Experiential learning

Learning is a process that constantly takes place throughout a person’s life, and is not confined to any situation or environment. It can be defined as a measurable, and relatively permanent change in one’s behaviour through experience, observation, instruction or study. When setting out the Declaration of Learning, Honey asserted that learning is ‘the central issue of the 21st Century’ (1998:28-29). Behaviourial Learning Theory Behaviourism is a theory that states that all learning stems from…

Humanism About humanism Humanism as an approach to manage direction and learning perspective was being delivered since the 1960s as a separation to cognitivism and behaviorism and the perspective of a person as a question in consistent demand. Humanism starts from the confidence in trademark human goodness and contrasts Sigmund Freud's and natural systems, which ensure human direct and recognition are controlled by association and before events. Most basic humanist makers that shaped this…

real-world situations they may experience on the job. It is well recognized that although faculty continue to rely on lecture as the primary method for presenting clinical information to nursing students (Brannan, White & Bezanson, 2008), experiential learning enhances student assimilation, synthesis (Dewey, 1963; Kolb, 1984), and the application of clinical concepts…

instructional practices to improve student learning and academic performance. Highly innovative and resourceful education professional who quickly identifies and resolves challenging classroom situations. Skills Kind and empathetic educator DIBELS knowledge Strong written and verbal communicator California Teaching Certificate with Elementary Education endorsement Positive and encouraging Creative lesson planning Instructional best practices Experiential learning Self-motivated Fast learner…

The concept of purposefulness and the need for the adult learner to connect learning with concrete experience are discussed. Merriam, S. B., & Caffarella, R. S. (2001). Adult learning theories, principles and applications. San Francisco, CA: Wiley & Sons. This is a textbook used for the training of instructors of adult students. Several excellent and pertinent chapters are devoted…

People learn differently when they are learning to perform than when they are learning to understand what is being communicated to them. Reflection enables an individual to correct distortions in beliefs and errors in problem-solving. It involves a critique of the presuppositions on which one’s beliefs have been built. Critical reflection addresses the question of the justification for the very premises on which problems are posed or defined in the first place. To question the validity of a…

This concept of experiential learning pushes the idea that education is what makes experiences meaningful which can be effectively used in the high school education. Dewey defines education as “that reconstruction or reorganization of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience” (Dewey). Despite the attention Dewey calls to experience, the education practiced in high school denies our roots of learning by…

In this case, teacher has maintained pupils’ involvement in learning through effective and efficient approaches such as engaging lessons. As Jones’ Model of Positive Classroom Discipline emphasized on the teaching of ‘See, Say and Do’, teacher will focus on pupils’ correct performance rather than remembering what…

Last year, for the first time my high school created a ninety-minute class at the end of the day. This change completely transformed my academic experience for the better. This is because the longer block allowed me to learn in a more experiential and hands on way. It was suddenly possible to visit a museum, have more in depth conversations, and learn from my peers. I believe that I thrive in this type of environment, where the focus is on depth rather than memorization, because I love not just…

In general, I did not feel that facilitating the group was as daunting as I was thinking it would be. Before the experiential portion of class, I was very nervous about how well I would manage as a group facilitator. I was afraid that I wouldn’t function properly and end up invalidating someone’s feelings, or making them feel embarrassed, and even embarrassing myself. However, when the activity started, I became less and less fearful of the process. I think that having a co-facilitator at…