The Power of Experiential Learning: Transferring Learning Beyond Classroom Walls

Purpose & objective

Creating effective Experiential Learning design requires some infrastructure in place a the school, such as legal approval for off-site learning, flexibility in school schedule, and autonomy in creating custom learning design and assessment to align to standards or content goals in a creative way.

Our school uses Surfaces with digital ink that are mobile and support learning in flexible environments and settings. The benefit is a setting to support practice navigating ambiguity and living responsibly in community settings.

Criteria, outlines and templates are included with exemplars in the Wakelet Collections.

Outline

I will set the context for the purpose of Experiential Learning, how we define it, and how it can tie into interdisciplinary learning while supporting social and emotional learning and life-skills.
10 minutes.

5 minutes
I will provide several examples of interdisciplinary content as part of experiential learning and then turn the discussion to student presenters who will spend the next 35 minutes sharing the process of co-designing criteria and peer-and self-assessment forms, what it looks like to engage with technology and the Experiential learning outside the classroom, and the skills they developed through the process.

I will end with links to Self-Determination Theory and how establishing relatedness, autonomy and competence can facilitate intrinsic motivation to persist even when challenges appear to be obstacles. This method has supported long-lasting curiosity that extends beyond the classroom and supports interest development.

Supporting research

https://experientiallearninginstitute.org/resources/what-is-experiential-learning/

https://wakelet.com/wake/-XzlZe9Lx97vmr30DxKrr