What is Experiential Learning and Why Does 4-H Use It? Department of 4-H Youth Development and Family & Consumer Sciences.

What is Experiential Learning and Why Does 4-H Use It?

Department of 4-H Youth Development and Family & Consumer Sciences

4-H Curriculum HistoryCorn Clubs for BoysTomato Clubs for GirlsDemonstration ProjectsResearch based contentSubject matterHands on learning

4-H Curriculum PresentExperiential Learning ModelJuried processLearner focusedExperienceBalance between life skills & subject

matter in curriculumMany different delivery strategies

When does experiential learning take place?

“Experiential learning takes place

when a person involved in an activity

looks back and evaluates it,

determines what was useful or important to remember,

and uses this information to perform another activity.”

John Dewey

Adapted from Kathleen Jamison, Virginia 4-H Specialist, Curriculum & Learning

The 4-H program promotes the Experiential Model of Learning as the primary format for educating Youth.

Several key processing steps take Youth beyond “simply doing”

the activity or participating in the experience.

Do

ReflectApply

Experiential Learning Model

1EXPERIENCE

the activity;perform, do it

2SHAREthe results,

reactions, and observations

publicly

3PROCESSby discussing, looking at the experience;

analyze, reflect

4GENERALIZE

to connect theexperience to

real worldexamples

5APPLY

what was learnedto a similar or

different situation;practice

Adapted from Kathleen Jamison, Virginia 4-H Specialist, Curriculum & Learning

Key Phrases for leader:• “Sit on your Hands,” • observe• facilitate to the “bigger picture.”

Experiencing: Key Concept - Planning for discovery

Key Objectives are discovery oriented:• to explore • to examine• to construct• to arrange

Action Step: Attention on the Learner

Do

ReflectApply

1EXPERIENCE

the activity;perform, do it

Sharing: Key concept - Responding Key question - “What happened?”

• use open-ended questioning to stimulate thinking and feeling

• encourage “pair-share” and large group share

• allow adequate process time to include sharing

Leader’s role:

Processing: Key concept - Analyzing PatternsKey question - “What’s important?”

Personal and Group Reflection Steps

Do

ReflectApply

2SHAREthe results,

reactions, and observations

publicly

3PROCESSby discussing, locking at the experience;

analyze, reflect

Generalizing: Key concept - inferenceKey question - “So what?”

Leader’s role: to guide youth in making connections between personal inner meaning of the activity and the broader world.

Applying: Key concept - applicationKey question - “Now what?”

Leader’s role: to facilitate youth finding ways to use what they have learned in new situations.

Connection and Application Step

Do

ReflectApply

4GENERALIZE

to connect theexperience to

real worldexamples

5APPLY

what was learnedto a similar or

different situation;practice

Questions Within Questions: Open-ended Spirals

What did you do?

What was most difficult? Easiest?

What did you notice?

Sharethe results,

reactions, and observations

Publicly“What happened”

How did you feel?

What are some important things you learned about______?

What problems or issues seemed to occur over and over?Why did that happen?

What if you had_______?

If you could do it again, what would you do differently?

Questions Within Questions: Open-ended Spirals

Processby discussing,

analyzing, reflecting“What’s important”

Generalizeto connect theexperience to

real worldExamples

“So What”

What did you learn about yourself through this activity?

How do the major themes or ideas relate to other things you do in your life? (Identify life skills)

What did you learn about (life skill) while you were doing this activity?

Questions Within Questions: Open-ended Spirals

Applywhat was learned

to a similar ordifferent situation;

Practice“Now What”

What will you do next time you run into a similar situation?

How can you use what you have learned in a similar situation?

What will you do differently next time?

Questions Within Questions: Open-ended Spirals

The Experiential Learning ModelThreads Through…

In a short series of activities

Many skills in one activity

Or

Skills include:

• Life Skills

• Project / Content Skills

• Science Process Skills

• Applied Skills

• Workforce/Leadership Skills

• Service Learning Skills

Why Experience-Based Learning?Consider that we remember:

20% of what we read 20 % of what we hear 30% of what we see 50% of what we see and hear 70% of what we see, hear, and discuss; and 90% of what we see, hear, discuss, and practice.

Rutgers Cooperative Research & Extension, November 2001

What is the preferred learning methods of N.C. Cooperative Extension Clientele?

August 1994 Journal of Extension reports:

Learning Method n % Doing 54 70.1 Seeing 14 18.2 Discussing 5 6.5 Hearing 3 3.9 Touching Feeling 1 1.3 Tasting 0 0.0 Smelling 0 0.0 Total 77 100.0

Journal of Extension, August 1994, Volume 32 Number 2

Remember to…

Focus on Learning and Leading Experientially when working with 4-H Youth

We’re co-learners in a youth-generated, adult facilitated service for our future.

Thank you for your commitment to North Carolina 4-H!

Any questions?