Experiential Learning

1. Experiential Learning Jennifer Singleton

2. Definition • Experiential learning is a process through which students develop knowledge, skills, and values from direct experiences outside a traditional academic setting. • Experiential learning contains numerous elements, such as the following: • Reflecting, critically analyzing and synthesizing • Taking initiative, make decisions, and being accountable for the results • Engaging intellectually, creatively, emotionally, socially, or physically • Learning from natural consequences, mistakes, and successes Sources: http://www.ucdenver.edu/life/services/ExperientialLearning/about/Pages/WhatisExperientialLearning.aspx

3. Benefits Limitations • Increased student motivation. • Increased self-esteem. • Increased engagement in school. • Designed to help students make connections. • Promotes understanding. Sources: http://www.ccl-cca.ca/CCL/Reports/OtherReports/20091022ExperientialLearning.html http://www.bethel.edu/media/university/faculty/engaged-teaching/media/ExperientialLearning.pdf • Can sometimes have a negative impact on student academic success. • Different cultural experiences can put one at a disadvantage. • Little or no experience can put one at a disadvantage. • Cannot apply this learning style to every situation. Sources: http://www.infed.org/biblio/b-explrn.htm

4. Possibilities • Debates • Role playing • Internships • Research • Study Abroad • Decision Making Exercises • Simulation Games • Critique/Evaluation • Tutoring Sources http://sbaweb.wayne.edu/~absel/bkl/Bg/BGe1.pdf

5. Debates • Builds public speaking skills. • Improves analytical skills, which is important in mathematics. • Builds research skills. • Debates require careful listening and note taking, so they improve these skills for students as well.

6. Debates • Teachers could have debates in a math class to help review for a test or to even introduce a new topic. • When picking a math debate topic, there are some guidelines that will be helpful to follow: • Focus on a math CONCEPT • Make sure topic is accessible to all students • Make sure topic can be debated • For more information: http://bestpracticesweekly.com/?page_id=327

7. Simulation Games • Simulation games allow students to get “real-world” experience and make mistakes without having to suffer “real world” consequences. • Simulation games are also complex enough to cater to the different learning styles. • Simulation games help students to use their metacognition skills, which can help improve strategic thinking, analytical skills, and visual attention. Sources:http://www.decisionwaresim.com/home_benefits.php

8. Simulation Games • Teachers could implement simulation games into their lessons, which would most likely increase student involvement. • There are multiple math simulation games available for free on the web. The following links are for a variety of ages: • http://www.barcodesinc.com/articles/mobile-math-list.htm • http://www.math-play.com/Algebra-Math-Games.html • http://www.cut-the-knot.com/games.shtml

9. Evaluation • Evaluation can serve as a basis to a class discussion. • Evaluation promotes problem solving skills. • When a student uses evaluation, they are building their metacognition skills. • Not only does evaluation involve metacognition, but it also involves analysis. • It can improve critical thinking skills.

10. Evaluation • There are many types of evaluation and many ways a teacher can input evaluating skills in their classroom • Evaluation can be as simple as giving a student a problem, such as: 3x + 2 = 11 and ask them to evaluate the expression. • To promote more complex evaluating skills, teachers should help improve students critical thinking skills. • A teacher could probe students with questions to improve these skills. (There are some good examples in the link.) Sources:http://www.teachscienceandmath.com/2011/09/14/how-to-encourage-critical-thinking-in-science-and-math/