Unique features of experiential learning

Unique features of experiential learning

a) A new methodology- an innovative teaching technique.

It is an approach to curriculum and not a subject by itself. There is no prescribed or pre-determined course-content or syllabus. It is a dynamic, evolving process wherein the course content unfolds by itself, during the learning process.

b) Intra-integration of disciplines.

Artificial barriers of different subjects/disciplines are erased. Many subjects are woven together into one wholesome topic.

c) Holistic approach to curriculum as against a fragmented view.

There are no watertight compartments. Subjects/disciplines are not treated as separate entities as done in schools. Take the example of water, the Science teacher explains the properties of water. The Mathematics teacher- volume of water in a cylindrical vessel. The English teacher takes up the poem ‘Little drops of water’. History- Indus Valley Civilisation. Geography- Ocean Currents. EHV- lessons from river such as determination, sharing, etc. Thus, in schools the subject ‘Water’ is treated with a fragmented approach. On the contrary, in Experiential Learning, a holistic view is encouraged.

d) Active participation of the entire class, working together on a theme.

The course content is not pre-determined, but provided by the children and it is based on their own perceptions and life experiences, thus making it a dynamic, evolving process at every stage. There is plenty of room for creative thinking together with a democratic setup, conducive to free expression, without restrictions of any kind. This makes the learning process very interesting and challenging. The ideas for content and presentation- all come from the children. They gather and provide the necessary inputs and what we witness is the output.

e) Minimum role of the Balvikas guru.

The guru introduces the various stages of Experiential Learning and explains to the class as to how to go about it. She clears their doubts which may arise now and then. But at every stage, it is the children who are working together as a team and taking it forward, with the guru stepping in only where absolutely necessary. On the whole, she plays a passive role, a mere guide and facilitator. Once the guru finalises the theme with the consensus of the class, the ideas for presentation and content come from the children.