{"id":383,"date":"2016-10-21T12:27:05","date_gmt":"2016-10-21T12:27:05","guid":{"rendered":"https:\/\/cohort21.com\/garthnichols\/?p=383"},"modified":"2016-10-21T14:05:31","modified_gmt":"2016-10-21T14:05:31","slug":"experiential-learning-thinking-inside-the-school-box","status":"publish","type":"post","link":"https:\/\/cohort21.com\/garthnichols\/action-plan\/experiential-learning-thinking-inside-the-school-box\/","title":{"rendered":"Experiential Learning – thinking inside the school box"},"content":{"rendered":"


\n<\/a>I have never been closer to the excitement, energy and enthusiasm that comes with students embarking on experiential learning opportunities. These opportunities can take on many forms, and look very different from to the next;\u00a0but they all share the\u00a0ability to channel into the very being of the students \u2013 whether that is through pursuing a passion, being pushed to a new level of\u00a0\u2018out of the comfort zone\u2019, or becoming part of a larger movement \u2013 it can also involve students experiencing what it means to make an impact, and to be impacted by others.<\/p>\n

Experiential learning can look like, or call to mind\u00a0big trips to faraway destinations, or exciting learning projects in communities closer to home or abroad. However, these assumptions can limit opportunities and gateways to\u00a0building experiential learning opportunities within the regular conception of education. Here is what I mean.<\/p>\n

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\"Teach_Learn\"<\/a><\/p>\n

1) \u00a0These assumptions may limit\u00a0the meaning of experiential\u00a0opportunities\u00a0existing only outside of the normalized school structure.<\/strong><\/em> This means that it is an add-on; however, it could and should be considered anything but. From a recent Forbes article entitled \u201cExperiential Learning Focuses on the UN Sustainable Development Goals<\/a>\u201c, the author writes about a program out of Rutgers University:<\/p>\n

The programs are all accredited, tied to courses in different universities and led by professors and professionals, and are held year-round.<\/p><\/blockquote>\n

Let\u2019s start to reimagine experiential learning as an integral part of the academic experience of our students. How might we make excursions part of the course, or even the course itself?<\/p>\n

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2) \u00a0These assumptions can narrow the focus of learning by doing into the non-curricular pieces of character, citizenship and \u2018learning-service\u2019. \u00a0<\/strong><\/em>There is a robust body of research that learning by doing is integral to the successful learning and engagement of students in the learning process. In an article entitled \u2018The 70:20:10 Model for Learning<\/a>\u2018 theauthor reinforces this structure as an excellent model for deep learning and understanding:<\/p>\n

It holds that individuals obtain 70 percent of their knowledge from job-related experiences, 20 percent from interactions with others, and 10 percent from formal educational events<\/p><\/blockquote>\n

How might we, in formal education scenarios, support the real-world application of our disciplines into the learning experiences of our students. Project Based Learning and Design Thinking are two powerful strategies that can be used to approach this challenge. As well, connecting our students to others around the world is a powerful way to experience the lives (challenges, hopes and aspirations) of others.<\/p>\n

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3) These assumptions can risk \u2018othering\u2019 the people and cultures, countries and communities that are the destinations. <\/strong><\/em>Experiential Learning is also be about reflecting upon the experiences of others. What I mean by that is this: how can a student learn about poverty is any context if they don\u2019t know what it means to experience it. In a recent Atlantic article entitled \u201cCan Morality Be Taught?<\/a>\u201d the author writes:<\/p>\n

I believe that the problem is not what is taught in schools, but how it is taught. It is not enough to simply offer curriculum about the ills of racism, homophobia, or bullying, and then expect lasting results from students who are entrenched in cultural beliefs that are reinforced by society. How can it be a surprise that a number of Americans lean toward authoritarian<\/a> ideals when, according to Marzano Learning Sciences Center, an educational consulting and research group located in West Palm Beach, Florida, 58 percent of class time<\/a> in K-12 schools is used for lecture with the teacher delivering content? Or that a number of Americans choose to ignore facts and reason<\/a> when only 6 percent of class time is used for cognitively complex tasks? In a 2012 Center for American Progressstudent survey<\/a>, one third of American 12th-graders said they engaged in class discussions only two times a month or less, suggesting that the majority of 17- and 18-year-old American public-school students (young adults coming upon voting age) rarely spend time engaging in dialogue during the school day. The current state of American politics is not surprising when the country\u2019s youngest citizens are given few opportunities to engage in critical thinking and discussion. In order to counteract these trends, it is essential for educators to provide exploratory opportunities for students to not only think about the experiences of other people, but to also challenge their own inherent belief systems through experiential learning.<\/p><\/blockquote>\n

This is a powerful statement regarding everyday pedagogy and what we are asking of our students. How might we get our students to engage with the voices of others, without \u2018othering\u2019 them. How might we build an understanding and connection with other communities without assumption of privilege? These are important questions to ask and to explore.<\/p>\n

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So how might experiential learning look different in the everyday experiences of our students?<\/strong><\/em> It starts by reimagining what experiential learning can be in smaller, niche environments. Here are two examples from Havergal College:<\/p>\n

\"img_20161019_124514\"<\/a>Our students attended a conference called 6 Degrees \u2013 I\u2019ve written about it HERE<\/a>. It was a powerful experience that was out of class, but during class time. In order for our students to flip the idea of \u2018missing class\u2019, we created a venue where our students invited their teachers to lunch, and they shared their learning. There was an opportunity presented to the teachers, by the students, to integrate their bigquestions, their reflections into the curriculum and assessment of their classes. Let\u2019s see where this conversation goes!<\/p>\n

Secondly, two students who share a passion for the written word, and are interested in or taking Sr. Law, were paired with two alum from the school who are lawyers. \u00a0They then attended a breakfast put on by the Legal Education and Action Fund, in support of \u201cPerson\u2019s Day\u201d. At this breakfast, Margaret Atwood was speaking. Here is one reflection from the Alum:<\/p>\n

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I think there is benefit to the students getting out into the real world and seeing careers in action.<\/span><\/p>\n<\/blockquote>\n

And from our student:<\/p>\n

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\"img_20161019_131131_01\"<\/a>I was surprised to hear that the two old girls did not know a lot of the things Atwood said.\u00a0 They said they were surprised on the things that were happening to women in Canada and around the world because they worked mainly in advertising\/law(I\u2019m pretty sure) and not in human rights\/law\u2026<\/span><\/p>\n<\/blockquote>\n

And:<\/span><\/p>\n

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Having opportunities outside for girls is super important. It\u2019s one thing to sit in a classroom and watch something, but it\u2019s a whole other thing to experience it first hand. It\u2019s also becomes a memory that you will treasure.<\/span><\/p>\n<\/blockquote>\n

Let\u2019s move forward with a new understanding that experiential learning is an everyday pedagogy. It is an approach to make real the connections between the learning and the learner.<\/p>\n","protected":false},"excerpt":{"rendered":"

I have never been closer to the excitement, energy and enthusiasm that comes with students embarking on experiential learning opportunities. These opportunities can take on many forms, and look very different from to the next;\u00a0but they all share the\u00a0ability to channel into the very being of the students \u2013 whether that is through pursuing a…
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