Student Learning As a Result of Experiential Education.Pdf

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EducationStudent Learning as a Result of Experiential

By DianaMowen & adapted by the National 4-H program room environment. Too, the prepara- Amy Harder as a framework for youth development tion time for experiential experiences programming. The 4-H adaptation is greater than for traditional lecture/ breaks Kolb's four-step cycle into five, discussion lessons; similarly, the pro- placing greater emphasis on the sepa- cessing time for students is longer. This has long been accepted that it rate actions of sharing and processing results in more time being spent on less student learning is inherently related (see Figure 1). Neglecting the pro- material. Teachers also must engage to the type of instruction students re- cess of reflection as a major activity more patience with students' explora- ceive. Therefore, an important item has been a criticism of Kolb's original tions and take a facilitator role rather for consideration by any teacher is model (Smith, 2005). As agricultural than a teacher role. how his/her teaching style affects the education is closely aligned with the learner. Some instructional methods youth development mission of 4-H, sug- While these aspects of experien- are particularly focused on the learner gestions for incorporating experiential tial learning may take some effort to (i.e. learner-centered approaches), learning into the classroom are offered. get used to, the benefits are extraordi- while others focus more on the teacher. nary. Allowing students to explore new In agricultural education, the experi- ffh7y Use ExperientialLearning? experiences engages multiple senses ential learning model is a natural fit for which can help increase retention. teachers looking to incorporate a At the mention of experiential Multiple teaching methods are inte- learner-centered approach into the learning, some of the first things that grated and the focus of lessons be- classroom. come to mind are the difficulties asso- comes child-centered rather than sub- ciated with incorporating it into the ject matter centered. Students will build History of ExperientialLearning classroom. Often the experiential learn- confidence and competence during ing approach results in a less orderly their explorations and become engaged The first concepts of experien- classroom. This can cause discom- with the subject matter through activi- tial learning were developed in the early fort for teachers who may be used to ties that are both fun and educational. 201 century by the renowned educa- maintaining a more structured class- Keeping students engaged and inter- tional philosopher John Dewey. Since that time, Dewey's ideas have been molded and refined. In 1984, David Kolb proposed the Experiential Learn- March - April 2006 Issue ing Model for adult education, a four Theme: Developing Students for Careers step cycle. The four steps are: What careers should agricultural education be focused upon? How does a teacher of agriculture, at any level, prepare students for the selected careers? 1. Concrete experience, What steps are incurred in developing students for their chosen careers? How does the teacher involve the community and connect to the community in the 2. Observations and reflection, preparation of students for various agricultural careers? 3. Formation of abstract con- Theme Editor: Levon Esters cepts and generalization, and Iowa State University 217A Curtiss Hall 4. Testing implications of new Ames,IA 50011 concepts in new situations. Email: [email protected] Phone: (515)294-0897 Kolb suggests that learning is a cyclical process, which is not complete Articles Due to Theme Editor: January 15, 2006 without the learner participating in all Articles Due to Editor: February 1, 2006 four steps. Kolb's model was adopted/

6 The Agricultural EducationMagazine 1. Experience the activity; perform, do it

2. Share the results, reaofions, observa long, publicly

Ai 4- Gesneral ize IGconnect by Udiscus-sing. the expenaence to real-world -4ERMWanalyze,, examples reflect

Figure 1: 4-H adaptation of Kolb Model (Maxa, Baker, Cahill, Choski, & Dennis, 2005)

November - December 2005 7 then covering items such as vocabu- While implementing experiential lary and principles through a facilitated learning activities into the classroom process of sharing, processing, and takes effort and patience, once routines generalization. At that time, students and expectations have been estab- may apply the principles by demonstrat- lished, students will benefit from in- ing them in new situations. creased motivation, knowledge, retention, and developed life skills. If every There are many different types class taught included even one unit uti- of experiences that can serve as the lizing the experiential learning model, catalyst for this model. Teachers may teachers would see positive changes design a lab experiment or demonstra- in student engagement. The effort of tion for the students. A structured shop planning an experience and facilitating activity may serve as a concrete ex- the students' progress through the five perience. The idea is for students to steps will result in beneficial classroom be involved in something that sparks a experience for both students and teach- question in them and leads to an inter- ers. Try it. You'll like it! est in finding the answer. References Following the experience, students need an opportunity to reflect on Enfield, R. P. (2001). Connec- the event. However, it is important for ested will also decrease discipline prob- tions between 4-H and John Dewey's the students to first share their impres- lems once routines have been estab- philosophy of education. Focus.Davis, sions publicly. An open discussion in lished for engaging in the concrete ex- CA: 4-H Center for Youth Develop- the classroom will allow students to periences. ment, University of California. share their points of view and better internalize what they experienced as Applying the ExperientialLearn- Maxa, E. L., Arnold, M. E., well as picking up on things they may ing Model to AgriculturalEduca- Baker, D., Cahill, S., Choksi, K., Den- have missed through the observations tion nis, L. (2005). The power of expe- of their classmates. After discussing, riential learning. Retrieved October students should be guided into the pro- 14, 2005, from 4-H Cooperative The benefits of experiential learn- cessing/reflection phase. Students may Curriculum System Web site: http:// ing are attractive, and there are many complete a journal or prepare a report www.4hccsprojects.com/learn/ ways that teachers can incorporate about their observations. Activities them into established agricultural edu- should be introduced to help students Smith, M. K. (2001). David A. cation programs. When incorporating analyze the experience. This is the ap- Kolb on experiential learning. The en- experiential learning opportunities into propriate point for teachers to present cyclopedia of informal education. the scope and sequence of an agricul- classroom material that involves the Retrieved October 14, 2005, from tural education course, it is important concepts involved in the experience. Infed Web site: http://www.infed.org/ to keep in mind that just allowing stu- b-explm.htm dents to experience something does not After breaking down the experi- qualify. The experience must be fol- ence and analyzing its parts, students lowed up with sharing, processing, gen- can then begin to put those parts back eralization, and application. The expe- together in ways that demonstrate ap- Diana Mowen riential learning model can be applied plication to other experiences. Finally, is a Graduate Stu- to existing units of instruction with a students may work individually or in dent in the Department ofAgricul- little modification. Many units begin groups to complete application projects turalEducation at Texas A &M Uni- with basic vocabulary and introductory relating to the material covered. Stu- versity principles and end with some sort of dent presentations are a great way to culminating activity prior to an exam. allow students to demonstrate-their ap- Amy Harder is a GraduateStudent Utilizing the experiential learning model plications of knowledge stemming from in the Department of Agricultural means allowing the students to partici- the concrete experience and observe Education at Texas A&M Univer- pate in the culminating activity first, and those of their classmates. sity

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TITLE: Student Learning as a Result of Experiential Education SOURCE: Agric Educ Mag 78 no3 N/D 2005 WN: 0530504741004

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