invisible hit counter Experience-based learning approach - 10 Downing Nyc

The learning approach can be interpreted as a starting point or perspective on the learning process, which refers to the observation of what is happening in a process that is still very general, in which it absorbs, inspires, strengthens, and bases learning methods with a certain theoretical framework.

 

Judging by the approach, there are two types of learning approaches, namely a student-centered learning approach and a teacher-centered learning approach. A learning approach is required so that trainees can carry out learning activities in a fun way. The features of the learning approach are:

(1) As a general guideline for compiling the steps of the learning method to be used,

(2) provide reference lines for learning design,

(3) assessment of the learning outcomes achieved,

(4) diagnose emerging learning problems,

(5) Evaluation of the results of research and development carried out.

 

Different learning approaches

Below are some approaches that can help teachers or trainers to solve different problems in the learning and learning process:

  • Individual approach

Each of the students has characteristics that differ from one participant to another. Learning strategies need to take into account student differences in this individual aspect.

 

  • group approach

Students are a type of homo socius being, that is, a being that tends to live together. Because of this, we hope that with a group approach, participants can foster a high level of social awareness in each student.

 

  • Diverse approach

The problems each student faces while learning are very different, so different solving techniques are required for each case.

 

  • i.e. pedagogical approach

All approaches taken by teachers or trainers must be of educational value, namely to educate, and not for other purposes.

 

  • experiential approach

Experience is the best teacher. An educational experience focuses on a meaningful goal for the student, continues in the student’s life, is interactive with the environment, and increases student interaction.

 

  • Habituation Approach

Eventually, with habituation, an activity becomes the student’s property in the future. A good habit will also form a human figure with a good personality.

 

  • emotional approach

Emotions are all psychological symptoms that are present in a person. Emotions play an important role in shaping one’s personality.

 

  • rational approach

Although we recognize the limits of reason to solve and think about things, it is also believed that with the reason we can reach the heights of science and bring about modern technology.

 

  • functional approach

The knowledge learned by the students is not only a brain filler but is meant to be useful in their lives.

 

  • sensible approach

Language is a tool to convey and understand ideas, thoughts, opinions, and feelings orally and in writing. This approach is an alternative solution to enable students to master the meaning of the language. This is important for the absorption and development of science, technology, arts and culture.

 

Of the multiple approaches mentioned above, the experiential approach is described as an experiential learning approach that conforms to the concept of learning by doing.

 

Experience-based learning approach

Experiential learning was developed by David Kolb in the early 1980s. This model emphasizes a holistic learning model in the learning process. In experiential learning, experience plays a central role in the learning process.

 

Experiential learning supports students to apply their conceptual knowledge and understanding to real-world problems or authentic situations where the teacher guides and facilitates learning. The theory of experiential learning is based on the central idea that experience plays an important role in the learning process. In conventional classroom learning, students can compete, collaborate and learn from each other.

 

Classes are designed to engage learners in hands-on experiences related to real-life problems and situations, where the instructor facilitates the students’ progress rather than directing them. The focus of experiential learning is on the learning process and not on the learning product. Proponents of experiential learning claim that learners are more motivated to learn when they have a personal interest in the subject rather than reviewing subjects or reading textbooks.

 

The most important part of experiential learning is the phase of experiencing (doing) and reflecting. In addition, the reflection and application phases are intended to create a different and stronger learning experience than the models commonly referred to as learning by doing or hands-on learning.

 

Integration of experiential learning into the learning process

The primary role of an instructor is to identify situations that challenge students through problem-solving, collaboration, collaboration, self-discovery, and self-reflection. At the same time, decide what you want students to learn or the benefits of experiential learning. Here are some key points to consider when incorporating experiential learning into the learning process:

 

  • To plan. Once the experiential learning experience has been decided, plan the experience by linking it to the learning objectives in the training and specifying what the learners need to complete the exercise successfully (learning resources such as literature and worksheets, research, rubrics, and other supporting learning resources). . Also determine the logistics: how much time will the learners be given to complete the experience (full lessons, a week or more)? Do students have to work outside of the classroom? How will the experience end? What form of assessment is used? Will you use ongoing assessments such as observations and journals (called formative assessments), end-of-experience assessments such as written reports and projects, self and/or peer assessments, or a combination of the three?

 

  • Prepare. Once the planning is complete, prepare the materials, rubrics, and assessment tools and ensure they are ready before the experience begins.

 

  • Facilitate. As with most learning strategies, the trainer must initiate the experience. Once started, it is best to stop when students ask for content or information by not fully answering their questions. Instead, it guides students through the process of finding and determining solutions for themselves.

 

  • Evaluation. The success of experiential learning activities can be determined in discussions, reflections, and question and answer sessions. Question and answer rounds as the crowning glory can help to strengthen and expand the learning process. Also, use a pre-planned evaluation strategy.

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