An Overview of Experiential Learning
Traditional learning models, like reading requirements, are very structured. Some favor learners with exceptional memory, while others pit learners against each other. Experiential learning (EL) seeks to change this.
The conventional classroom tends to be quite rigid. It's outcome-dependent and overreliant on textbooks. Moreover, it gives the teacher the majority of the control of the learning process.
Conversely, EL makes learning more fun, engaging, and hands-on by exposing learners to direct experiences. EL is process-oriented. Experiential learners learn by doing and by reflecting on the experience.
EL is a circular process, starting with learners' exposure to a concrete experience. The experience simulates a learner's senses and perceptions to engage with the stimulant, which could be anything from a game to artwork to a presentation to role-playing. The exploration of doing occurs with little or no help from the teacher, who plays a facilitative role.
After exposure to a concrete experience, learners reflect on what happened. This is called reflective observation. Learners share experiences, results, or observations amongst themselves.
In the third step, processing, learners probe their experience further. The goal is to process how they interacted with the experience and uncover recurring themes. By processing their experiences, learners can connect feelings with ideas about them and distill perceptions into abstract concepts.
Next, learners ask: "So what?" Also called acting or abstract conceptualization, the fourth step enables learners to draw parallels between concepts, events, and experiences. Relating their observations, reactions, and feelings to past or current experiences beyond the learning environment boosts comprehension and retention.
EL is a learner-centered learning style. The learner does the heavy lifting, with the teacher only guiding the process. The role of the learner is to be curious and to immerse themselves in the experience. Learners also learn to problem-solve, collaborate, and self-evaluate their process.
Not all experiences are created equal. It's up to the teacher to identify age-appropriate experiences that will engage and stimulate the learners the most. Meaningful experiences aren't just engaging and fun. They are also relevant to the learning objectives.
EL teachers also provide resources, tools, and support learners need to succeed. Support may involve helping a learner to notice connections between experiences, feelings, and themes. The key is for the teacher not to dominate the learning process.
Learners have different learning styles and abilities. Some learn best by thinking about and analyzing things, events, and their environment. Others prefer to imagine things, while some are goal-oriented and prefer acting to reflecting. That's why there are nine experiential learning styles: experiencing, imagining, reflecting, analyzing, thinking, deciding, acting, initiating, and balancing.
Once the appropriate learning style and experience are identified, the teacher integrates EL into teaching. Planning considers logistics such as time allotment per experience, where the students will work from, and assessment mode.
During facilitation, the teacher demonstrates the process and outlines the objectives. Once learners have begun EL, teachers must refrain from spoon-feeding them with all the answers. Instead, they guide the learners to explore and arrive at their conclusions. Assessment can be through debriefing, where learners reflect and recount their experience.
EL is not just for young learners who could use more engaging and fun learning methods. It applies to all learning levels and to learning almost anything in life. EL is built around the idea that lessons stick when done, not memorized. EL also develops a broader view of the world.