Experiential learning








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What is experiential learning? Why do you think this type of learning model is successful? Can you think of any examples in your own life of experiential learning?

These are some of the responses that emerged from the discussion. Experiential learning is a type of learning that promotes active learning where students able to motivate learning experience. Through experiential learning, the student’s minds are brightened up. One way in which it occurs is through volunteering as hands on is very important to learn. Through volunteering students are able to gain experience and to earn.

During the discussion, one student was able to give an example of their volunteer experience as a math teacher, where he had to describe math in different ways such as explaining the different kinds of volume and explaining the activity through different kinds of activities. This helped the rest of the students understand the concept behind experiential learning through volunteering. By showing them how to do it, they learn more. It allows the students a better career opportunity as it empowers them to do it themselves. Experiential Learning is only effective after a certain age. Give students a voice, own learning and be successful. The group discussed how some kids do not like experiential learning where some kids enjoy it and want to do it.

One of the best ways in which one can understand experiential learning is through the quote “I hear and I forget, I see and I remember, I do and I understand.” Therefore, experiential learning needs to be done under the right conditions. There must be feedback from the learners to make sure they understand. This type of learning is therefore active and not passive.

According to Diang, failing students is essential to the learning process, what do you think about teacher allowing, even encouraging, students to fail as part of the learning process? Is this a good idea or bad idea? Is failing students is better than not failing them at all?

From the discussion, it emerged that it is good to fail. The students were of this opinion and they said that one is able to learn from failure. As a teacher, I am supposed to impose and show to student that failing is ok and that failure is not bad. Teachers need to accept the failure process and let students be aware that it is ok to fail. There was one captivating answer from the group as one student was able to describe FAIL as- (First attempt of learning).

The reason why some teachers feel pressure not to fail students is because they want to stay tight to the curriculum. It’s no shame to acknowledge a previous failure – in fact, the ability to recognize your own failings and learn from them is an important quality and will work in your favor, as long as you demonstrate the right attitude towards such experiences. Failures usually provide us with our greatest lessons, and the ability to learn from them shows maturity, self-awareness and an ability to grow. Teachers are also under pressure to make student pass exams and assessment tests, because the performance of their learners in these test scores is one of the indicators for their effectiveness as teachers. Therefore, the pressure to pass exists from in both parties the teachers and the students. However, as discussed, it is important to make students understand that failure is ok as it offers good learning lessons.


Diana mentions her adaptive teaching styles throughout her career (she gave 3 examples; Experiential learning, empowering students, and embracing failure). Why Diana’s open- minded views are beneficial in teaching students?

The teachers have to adapt to these teaching styles because it is beneficial. It is a learning process cycle that every student needs to experience. Traditional learning is not effective and society now has different learning abilities that are adaptive to each individual’s needs.

Do you think teachers must feel comfortable to allow their students to fail or to help students think take action and apply for example when the teacher has to develop the awareness, unfold the stories and create the necessary links for the students .

It emerged from the discussion that teachers act as a guide and that they ought to guide the students a bit and not too much. When a teacher specifically mention to students that they have restrictions then they might get disappointed and not explore it the way they want to.

How do you think the information delivery systems in each generation change the way students interact with the information and how does it influence the approach to learning in general?

What to do with knowledge, kids can have it everywhere, knowledge can get access to anywhere for children. Back then, there were as many choices and options. Now days there are more options and learning opportunities. Kids before had a set of rules to follow and get the work done based on the guidelines, now days kids can express themselves more and have more say into what they would like to do or enjoy doing. Kids now do not know how to paraphrase of what they will do. Classrooms look much different than before, now there are more diverse students and immigrant families in the classroom that have all the stuff to take an account whereas back then there was just specific material to teach compare to now there are different aspects to teach.

Think about a time you failed at something. Do you think you learned more when you tried to do it again the next time?

