Diem (2001:2) enumerated the
following as the merits of experiential learning.
1.
Multiple teaching (learning
method) can be integrated. That is, the method is integrative.
2.
It is very learner centred.
3.
The teaching process involves
discovery which build self-esteem in learners.
4.
Learning is more fun for learners
and teaching more fun for teachers
5.
Other life skills can be learned
instead of only science content.
Luckner
and Nadler (1997:2) and Diem (2001:1) independently identified five experiential
teaching processes as follows:
1.
Experience the activity: “Perform-do-it’’. Classes are made up of
several experiences. Children perform activities before they learn the theory.
The activities act as prelude to class discussion of the theory.
2. Share the result, reactions and observations publicly.
Here children discuss what they have done, what they observed and what they
think led to what had happened.
3. Reflection: Reflection by
itself is an awareness that leads to consideration of all available information
in order to come to a conclusion. Process
by discussing, looking at the experience, analyzing, review, reflecting. The
reflective process is what transforms an experience into experiential learning.
As a learner, they need to constantly reflect, analyze, and evaluate the
activities carried out in the classroom, individually or in a group. This helps
the learner to carry out self evaluation and makes abstractions. This is the
first state of reflective learning. It basically constitute the act of engaging
in self criticism, self-evaluation and using the feed back to adjust our way of
thinking. During the reflecting stage, pupils take time to look back and
examine what they saw, felt and thought about during the activity. Reflection
stage is very crucial. The learner reflects on his/her experiences, then
interprets and generalizes these experiences to form mental structure. These
structures are knowledge stored in memory as concepts that can be represented,
expressed and transferred to new situations. Fenwick (2000:4) noted that “a
learner is believed to construct through reflection, a personal understanding
of relevant structures of meaning derived from his or her action in the world”.
To Piaget (1966:153) “this construction process oscillates between assimilation
of new objects of knowledge into one’s network of internal constructs in
response to new experiences which may contradict them”. For learners to
effectively engage in reflection, they have to engage in:
- direct observation of the experience
- indirect observation
- personal recall of things that
occurred during the period.
- documented recall of activities
use
of audio/video(if possible and applicable)
The
information emanating from these activities should help the learner to consider
critically what was done before, during and after the activity. The learner
should also think on what to do next in line with the information emanating from
the activities carried out. They should also consider how to do it and they
should also ask themselves self why it should be done (Ali:2011).
4. Generalizes to connect the Experience to Real-World Examples:
Learners relate the experience to their own lives.
5.
Apply: Learners apply what was learned to a similar or different situations
practice what was learned in a bid to internalize the knowledge. This stage
helps to transfer the knowledge acquired to other situations. Lackner and Nadler, (1997) had suggested
some tips for maximizing learners learning using the experiential teaching
approach.
For experience:
·
Plan time in all lessons for the
processing of the experience
·
Review and evaluate the
orientation days curriculum
·
Is it laying good foundation of
understanding of the experience?
·
Does it overwhelm or confuse the
process.
·
Provide reflection time in each
lesson; Through:
·
personal think time
·
Introspection through writing
·
Group discussion
·
utilize some tools
·
chart your future poster
·
Questions built into the lessons
·
simple thought questions
·
Did you like today’s activity? why? Or why not?
·
How did you feel as you complete
your project for generalizations:
·
Look for and point out to
students patterns as
·
their general likes and dislikes
of activities, projects, assignment
·
what activities were easier for
them to complete and why?
·
what general information from
career futures seems to consistently describe the student?
·
Does your learning style fit
certain career areas better than others?