Experiential Learning Handson Headon Mindson Experiential learning takes

Experiential Learning Hands-on Head-on Minds-on

“Experiential learning takes place when a person involved in an activity, looks back and evaluates it, determines what was useful or important to remember and uses this information to perform another activity. ” -- John Dewey

Average Figure 2. Retention Rate Learning Pyramid Lecture 5% Reading 10% Audio-Visual 20% Demonstration 30% Discussion Group 50% Practice by Doing 75% Teach Others/ Immediate Use of Learning 90% Source: National Training Laboratories, Bethel, Maine

Charles Smith, High/Scope Educational Research Foundation 2005

Charles Smith, High/Scope Educational Research Foundation 2005

Engaged Learner ü What do we look for?

? ü Patterns ü Connections ü Making meaning ü Based on ones past ü Self-motivated ü Creative

Cognitive processes ü Operation performed on incoming information-looking at certain aspects, storing information, retrieving it when needed, identifying a plan of action and implementing the plan ¡ (Hewes & Planalp, 1987)

Learning is based on Prior Knowledge ü What the learner brings to the setting ü Constructivism l l Sharp contrast to passive learner Active in the process Build knowledge based on experiences Based on exploration, thinking and participation

Schema Theory ü Bits of information ü Stored knowledge ü Stored organizers ü Rules by which they function ü Schema are in constant change ü They are influenced by the environment and emotional connection to the topic

ü Activity comes first ü Learning follows from the thought process ü Ideas created through leader facilitation l (Pfeiffer & Jones, 1981) l Black Box

Information Processing Theory ü How do people think and process information? ü Computer metaphor ü Sensory Memory -> Short-term Memory -> Long-term Memory

Short-Term Memory ü Multi channel processing ü (up to 6 items at once, Miller 1956) ü Do more than one task at a time ü Influenced by emotions & experiences ü Put into behavioral memory (driving your car) ü Often not remembered (unless in a storm)

Long–Term Memory ü Single channel processing ü Unlimited mental capacity ü Expends little effort (thinking) ü High information recall

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Experience the activity; do it ü Begin with a concrete experience that: l l l Can be an individual or group experience, but involves doing. Most likely will be unfamiliar to learner or first-time activity. Pushes learner beyond previous performance levels. May be uncomfortable to the learner. Includes the risk of failure.

Alka Seltzer Rockets ü Goal is to see how many times how high the top can be Top can go blown off…

Share reactions of what happened ü Get participants to talk about experience. ü Discuss feelings generated by the experience. ü Let the group (or individual) talk freely and acknowledge ideas generated. ü How could you make a bigger bang?

Bigger Bang is caused by …

Process by analyzing & reflecting upon what happened ü Discuss how the experience was carried out. ü Discuss how problems, and issues are brought out by the experience and addressed ü Discuss personal experiences of members. ü How is this similar to moon rockets?

Generalize note what was learned and connect to real ü Find general trends or common truths in the experience. ü Identify “real life” principles that arise. ü What other things are similar to rockets? ü List key terms that capture the learning.

Key Terms…. ü Explosion ü Chemical reaction ü Noise ü Projectile ü Testing ideas ü Success ü…

Apply what was learned to similar or different situations ü Discuss how new learning can be applied to other situations. ü Discuss how more effective behaviors can develop from new learning. ü Can you hit a target? ü Help each individual feel a sense of ownership for what is learned.

Checklist for Good Learning ü The Environment (created by staff) l l l Shared learning Non-evaluative Learning in a group Kids can make choices Hands-on activities

The Learning (from the learner) ü Is it fun? ü Learning by doing ü Inventing their own thinking ü Engaging in self discovery ü Real world examples ü Take responsibility for it

Facilitating (as a teacher) ü Using questions ü Allow opportunities for reflection ü Understandable parts (6 or less) ü Adapt to kids interest and ability ü Active listener and learner ü Stimulate life-long learning

Create Engaged Youth Set Goals Make Choices Opportunity to Reflect Embrace Mindfulness