Summary:
Reflecting on the experiential learning for this week, I made connection with the way most non-formal and informal education are organized in my home country (Ghana). Though, they do not have structure as the formal education does, I could see a lot of similarities between the way they go about their education and the experiential learning. In Ghana, those who learn trades like dressmaking, mechanics, hairdressing and the likes usually learn through similar methods like the CBL, and Field experience. Apprentices learn through real-life problem solution situations. For example, dressmaking apprentices learn to sew real styles with real left-over pieces of cloths or cloth-like papers. They learn to cut using patterns that depicts the real shapes of the desired styles. Mechanic apprentices learn how to fix cars and their likes using real cars or simulations or make believe cars. These apprentices learn problem solving through real-life situations. Their learning is almost 100% field experience.
As I was reflecting, I could see that I learned my cooking skills and other home management skills through similar type of experiential learning because I learned these skills through real-life situations with little guidance. My grandparents especially my mother just facilitated. The knowledge I got from the reading and my own experience show that experiential learning is the natural way and the best instructional methods to train students to achieve the goals of education. During my reflection, I was asking myself why experiential learning is rare especially in Ghanaian classrooms because we have evidence of its efficacy in the non-formal and informal educational settings. I must confess that, I have never personally given this (why we are not using experiential learning in the classroom) a thought until I read this chapter of our course text. My question is, “What is making it difficult to practice experiential learning in our classrooms especially in teacher preparation programs?” Is it global education problem?
In fact, the authors of this book have thrown a great challenge to me.
Reference
Svinicki, M., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies,
research, and theory for college and university teachers (14th ed.). Belmont,
CA: Wadsworth.\
Wales, C. E., & Stager, R. A. (1982). Teaching Decision-Making with Guided Design. Journal
of College Science Teaching, 12(1), 24.
- Experiential learning is the type of teaching and learning that is situated in real life experiences/situations or its replica. Teacher guides students to come up with solutions of real-world problems and learn through the process (Authentic learning takes place in the processes of the solution and feedback through reflection). Though most of the experiential learning problems are artificially (make-believe) created, they are designed to resemble what happens in the real world. Experiential learning = reality learning.
- Experiential learning attributes:
- Makes transfer of learning easier (Enhances transfer of learning).
- Increases students’ ability to apply learned concepts or skills outside the learning environment/after graduation.
- It has inherent motivation for reflection on the solution processes and feedback.
- Types:
- Case-Based Learning (CBL): In this method, written descriptions of real-life problems or syntheses that represent the portrayal of actual problem is constructed on paper is given to students to solve. It allows alternative approaches to the solution of the problem (There is no definite right answer). Videos or role-play can be used to present problems to students. The focus of this method of experiential learning is to assist students develop problem solving abilities in knowledge and skills that relate to their course of study. It usually allows students to go beyond the application of their course content to include other relevant resource outside their course. For effective use of case method, teachers need to begin students with cases with clear differences before engaging them in complex ones. This helps students learn and develop the ability to do complex discriminations and principles as well as sifting important facts from less important ones in problem solving as they progress. Students need to be given the chance to ask for clarification as well as the process (e.g. defining the problem, hypotheses of causal agent[s], evidence gathered to support or discount hypotheses, conclusions, recommendations). Teachers’ role during the facilitation of students/group reporting or presentation include: listening, questioning, clarifying, challenging, encouraging analysis and problem solving, and testing the validity of generalization. The teacher needs to provide summary of established points and other relevant information including evidence supporting alternative approaches.
- Problem-Based Learning (PBL): This is another realistic way for training students to be active in their learning and also learn to become problem solvers. In this method, students are given just a little information (though relevant) about the situation/problem with some introductory material for the solution of the given problem. It is similar to the CBL in so many ways but differs mainly in how the problem is presented to the students. The seven steps in PBL recommended by Wales and Nardi (1982) help enhance effective implementation of PBL. Though there are variations in the usage of this method, the emphasis of all types of PBL is on its assessment of constraint, costs, benefits, and evaluation of the final solution. Teachers using PBL need to have regular check on each group’s progress, help students clarify misconceptions and encourage them to complete the process. When the groups present their recommendations, the teacher need to summarize the established key ideas and help students integrate the new information with their prior knowledge and skills during the discussion time.
- Other ways of experiential learning include educational games, simulations, and role-playing are used to model real-life problems to engage students in active and effective learning. The focus is to make teaching and learning fun for students. What the teacher needs to do is to specify the objectives of the game or its likes and highlight features that contribute to achieving the set objectives. The effectiveness of any type of this method is dependent on the extent of the degree of instructional support or structure. This method allows students to make decisions, solve problems, and react to the results of their decisions.
- Field Experience: This is a real world first-hand information type of learning where students learn by practicing in the real job placement. That is, students are made to intern in a real-life situation of their specified area of study.
Reflecting on the experiential learning for this week, I made connection with the way most non-formal and informal education are organized in my home country (Ghana). Though, they do not have structure as the formal education does, I could see a lot of similarities between the way they go about their education and the experiential learning. In Ghana, those who learn trades like dressmaking, mechanics, hairdressing and the likes usually learn through similar methods like the CBL, and Field experience. Apprentices learn through real-life problem solution situations. For example, dressmaking apprentices learn to sew real styles with real left-over pieces of cloths or cloth-like papers. They learn to cut using patterns that depicts the real shapes of the desired styles. Mechanic apprentices learn how to fix cars and their likes using real cars or simulations or make believe cars. These apprentices learn problem solving through real-life situations. Their learning is almost 100% field experience.
As I was reflecting, I could see that I learned my cooking skills and other home management skills through similar type of experiential learning because I learned these skills through real-life situations with little guidance. My grandparents especially my mother just facilitated. The knowledge I got from the reading and my own experience show that experiential learning is the natural way and the best instructional methods to train students to achieve the goals of education. During my reflection, I was asking myself why experiential learning is rare especially in Ghanaian classrooms because we have evidence of its efficacy in the non-formal and informal educational settings. I must confess that, I have never personally given this (why we are not using experiential learning in the classroom) a thought until I read this chapter of our course text. My question is, “What is making it difficult to practice experiential learning in our classrooms especially in teacher preparation programs?” Is it global education problem?
In fact, the authors of this book have thrown a great challenge to me.
Reference
Svinicki, M., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies,
research, and theory for college and university teachers (14th ed.). Belmont,
CA: Wadsworth.\
Wales, C. E., & Stager, R. A. (1982). Teaching Decision-Making with Guided Design. Journal
of College Science Teaching, 12(1), 24.