How to Proceed?

1. The starting point would be to initiate a class discussion focused upon identifying a Theme for the activity. The Theme selected should be such that it holds the interest of the children. This is possible when children see its relevance to their immediate environment and their role in life- situations.
2. Once a Theme is agreed upon, the class should begin the mind mapping exercise. The teacher invites from the children words, which come to their mind, related to the Theme. A full list of words can be written on the display board. This gives a lot of scope for creative suggestions from the children; sometimes, even teachers may find inclusion of some words strange or mind bogging. Naturally, they are not be bound by the restrictions of a text or a syllabus. However, we have to accept children’s perceptions.
3. When the Mind-Mapping exercise reaches a satisfactory stage, the class begins preparing a Web Chart. Each part of the Web-Chart is a set of words; it outlines the scope of the topic– words and exploration through activities. It is generally observed that children tend to group the words under the disciplines of science, mathematics, social studies, languages, etc because they have a well-defined course content.
4. At the time of making the Web-Chart, it is useful if the children sit in small groups and share ideas. Sitting around in a circle promotes freedom of interaction. In the first few sessions, the teacher may observe that children speak too much or too loud. Once they get occupied with the work, and have set for themselves a target to achieve, the noise level will lower down.
5. Next, the entire class can share ideas of these groups. Initially, the Web-Chart may appear too large, extensive or complicated. Alternately, the children may think that children have ‘missed’ several links; however any direct suggestions at this stage should be avoided. Yet, the teacher may have to bring some coherence into the presentation by skillfully guiding the children. Based on the interest shown by the children, the teacher may suggest that they work on certain selected portions.
6. After making this Web-Chart, the class can now be organized into groups of say 5-6 children. Each group should choose to work on one particular sub-part of the Web-Chart. They will naturally choose the part that interests them most. The teacher should rotate the nature of work in such a way that specialization is discouraged. All children should have an opportunity to develop all skills in due course of time.

They can now start listing all possible activities; this will largely depend upon the particular talents and skills shown by the children. The area of activity will normally fall into several categories such as language skills (songs, poems, writing skits or role-plays), mathematical skills (measurements, estimation, mapping, graphing), creative skills (art, craft, music, dramatization), and communicative skills (interview, storytelling, speech, writing).

The duration of each Experiential Learning Theme may vary anywhere from 6 to 16 hours. Schools may allot one hour each day for several days. Strictly speaking, most schools have a tremendous flexibility of time tabling and curriculum selection; however it is not generally explored. Schools and teachers must have the conviction to adopt innovative methods and provide for unstructured time schedule.

• When the exercise is complete, opportunity may be given to the children to make a presentation to other classes and visitors/parents. Charts, models, role-plays, songs, games, stories or any other activity can be used for effective presentation. The class can then proceed to the next topic.

Role of the Teacher

In all this process, the teacher’s role is very crucial. She must always keep the essential objectives in mind. The teacher is a friend, guide and philosopher to the children. Friend, because children should have an easy access to her and they should receive encouragement from time to time. Guide, because the teacher adopts a suggestive approach, not a dominating one; she gives careful suggestions and hints, conducts discussion and question sessions in a positive manner. Philosopher, because the teacher’s presence and influence, hints and suggestions, influences the children to discover the values inherent in all learning.

With very young children, who have yet to develop good writing and conversational capability, questioning and discussion immediately after the activity is very essential. Children should be asked to describe what they have done, what they have discovered and concluded. This increases their vocabulary and communication skills. It gives them self-confidence and self-satisfaction.

As stated earlier, Experiential Learning is an approach, not a discipline. The teacher, must, therefore, come out of her own limitations of thinking in terms of the syllabus alone.  When children enjoy and are engrossed in their work, when they develop a deeper understanding of co-relation among diverse events and phenomena, when they are able to express effectively what they observe and learn, and when they have harmonized their thoughts, feelings and actions into one unified entity, we should feel satisfied with the outcome of the effort.

[Source – ‘Towards Human Excellence Sri Sathya Sai Education for Schools’ Book 7, “Experiential Learning” published by Institute of Sathya Sai Education, Mumbai.]