Why experiential learning

Experiential Learning; The Why and How

Adventure is a way of doing; it is not something that you do.  Adventure exists when there is engagement, and engagement thrives when students encounter experiences that are unique and relevant.  Adventure is about taking risks, not only physical risks, but also emotional risks where students can encounter new situations and experiences.

Experiential Learning, also known as Active Learning, is like an adventure.  You cannot predict exactly what will happen.  What you can be sure of is: Whatever learning does take place will be significant to those involved and they will own what they learn and will retain what they learn for a longer period of time than through any method of passive learning.

Experiential learning is about living and learning in the experience.  Every group creates their own dynamics and thus learning experience.  The process is very fluid and dynamic and provides opportunities for growth as an individual and a group.  The outcomes are not predetermined, and the group creates its own unique learning environment.  These co-created learning environments, in which everyone has input and a voice, prepare students for change by letting them explore, gain confidence and support in the decisions they make.  All students, regardless of past successes or failures, are able to experience the positive and appropriate engagement of others.  Simply, the students are immersed in a growth experience.

The Learning Process

  • General concept is presented to the group.
  • Specific information concerning the concept is received by the group.
  • Activity is undertaken by the group.
  • Group explores actions and consequences during the activity.
  • Group discussion is held immediately following the conclusion of the activity.
  • General principles are discussed.
  • Specific life applications are derived from the general principles.
  • Students act on what they have learned.

Benefits of Experiential Learning:

  • Involves everyone in the group
  • Is student oriented
  • Is process, not outcome oriented
  • Is reinforced through discussion
  • Places the focus of learning on the students
  • Allows students to have fun while they learn
  • Takes place in a safe environment
  • Is flexible and relevant
  • Allows for the correction of failure and creates “teaching moments”

Tips on Leading an Activity

  • Create a physically safe space in which the activity can take place
  • Create an emotionally safe space in which the activity can take place
  • Establish a “freeze” command
  • Directions should be short and to the point
  • Demonstrate what you want the participants to do
  • Be prepared for an imperfect first experience

Teacher’s Role in Leading Activities

  • Be personally enthusiastic
  • Participate by being actively involved
  • Manage the time
  • Be flexible

Benefits of Having Discussions

  • Students learn to take turns speaking
  • Students learn to value each other’s opinions and experiences
  • Students can explore new thoughts and opinions in a safe environment
  • Students learn to clarify and review what they have learned
  • Students will learn opinions that differ from their own and expand their knowledge to create new opinions

Discussion Hints

  • Don’t be afraid of silence
  • Start with questions that are non-threatening and not too personal
  • Use questions that ask for opinions rather than facts
  • Use activities as a basis for discussion so everyone has the same experience to draw from
  • Ask for comments from someone who has not yet contributed
  • After the class, ask quieter students for their thoughts and explain their perspectives are worthwhile opinions and that everyone can benefit from hearing them
  • Be flexible
  • Don’t over process
  • Try new things
  • Listen
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Outcomes:

Groups became increasingly unified, exhibiting a shared commitment to healthy norms, and actively encouraged peers in help-seeking behaviors, fostering a supportive environment where every member feels valued and understood.
Social Network Health's interactive training fostered an even more dynamic relationship network. Within these groups, vulnerable members can draw strength from adaptive members, leading to more changes in who they identify as valued connections.
Schools have reported significant improvements in various metrics, including increased daily attendance, higher graduation rates, enhanced identification of Trusted Adults, greater willingness to seek help, and improved connectedness among students and staff. Additionally, school disciplinary issues have notably declined, reflecting the program's positive impact on the school climate and student well-being.

Network Enhancing Facilitation Strategies

Creating an environment for collaborative learning to develop protective strengths and networks through:
  • Peer to Peer Learning
  • Personal Meaningfulness
  • Active and distributed Format
  • Authentic Connection

From Individual To Group Focus

  • Moving from a focus of individual skills to recognizing and developing group strengths.
  • Reflecting on how group strengths benefit individuals and the group.
  • Extending these benefits to the larger group.
  • Supports formation of key relationship and culture Intentional scaffolding.