Experiential Learning Process
YLIA:
A Community Focus
is based on the belief that taking an active role in learning is the
best technique for lifelong education. This is called “experiential
learning,” or “learning by doing.” Experiential learning
takes place when a person:
- Experiences,
performs or is involved in an activity.
- Reflects,
or looks back on what took place by sharing and processing.
- Generalizes,
or steps back from the current setting to identify other situations
in which this information could be used.
- Applies
the new information or ideas by using the new information in another
activity.
Experiential
learning allows participants to select, modify and take responsibility
for their own educational activities. This serves two purposes: (1)
it provides opportunities for active involvement; (2) it offers a variety
of activities and techniques. Together, the quality of learning can
be greatly enhanced.
Experiencing
The learner becomes involved in an activity—s/he acts or behaves
in some way or does, performs, observes, sees, or says something.
Sharing
and Reflecting
Following the experience, it is important that the learner share his/her
reactions, feelings, or observations with others who were involved
with the same experience. This sharing (or processing) of the dynamics
involved in the activity allows for the exploration, discussion, and
evaluation of the different perspectives held by those attending.
Generalizing
From this processing with others comes new learnings that can be generalized
to other settings such as school, family, and community.
Applying
The final step is to apply the generalized learnings back to the school,
family, or community. The process is not complete until the new learning
is actually applied. Applying is an experience itself, so the cycle
begins again. In summary, in this model, if the participant is to
maximize learning, four abilities are needed:
- a
willingness to be involved;
- an
ability to utilize new perspectives to observe, reflect on, and
process his/her own behavior in relation to others;
- an
ability to learn from this processing and generalize to other situations;
- a
willingness to apply and test the learnings in another setting (school,
family, community).
Questions
to answer in establishing a
Youth Leadership In Action: A Community Focus Program
A
desire to “do something for young people,” while admirable,
is not sufficient when designing a youth leadership program. Before
undertaking planning of a program, gather a few interested people, including
youth, to consider the following:
- What
in very specific, tangible terms are you trying to accomplish through
this youth leadership development program? (Why train youth leaders
in your county? This will define your basic program philosophy/vision
and guide your decisions for the questions that follow. Your expectations
for having observable impact as a result of this program should also
be identified.)
- How
will you sustain this effort? (Is this a one-time program dependent
upon the interest and commitment of one or two individuals? How are
you building collaborative partnerships across all community lines
to assist and be actively involved with this effort?) Issues that
will need to be addressed include:
a) program management issues—who will manage the program?
b) program delivery issues—when and in what format will the program
be delivered?
c) financial issues—what are potential funding sources?
d) expectations of participants—what will youth gain from a leadership
program?
e) parental/guardian commitment—how will parents be convinced
of the program’s value?
f) continued involvement from youth alumni—what strategies
will keep those completing the program involved in future
programs?
- What
criteria for selecting participants are important to you?
- How
will you market/publicize your program?
- What
are your evaluation plans to measure predetermined success of such
a program? (In other words, what difference has this program made
to the individual participant, to the individual’s role as a
school leader, to the community now and in the future?)
- What
is a reasonable timeline in implementing such a program?
- Who
in the community needs to be involved in planning to help assure widespread
acceptance and support?
- Have
you proposed the idea to several teens for their reactions/input?
All
right, your core group has given consideration to these elements and
wants to move ahead. What’s next?
|
