Presentation on theme: "What is Experiential Learning and Why Does 4-H Use It? Department of 4-H Youth Development and Family & Consumer Sciences."— Presentation transcript:
What is Experiential Learning and Why Does 4-H Use It? Department of 4-H Youth Development and Family & Consumer Sciences
4-H Curriculum History Corn Clubs for Boys Tomato Clubs for Girls Demonstration Projects Research based content Subject matter Hands on learning
4-H Curriculum Present Experiential Learning Model Juried process Learner focused Experience Balance between life skills & subject matter in curriculum Many 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 Reflect Apply Experiential Learning Model 1 EXPERIENCE the activity; perform, do it 2 SHARE the results, reactions, and observations publicly 3 PROCESS by discussing, looking at the experience; analyze, reflect 4 GENERALIZE to connect the experience to real world examples 5 APPLY what was learned to 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 1 EXPERIENCE 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 Patterns Key question - “What’s important?” Personal and Group Reflection Steps Do ReflectApply 2 SHARE the results, reactions, and observations publicly 3 PROCESS by discussing, locking at the experience; analyze, reflect
Generalizing: Key concept - inference Key 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 - application Key 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 4 GENERALIZE to connect the experience to real world examples 5 APPLY what was learned to 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? Share the 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 Process by discussing, analyzing, reflecting “What’s important”
Generalize to connect the experience to real world Examples “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
Apply what was learned to a similar or different 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 Model Threads 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 Methodn% Doing5470.1 Seeing1418.2 Discussing56.5 Hearing33.9 Touching Feeling11.3 Tasting00.0 Smelling00.0 Total77100.0 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?