Experiential Learning in my Classroom

Incorporating Experiential Learning Theory in my classroom might include a big project, or a field trip or some type of activity that gives the learners something to think about and work on over the entire course. Regardless of the learning method I want to include the following nine key principles:

1. A good balance between activities and content / theory

2. Reserve judgement to allow a safe place for students to work through to self-discovery

3. Select learning activities that are relevant to the learner

4. Design activities that allow learner to discover connections, concepts and ways they can work within them

5. Reflective time for learners to process what they learnt and how they interact with systems around them.

6. Engage learners on a deep emotional level for self-discovery and implications of the knowledge.

7. Safe learning environment that allows learners to reflect, question, and possibly alter their values

8. Provide space and time for learners to reflect on their relationship with what was learnt, how that lands out there in the world and with others.

9. Stretch out just beyond their comfort zones in the physical and social environments. Exploring actions, consequence, and accountability (Ryerson)
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Five ways to enhance reflection and experiential learning:

1. When presenting ideas include time for reflection

2. Confront learners with their misconceptions

3. Have learners draw out concept maps to display their understanding

4. Let learners know they will be asked to explain and apply a concept to something else.

5. Ask leading questions, open ended ones, and ones presented a problem to solve.

Four things to consider for evaluation of Learning:

Set about creating effective assessment methods, by first asking “essential questions”:

1. Why are we doing assessment? 

2. What are we assessing? 

3. How do we want to assess in the broadest terms? 

4. How will the results be used? (Qualters, 2010, p.56) 

Three types of assessments to include:

1. Pre-assessment - What prior knowledge are the learners bringing?

2. Formative assessment - Check in around midpoint to compare where learning is at now and against the desired learning goals and objectives.

3. Summative assessment - What was learnt, what went well, what could be improved? (Wurdinger, 2005)

References:

Schwartz, Michelle. Ryerson University Handout. Best Practices in Experiential Learning. http://www.ryerson.ca/content/dam/lt/resources/handouts/ExperientialLearningReport.pdf in Learning and Teaching Office (LTO) Best Practices, Issue No. 36: Experiential Learning

References:

Schwartz, Michelle. Ryerson University Handout. Best Practices in Experiential Learning. http://www.ryerson.ca/content/dam/lt/resources/handouts/ExperientialLearningReport.pdf in Learning and Teaching Office (LTO) Best Practices, Issue No. 36: Experiential Learning