Experiential Education

Experiential education in its simplest, most direct terms is learning through a direct experience rather than being informed by teachers or facilitators (Waite & Waite, 2011).  Experiential learning however includes informal learning which is learning through reflection on everyday experiences (Neill, 2004).

An environmental education facilitator’s role is to organise and facilitate direct experiences under the assumption this will lead to meaningful and long lasting learning (Allison, 2003). To maximise the opportunity of independent learning it is there duty to establish a trusting and supportive relationship with the pupils to ease anxiety. Martin (2002) states that it is vital that pupils feel safe and secure to initiate learning and development.

Dewey and Kolbs model highlight the importance of reflection within experiential learning. In my experience within a P.E department reflection/ evaluation is a process that is often missed at the end of a lesson usually due to lack of time. I personally believe that reviewing is a critical component of every lesson as it makes pupils aware of what they have learnt or the point of an activity. During a review it is important that the teacher/ facilitator asks specific questions from the lesson to get specific answers from the pupils. 

Although Kolb and Fry’s (1975) model is frequently used there is limited research to show its effectiveness. I personally appreciate the simplicity of this three stage model by Neill (2004) (Fig 1), it both easy to follow and easy explain to groups.  It is a consistent model as pupils will usually throw themselves straight into an activity with little thought this model remonstrates that they would then review the situation plan how to complete the activity efficiently and do it again.

                      Figure 1: Do, Review, Plan- A three stage experimental education                                             model Neill, 2004

 In my experience I have seen teachers run great lessons inside where they are able to take a step back and allow the pupils to learn experientially. However as soon as the environment has changed and they (the teacher) do not feel as comfortable doing the lesson in that as there are more risks and uncertainties this is when I have seen teachers struggle to take a step back and allow the pupils to try and complete the task. In this situation it is crucial to offer support, as and when they need it, and ask questions appropriate to the activity to help maintain concentration.

 Reference 

      -Allison, P. (2003). Key principles: Trust, risk and learning. In S. Wurdinger & J. Steffan (Eds.). --Developing challenge course programs for schools (pp. 17–29). Iowa: Kendall Hunt.

·        -Kolb, D. and Fry, R. (1975) Toward an Applied Theory of Experiential Learning. In Cooper, C. (1975) Theory of Group Processes. New York. John Wiley and sons.

·       -  Martin, S. H. (2002). The classroom environment and its effects on the practice of teachers. Journal of Environmental Psychology, 22(1), 139-156.

·       - Neill, J. (2004) Experiential Learning Cycles: Overview of 9 Experiential Learning Cycle 
    Models, available from http://wilderdom.com/experiential/elc/experientialLearningCycle.
htm [accessed 8th April 2014].

·         -Waite, S., & Waite, S. (Eds.). (2011). Children learning outside the classroom: From birth to eleven. Sage Publications.

Further Readings

     - Gass, M. A. (1993). Adventure therapy. Kendall/Hunt Publishing Company

     - Itin, C. (1999). Reasserting the philosophy of experiential education as a vehicle for change in the 21st century. Journal of Experiential Education, 22(2), 91-98.

      -Joplin, L. (1981). On defining experiential education. Journal of Experiential Education, 4(1), 17-20.