We are fortunate to have the freedom and ability to create authentic learning experiences for our students which include the application of rigorous content and 21st century skills. We know that content mastery is no longer enough to remain literate in our ever changing world. The skills needed to succeed are to be practiced, cultivated and then refined. Experiential Learning gives our students hands on opportunities to practice and implement curricular concepts articulated locally and globally, both on-campus and off-campus. With the interdisciplinary nature of the real world, students synthesize information from a variety of subjects. Our students apply what they are learning in order to gain a deeper understanding of the world around them. They implement the content and skills they are learning by seizing opportunities to positively change and impact our world. ~ Mary Wenstrom, Educational Leader & Social Entrepreneur
Definition of Experiential Learning
Experiential Learning (EL) is a format in which students learn through essential questions, enduring understandings, and experiences. It is rigorous, relevant, relational and authentic to the classroom. EL is purposefully designed and integrated into a school's curriculum to allow for students to make meaning, to develop deep understandings, to innovate and to positively transform ways of thinking, acting and knowing.
The main parameters for Experiential Learning are:
Learning opportunities are characterized by student planning, initiating and application from the understanding of an essential question.
Student assessment and outcomes will be in the form of reflections, showcasing, exhibiting, demonstrating a new skill or the creation of a product will precede the final reflection.
High relevance to students; students are immersed and encouraged to build rich understandings
Student production is authentic and provides opportunities for development of unique talents
Experiential Learning provides rich social-emotional connections, perspective, and empathy
Basic process for Experiential Learning
Essential Question, Problem, and/or Inquiry
Planning and Exploring
Testing and Creating
Reflecting
Repeat 1-4 cycle through multiple drafts of practice, cultivation and refinement
Final product, presentation and/or reflection on learning
How to Design and Implement Experiential Learning (Created by Barbara Jacoby, Faculty Associate for Leadership and Community Service-Learning at the University of Maryland)
Identify Learning Outcomes
Create a safe environment
Select an activity that pushes students to their learning edge
Introduce students to the concept and practice; cover basic material
Engage students; provide guidance and support
Discuss the process and result
Provide structure for critical reflection
Obtain feedback throughout the process
Assess learning
Should Haves:
•Learning by Doing •Relevance to Students •Authentic Production •Social-Emotional Connection •Discovery •Immersive •Perspective/Empathy •Connected for Continuity •Utilizes Multiple Attributes •Understandings-Based •Transformative •Beyond the Cognitive •Power of Interdependency •Complex
Our Vision:
We aspire to equip students in becoming lifelong learners. We will embrace change, inspire innovation, and foster a balance between individual achievement and a caring community. We will actively promote global understanding and respect within and between all cultures. We are committed to creating and sustaining the conditions that enable all students to use their education as a force for good in our world.
