Experiential Learning Presentation -- An informative Powerpoint-based slide presentation about experiential learning, aimed at educators and volunteers. It provides a visual, whole-part relationship to each of the five cycles within the Experiential Learning Model.
Learning by Doing the 4-H Way -- The experiential learning model contains five steps but can be summarized into three main processes: Do, Reflect, and Apply.
Learning Best Through Experience -- "...all principles, by themselves are abstract. They become concrete only in the consequences which result from their application" (Dewey, 1938).
The Foxfire Approach -- As Foxfire grew and gained national recognition, beleaguered teachers all across the country looked at The Foxfire Magazine, and saw an opportunity to change things. They started producing their own magazines in an attempt to “do Foxfire.” Most of these teachers met with partial or little success because they had missed the very heart of why Foxfire succeeded—student choice.
The Gailer School -- Inquiry is a unique and powerful part of the Gailer curriculum. Each week, students direct a portion of their education by pursuing an independent project of their choice with a mentor they have identified. Past projects include apprenticeships to a clock maker or blacksmith; stone carving; canoe, rocket and cabin building; animation; town planning; and individual music or language instruction.
Improving Evaluation in Experiential Education. ERIC Digest -- "Although experiential education is really the oldest approach to learning, its practitioners have not had an easy time justifying its relevance in the educational world of the twentieth century. Experiential educators promote learning through participation, reflection, and application to situations of consequence (Hunt, 1990, pp. 119-128).
Active Learning. ERIC Digest No. 17 -- Learning by "doing" is a theme that many educators have stressed since John Dewey's convincing argument that children must be engaged in an active quest for learning and new ideas.
Teaching Science through Inquiry. ERIC/CSMEE Digest -- the U.S. Department of Education and the National Science Foundation (1992) together endorsed mathematics and science curricula that "promote active learning, inquiry, problem solving, cooperative learning, and other instructional methods that motivate students."
Acquiring Self-Knowledge for Career Development. ERIC Digest No. 175 -- Do people ever know enough about themselves to determine the direction of their career journey? Various strategies have been developed to provide guidance toward this end; however, as the realities of work change due to such factors as global competition and new technologies, it is necessary to develop new awareness of self in relation to work.
Thinking in Outdoor Inquiry. ERIC Digest -- This digest contrasts the traditional view of learning characteristic of classroom instruction with the emerging "constructivist" view. This emerging view concerns how and why students learn, and it has a great deal to do with the instructional advantages of outdoor education.
Experiential Learning of Mathematics: Using Manipulatives. ERIC Digest -- One practical route for bringing experience to bear on students' mathematical understanding, however, is the use of manipulatives. Teachers in the primary grades have generally accepted the importance of manipulatives. Moreover, recent studies of students' learning of mathematical concepts and processes have created new interest in the use of manipulatives across all grades.
David A. Kolb on Experiential Learning -- "Experiential learning" can be described as a process by which the experience of the learner is reflected upon and from this emerge new insights or learning.
Experiential Learning -- Experiential Learning refers to a broad spectrum of educational experiences, such as study abroad programs, community service, fieldwork, sensitivity training groups, workshops, internships, cooperative education involving work in business or industry, and undergraduate participation in faculty research.
The Learn-By-Doing Approach to
Life Skill Development -- The learn-bydoing
approach allows youth to experience something
with very little guidance from an adult. Instead of being
told “the answers,” they are presented with a problem,
situation, or activity which they must make sense of for
School-to-Work Transition -- But how can we hope to boost learning without a key that unlocks motivation -- through interaction with caring and competent adults, responsibilities that are real and are rewarded, mastery of different kinds of skills, opportunities for leadership, and demonstration of competencies not valued in traditional classrooms?
Service Learning -- Service Learning has been demonstrated to be an effective way to engage students in their own learning, increase the depth and meaning of academic earning, provide needed services to the community, and to promote caring and understanding among diverse people.