08 Oct 2019

THE POWER OF EXPERIMENTAL LEARNING

Training by practice, training by doing, learning by observation, and learning through discovery and exploration is also called experimental learning. Education is regarded as important, and the opportunities of teaching efficacy, expertise, and positive pedagogical results are higher priorities than others. The concept of reflecting is about engaging the cognitive processes of evaluation and comprehension, reinforced by a constructivist learning paradigm. Analyzing specific events would create an abstract conceptualization without opening up questions.

Good lectures should form part of the curriculum of teachers, and the faculty should also involve its students actively “in the learning process through debate, engaging with teams, managing and applying outside of the classroom knowledge.” This method describes experiential learning, in which students engage in the information that has personal interests, needs or wishes. Skill education is not a new concept for school students.

Experiential Learning Principles

•Experience gained comes from carefully selected observations accompanied by reflection, critical analysis, and synthesis.

• Knowledge learning takes place at a time.

•Experience is designed so that participants are responsible for their program, their actions, and their outcomes.

•The participant actively responds to questions, study, discovery, interest, problems solved, obligation taken, the development and the construction of meaning during the whole of the experiential process of learning.

•Students are interested in their intellect, mental, personal, spirit and/or physical activity. It creates a feeling that the process of learning is real.

• The learning outcomes are individual and form the foundation of future learning and experience.

•Contacts are formed and nurtured: students to themselves, students to others and students to the whole world. The teacher and the student encounter success, disappointment, adventure, challenges, and uncertainty, as it is impossible to fully predict the results of the experience.

•Exploring and questioning their own principles is open to students and teachers.

•Essaying relevant skills, challenges, weakness, student support, physical and emotional security and learning facilitation are the main tasks of the instructors.

•The educator acknowledges and facilitates informal learning opportunities.

•The teachers have to be conscious of their preconceptions, judgments and ideas and how the students are influenced by these.

• The learning environment development includes the ability to learn from natural consequences, failures, and accomplishments.

This explains the steps involved in experiential learning;

Experiencing/Exploring: Students learn/discuss “doing” with little or no teacher assistance or do a hands-on mind practice. For example: making products or prototypes, playing roles, giving a speech, solving problems, playing the game. The learner learns from the experience rather than the sum or value of the experience is a key factor in experiential learning.

2. “What happened? Sharing / Reflecting?”Students must contact their colleagues with the findings, responses, and feedback. Students are also invited to talk to other peers about their personal experience, share their emotions and thoughts and talk about felt feelings. The sharing builds on what they have learned and compares it to previous experiences that are useful for future purposes.

3. “What is important?” Processing / Analysis” Students will explore the experience, evaluate it and comment on it. Reporting and evaluation of their experiences allow students to link up their experiences in the future. Students will also explore how the experience has been performed, how the experience has brought about subjects, difficulties, and challenges. Participants may explore how specific issues or problems have been resolved and how recurrent issues have been detected.

4. “So what?” generalization” Students should relate the experience to real-world examples, seek patterns and universal truths and define values of’ real life.’

5. Ask “What now?”Students apply in similar or different circumstances what they learned from their own experiences (and from past experiences and practices). Students will also explore how to apply the newly learned system in other cases. Students explore how issues raised can improve and how more productive actions from what they know will evolve in future situations. Every student should have a sense of ownership of what has been learned by the professor.

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