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Experiential learning

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Experiential learning

This approach involves engaging learners in an authentic, rst hand experience thatallows them to make discoveries and experiment, construct meaning and developunderstanding. It is sometimes re erred to more loosely as learning by doing oractive learning.

Experiential learning is based on a constructivist theory o learning. The learner developsa model o how the world works by relating new knowledge to existing knowledge.The theory explains how mistakes lead to learning. Mistakes arise when we encountera new experience that does not ft with previous experience. This makes us check andrefne our understanding. The result is deep learning, rather than the shallow learningthat results when we learn by rote.

Experiential learning leads to a ective ( eeling), as well as cognitive (thinking) learning.It can be a power ul approach or developing empathy and changing attitudes.

Go to the Quick start guide at http://excellence.qia.org.uk/teachingandlearning or morein ormation and or practical ideas to get going.

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Multi-sensory learning

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Multi-sensory learning

All learning environments are, to varying extents, multi-sensory. Seeing, listening,touching things and moving are a natural part o learning. So do we need to ocuson making learning multi-sensory? Educators have advocated multi-sensoryteaching techniques since the earliest teaching guides were written. By designinglearning so that learners use more than one o their senses, we make it richerand more motivating. The learner is more likely to remember a ter a multi-sensoryexperience.

Teachers working with dyslexic learners have ound multi-sensory approachesparticularly help ul.

We stray into a minefeld i we try to classi y learners into fxed visual, auditoryor kinaesthetic stereotypes. Although we may have a dominant modality, mostargue that we beneft rom developing all o our senses to the ull.


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Co-operative learning is a structured orm o group learning. It is particularly use ulas a ramework or team project work. It ensures individual learners understandthat their contribution is vital to the team.

A ully developed co-operative learning approach contains these fve elements:

positive interdependence we sink or swim together

individual and group accountability face-to-face interaction or its electronic equivalent explicit learning of interpersonal and team work skills group processing to evaluate team functioning and agree

which behaviours to change.

The use o co-operative learning has been extensively studied. It has been ound

to improve in ormation acquisition, higher-level thinking skills, interpersonal andcommunication skills.

It can also encourage active citizenship and promote equality and diversity, or instance,by breaking down barriers between learners.


Co-operative learning

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Di erentiation

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There is no single de nition o di erentiation, but all de nitions are underpinnedby a view o learners as individuals. Some approaches concentrate on planning

sessions so that individual learners needs are accommodated. Others seedi erentiation as a philosophy guiding the whole o the learning journey, includingguidance and support.

Active learning approaches, especially experiential and co-operative learning, provideexcellent opportunities or di erentiation. Indeed, one could argue that all learner-centredstrategies, by defnition, acilitate di erentiation.

Many models also make re erence to accommodating the learning styles o learners.This is subject to controversy, because current research throws into doubt many o theinstruments used to identify learning styles. It could also be argued that the expertlearner is one who adopts a learning style that suits the task at hand.


Di erentiation

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Embedding literacy, language and numeracy

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Embedding literacy, language and numeracy

The Skills or Li e Strategy Unit provides the ollowing de nition:Embedded teaching and learning combines the development o literacy, languageand numeracy with vocational and other skills. The skills acquired provide learnerswith the con dence, competence and motivation necessary or them to succeed inquali cations, in li e and in work. D ES, 2003.

Recent research ound that embedded programmes led to a 16 per cent improvementin retention and achievement o vocational qualifcations.

Current initiatives recognise the importance o a whole organisation approach toembedding literacy, language and numeracy (LLN), so that teachers, tutors and trainers

are supported by a ramework o values, policies and resources that enable them toembed these skills.

Vocationally relevant resources that embed LLN are increasingly available, and vocationalspecialists o ten collaborate and team teach with LLN specialists.


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Assessment or learning

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Assessment or learning is built into all success ul learning activities. It involveschecking learning and generating eedback that in orms subsequent learning.

Constructive feedback has a profound in uence on learners motivation and self-esteem,and helps learners understand how to learn more e ectively.

At its most basic level, assessment or learning gives learners eedback on theirerrors and provides opportunities or them to improve their work. This in itsel hasa signifcant e ect.

Assessment or learning becomes even richer when the learner and the teacher, tutor ortrainer are involved in a learning conversation that enables the learner to identi y whereand how to ocus their e orts, while it helps the teacher, tutor or trainer to review thee ectiveness o the learning.


Assessment or learning

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Learning conversations

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This approach is based on a belie that the learner should be in the driving seat.It provides a model or working in situations such as reviews, where it helpslearners to refect on their progress and decide what to do next. It can also providea ramework or dialogue between teacher and learner during the learning itsel .

The purpose o the learning conversation is to: challenge and motivate learners keep the learner at the centre and work with their needs and priorities

engage the learner in setting and reviewing targets enable the individual to become an expert learner encourage the learner to re ect and to transfer skills.

Motivational dialogue is a particular orm o the learning conversation, aimed at acilitatingchange with learners who ace major barriers.

The approach demands: active listening > skilled, open questioning > positive body language.

Teachers, tutors and trainers need: empathy > objectivity > non-judgemental attitudes.


Learning conversations

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Relating theory and practice

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Relating theory and practice

There are two main ways to relate theory and practice. Both methods requirelearners to refect on their learning experience to be success ul.

Practice to theory: In active learning, learners orm concepts through inductivereasoning. A real-li e problem leads them into in-depth exploration, experimentation

and act-fnding. They try to make sense out o their fndings and construct a concept.They then test their understanding o the concept or theory to check they are using itcorrectly and that it still makes sense in new situations. These are high-level cognitivetasks that lead to deep understanding o the underpinning concepts.

Theory to practice: In a traditional, deductive approach to learning, the teacher defnesand explains a theory, illustrating it with examples. They then ask learners to apply the

theory in practical situations. This deductive approach moves rom abstract knowledgeto concrete examples. It has a particular application in a subject that requires someknowledge o the theory in order to solve problems.

Many teachers, tutors and trainers use a mixture o the two approaches.


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Using e-learning and technology

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Technology o ers learners exciting, innovative tools or active learning. These toolscan be used in the same way as they are used outside education: to research, tocommunicate, to collaborate and to create.

The use o the internet, in particular, has the potential to allow the learner to take thedriving seat, searching out in ormation and fnding their own tools to acilitate learning.

Mobile technologies open up opportunities or learning outside the classroom.

Some educators make the case or harnessing the techniques o computer gamingto engage and motivate learners. Others are concerned about overloading learners

or encouraging them to spend too much time individually in ront o a screen.More traditional orms o e-learning, in which learners complete electronic worksheets,or where an interactive whiteboard offers just another form of chalk and talk, are increasingly seen as outmoded.


Using e-learning and technology

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Modelling

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Modelling places the learner in a situation where they are exposed to both subjectcontent and underpinning thinking, working under the guidance o an expert.

The role o the expert is to: walk learners through the processes that our minds automatically go through

as experts, modelling the process and making thinking explicit diagnose accurately the current skill level and task dif culty for learners, breaking

down the task into intermediate steps and allowing the learner to becomeincreasingly independent

introduce learners to rules of thumb used by experts in the profession stimulate re ection on the process that the learner has experienced.

Teachers, tutors and trainers are also involved in modelling behaviours that they wantlearners to adopt, or instance, through their own use o language and ways o relatingto others.


Modelling

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