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Mark Schleier & Oran Allen March 15, 2013 Experiential Learning in Traditional Schools Experiential learning in traditional school systems may be exactly what teachers need to improve student learning. The topics discussed are what experiential education is; different methods in which it is applied to student learning; how it can improve student learning, and why it is not being implemented into schools despites its benefits. Experiential learning may be used in different ways, but the end result is that students have experiences to reinforce their learning (Bosma et al. 2010; Green & Ballard, 2011; Judge et al. 2011; McKenzie, 2013; D. Johnson & F. Johnson, 2009). Both McKenzie (2013) & Mierke (2013) suggest that experiential learning is the oldest and most effective form of learning and that it is suppressed in todays age. McKenzie (2013) then states that the famous philosopher Confucius once said Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand (p. 24). Many studies agree that learning and experience are equivalents (Green & Ballard, 2011; McKenzie, 2013; D. Johnson & F. Johnson, 2009), and that learning by doing and by trial and error (Gregg, 2013, p. 72; Mierke, 2013, p. 62) is more meaningful. An important aspect of experiential learning that was addressed by Ing, LaCombe, Huang, Marinez-Lopez, &Haberers (2012) article on reflection, is how reflection is used in the meaning-making process of learning; this moves a learner from one experience into the next with deeper understanding of its relationships and connections to other experiences and ideas (p. 53). Both Bosma et al. 2010 and Judge et al.s (2011) articles on various forms of learning explain that service learning, field trips, role play activities and collaborative work are among the many different ways educators can enrich student learning and experience.

Dewey believed teachers must find ways to incorporate students into their own learning as it is the students knowledge and experience that is connecting to other subject matter (Nabhan & Trimble, 1994; Behrendt & Behrendt, 2012; McKenzie, 2013; Riordan and Klein, 2010). For example, students are being taught about global topics, such as rain forests, glaciers, and polar ice caps, young students cannot comprehend these concepts without understanding or connecting to local forests and wildlife (Behrendt & Behrendt, 2012, p. 413). However, once a child attaches a name to an organism he or she has personally seen, suddenly that animal exists and has needs, (Behrendt & Behrendt, 2012, p. 413). Many students struggle in traditional school systems due to their lack in cognitive connection between the subjects and topics being discussed by educators. K-12 students, as well as college graduates, state that most of their learning took place when they were involved in longstanding service programs where learning by doing was the central theme (Mierke, 2013). In early years of school children are learning through doing in almost all of their subjects. This process allows them to grasp the concepts they were learning much better. As children get older and the subjects become more complex these same concepts still need to be applied in order to have the same productive learning occur (Porterfield, 2013). Judge et al.s (2011) discussion on experiential learning explains that a students field experience is the most important part of their academic training. Through this type of experience, theory and practice are fused by bestowing students with knowledge, critical thinking skills, and expertise (p. 32). Field experiences may take place in a wide range of settings; when these experiences are formed in nature it gives the student a feeling of ownership and creates a great need for the learning (Riordan and Klein, 2010). We need more experiential learning in order to restore a balance to school learning that, perhaps of sad necessity, has become more syllabus-driven and more test-focused. (McKenzie, 2013).

Experiential learning has tremendous research suggesting its ability to enhance student learning, so why are k-12 school systems failing to access it? Stefl-Mabry, Powers, and Doll (2005) state that the task of teaching continues to fall to a single individual who stands alone before a group of students and works in isolation (p. 131) and that little change has occurred concerning this. Despite the lack of change in addressing this issue, Bosma et al. 2010 suggests that educators are increasingly forming partnerships in efforts to improve educational outcomes for adolescents (p. 412). Stefl-Mabry et al (2005) then discusses how teachers teach as they have been taught. Thus, the tradition of isolationism will continue unless we rethink how we educate our educators (p. 131). Additionally, Louw, Meyer, Strydom, Kotze, and Ellis (2012) explain that experiential learning programs are not necessarily beneficial to all participants (p. 56), and that the impulse to collect new experiences is important to learning, but it will also drive some students to take risks that lie outside the scope of what their teachers expect and are prepared to manage (Gregg, 2013, p. 72). Consequently, experiential teaching is more difficult to manage for educators (Stefl-Mabry et al, 2005) who are often scrutinized by other faculty regarding their instructional strategies (McKenzie, 2013).

References: Behrendt, M., & Behrendt, B. (2012). An ecologist is born: An integrated experiential learning activity. Education, 133(2), 412-417. Bosma, L., Sieving, R., Ericson, A., Russ, P., Cavender, L., & Bonine, M. (2010). Elements for successful collaboration between K-8 school, community agency, and university partners: the Lead Peace partnership. Journal Of School Health, 80(10), 501-507. Green, G., & Ballard, G. H. (2011). No Substitute for Experience: Transforming Teacher Preparation with Experiential and Adult Learning Practices. SRATE Journal, 20(1), 1220. (Green & Ballard, 2011, p. 13) Gregg, R. (2013). The duty and culture of care. Independent School, 72(3), 72-76. Ing, M., LaCombe, N., Huang, P., Martinez-Lopez, Y., & Haberer, E.D. 2012. Creating Opportunities for Reflection: Analyzing Middle School Student Work During a ServiceLearning Course on Solar Cells. International Journal For Service Learning In Engineering, 7(1), 53-61. Johnson, D. W., & Johnson, F. P. (2009). Joining together: Group theory and group skills. (10 ed., pp. 143-144). Upper Saddle River,NJ: Pearson Education, Inc. Judge, L. W., Pierce, D., Petersen, J., Bellar, D., Wanless, E., Gilreath, E., & Simon, L. (2011). Engaging Experiential Service Learning Through a Co-Curricular Club: The Chase Charlie Races. Journal Of Research In Health, Physical Education, Recreation, Sport & Dance, 6(2), 30-38. Louw, P. J., Meyer, C., Strydom, G. L., Kotze, H., & Ellis, S. (2012). The impact of an adventure based experiential learning program on the life effectiveness of black high school learners. African Journal For Physical, Health Education, Recreation & Dance, 18(1), 55-64. (Louw, Meyer, Strydom, Kotze, and Ellis, 2012, p. 56) McKenzie, M. (2013). Rescuing education: The rise of experiential education. Independent School, 72(3), 24-28. Mierke, S. (2013). Extending the classroom. Independent School, 72(3), 62-70. Nabhan, G.P., & Trimble, S. (1994). The geography of childhood: Why children need wild places. Boston: Beacon Press Porterfield, D. R. (2013). Learn While Doing. Independent School, 72(3), 50-53.

Riordan, M., & Klein, E. J. (2010). Environmental Education in Action: How Expeditionary Learning Schools Support Classroom Teachers in Tackling Issues of Sustainability. Teacher Education Quarterly, 37(4), 119-137. Stefl-Mabry, J., Powers, J. G., & Doll, C. (2005). Creating and sustaining problem-based partnerships among graduate, undergraduate, and k-12 learners: opportunities and challenges. Journal Of Educational Technology Systems, 34(2), 131-153.