WHAT IS EXPERIENTIAL LEARNING?
“Experiential Learning”, as you may be aware, “is the process of learning by doing.” Herein, it has been found that “by engaging students in hands-on experiences and reflection, they are better able to connect theories and knowledge learned in the classroom to real-world situations.” To put it a little differently, Experiential Learning is the process of learning through experience, and it is more narrowly defined as "learning through reflection on doing". Although hands-on learning can be said to be a form of experiential learning, but the fact is that it does not necessarily involve students reflecting on their knowledge. Again, Experiential Learning is also clearly distinct from rote or didactic learning, in which the learner plays a comparatively passive role. Furthermore, though it is related to other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning, but it is not synonymous with them in any way.
Often, Experiential Learning is used synonymously with the term "experiential education". However, while experiential education is a broader philosophy of education, experiential learning concentrates more on the individual learning process. That being the case, compared to experiential education, experiential learning is focussed more on concrete issues related to the learner and the learning context.
Historically, the general concept of learning through experience is quite ancient. Reference to this concept can be cited from around 350 BC when Aristotle wrote in the Nicomachean Ethics "for the things we have to learn before we can do them, we learn by doing them". Nevertheless, as an articulated educational approach, experiential learning is of much more modern origin. Originating in the 1970s, it was David A. Kolb who helped develop the modern theory of experiential learning, drawing heavily on the work of John Dewey, Kurt Lewin, and Jean Piaget.
Understandably, Experiential Learning has significant teaching advantages. As Peter Senge, author of The Fifth Discipline (1990), puts it, “teaching is of utmost importance to motivate people. Learning only has good effects when learners have the desire to absorb the knowledge. Therefore, experiential learning requires the showing of directions to learners.”
Experiential Learning necessitates a hands-on approach to learning in contrast to the stereotype image of just the teacher at the front of the room imparting and transferring his/her knowledge to students. This concept makes learning an experience that moves beyond the classroom and seeks to bring a more involved way of learning.
Being such an involved concept, very few schools today are able to offer this kind of learning environment to its students. And if you are looking for Experiential Learning Schools in Noida, the one school that you will find at the forefront is THE HERITAGE SCHOOL, NOIDA.
EXPERIENTIAL LEARNING SCHOOLS | LEARNING BY DOING
The Heritage School experiential learning approach is aimed at ensuring that learning has an authentic purpose, is engaging and instrumental in helping students address complex problems and find meaningful solutions. Experiential learning accelerates learning since ‘learning by doing’ helps to develop vital skills such as critical thinking, problem solving and effective decision-making simultaneously, and aids retention. Such an enabling environment provides equal opportunities for collaboration and each child’s contribution is valued. It has four components:
Experience:
children learn best by doing
This hands-on approach enables them to grapple with a problem, issue or concept using all their senses. The learning experience thus becomes multi- dimensional and an internal, cognitive, sensory and emotional process. This engagement leads the children to the second stage.
Reflection:
children examine their learning
The second step sees children examine their learning critically and creatively. Through sustained inquiry, they are able to probe further into the problem, concept or task at hand. This takes the child onto the third stage.
Dialogue:
seeking answers to questions
After having experienced and reflected upon a problem, the mind seeks answers via the dialogic approach. Dialogue helps the child to see the bigger picture, think outside the box, and engage collaboratively with others. It helps to focus on individual and interpersonal learning outcomes.
Understanding:
the child arrives at her destination
After having had meaningful experiences, followed by reflection and dialogue, the child arrives at her destination, a richer and more fulfilled being. This helps the child to think and act independently. It manifests itself not only in terms of grades or marks but also real and meaningful understanding.