an engagement and learning model to support marginalized children and youth. I’ve named it the REIL model. REIL stands for Rapport, Engage, Imagination & creativity, and Learners. It can be used in non-formal or formal learning settings. Rapport is the ongoing practice of being interested and engaged in all learners. It is the central focus of the model. Rapport is the capacity to support, not manage learners. Engagement happens when learning facilitators provide a flexible, co-created, learner-centered environment in which learners initiate tasks and lead activities. Imagination and creativity allows learners to create alternate possibilities beyond the rigid stereotypes or oppression they may face in their day to day lives. It allows learners to be self-expressed and empowered. Finally, Learners is about knowing your learners. It is the ability to welcome families and communities into your program or the capacity to go out into the community to meet families where they are. It is the courage to acknowledge and discuss structural inequities your learners may face. This paper highlights ways in which non-formal learning approaches can strengthen connections, opportunities, voice, and ultimately empower marginalized learners. en_US
dc.language.iso en en_US
dc.rights Available to the World Wide Web en_US
dc.subject marginalized learners en_US
dc.subject non-formal learning en_US
dc.subject formal learning en_US
dc.subject engagement model en_US
dc.subject learning model en_US
dc.subject engaging marginalized learners en_US
dc.subject imagination and learning en_US
dc.subject creativity and learning en_US
dc.subject critiques of formal learning en_US
dc.subject engagement and learning model en_US
dc.subject failings of formal education en_US
dc.title The REIL Model - An Engagement and Learning Tool for Marginalized Learners in Non-Formal and Formal Learning Settings en_US
dc.type project en_US
dc.contributor.supervisor Clover, Darlene
dc.degree.department Department of Educational Psychology and Leadership Studies en_US
dc.degree.level Master of Education M.Ed. en_US
dc.identifier.bibliographicCitation Cicutto, L., Brooks, D., & Henderson, K. (2004). Self-care issues from the perspective of individuals with chronic obstructive pulmonary disease. Patient Education and Counseling, 55(2), 168-176. doi:10.1016/j.pec.2003.08.012 en_US
dc.description.scholarlevel Graduate en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search UVicSpace


Browse

My Account

Statistics

Help