One student gave example and this is what she said. If you fail when you are still young you will learn even more then when you become older. For example when I was in Kindergarten, one year before school started they checked the kids that were supposed to go to school. They told my parents I wasn’t creative enough, so I had to take extra classes. Then When I finally came to the school in 2 and 3 grade I won an art price for paintings I had made. So I learned that failure can help you succeed even though you might be worried at first.


Part 3

The students have also participated in several community services that lean towards learning. This would make it easier for the tutor or instructor to teach while making references to some of these experiences that students have had. Through the awareness of their experiential level, all the diverse practices of experiential education can be linked together into something coherent. The students also have different development levels. I established that the some bright students have been able to maintain their competency beginning from the lower grades. For those who perform well, they have also maintained the same standards over time. Similarly for the students who have low performances, their competency has been constant. Although there are a few instances where some students show impressive improvement in their academic performance through experiential learning, there is usually a general consistency in performance of each student

There is a lot involved in the learning process of students. Education is considered to be both a complex and a cumulative process, and there are numerous factors that influence learning. The school condition has an apparent impact on learning. The environment outside school and the learning experiences at home have a significant influence on the overall learning outcome of a student. The community, summer programs, the internet, and peers are among other factors identified to influence learning (Banks 67).

Throughout their education process, students have also passed through a number of teachers. Prior teachers have an influence in the outcome of the scores. The learning experiences in earlier grades have a lasting effect on student’s learning in their later grade levels. Similarly, whatever a student learns from his or her English teacher influences what they learn in history or any other subject taught in English where students are required to write essays. The case is the same for mathematics because it greatly influences student performance in other subjects that require numerical skills. All these provide learners with different experiences to influences their learning. The classroom and school conditions vary and are not similar in all schools. Some classrooms have a student to teacher ratio that is unmanageable while others have manageable student to teacher ratio. Other schools have more resources and are well equipped than others. At home, there is also a variation in resources which significantly influences students learning outcome (Schwalbe 23).











Banks, J. A., & Banks, C. A. Multicultural education: Issues and perspectives. Hoboken: John Wiley & Sons., 2007.

Schwalbe, Michael. Rigging the Game: How Inequality is Reproduced in Everyday Life. Oxford: Oxford University Press, 2008. Print.


Please follow the guidelines below, the guidelines were not followed for the assignment at all

  • You need to start the discussion with the students names that were present in the discussion ( I and the other 7 students had a discussion about the video )
  • The video is your main resource. Have you watched the video?
  • Introduce the topic and give a detail summary about the video.
  • Then start the discussion, of each role that the student present during discussion (which I send through email, did you receive that?)
  • And as you are writing the discussion paper, you need to incorporate the question and answers into the written discussion as well (Your answers to the questions were written well but needs to put together well)
  • Every part needs to be incorporate with one another in the discussion


Please read the below description of how critical analysis is written. It will give you a better understanding of it. This assignment is worth a lot, I just wanted it to be well done, please bare with me and follow the instructions. It is a bit confusing in the beginning but if you read the instructions over and over again, you will understand it more.


Definition of a critical Review:

A critical review as discussed in this chapter is a formal academic or professional critical review.  It is a formal discussion of the contents, implications, and quality of an academic or professional text: a nonfiction book, essay, or article.  Sometimes non-text materials, such as educational videos, also are discussed using this formal model of reviewing.  A critical review is not a book report, nor is it a literary analysis, literary review , movie review, or other arts review that works with the elements of literature or art.  Rather, a critical review is a thorough, usually formal discussion that uses a variety of critical-thinking tools, especially (a) logical, accurate summary; (b) discussion or analysis of arguments, implications, and responses; and (c) evaluative weighing of the quality of the writing, organization, and contents.

Examples of critical reviews are most common in simple, less formal versions appearing in newspapers and magazines: of educational nonfiction books with contents organized by subject matter (not in story form).  Such reviews summarize the content of the text being reviewed, discuss various opinions or possible responses from the public, and evaluate how well the text has been developed.  Examples of formal–academic or professional–reviews often can be found in the latter half of academic and professional journals and magazines.  A formal review often discusses two, three, or more texts on a single subject at the same time, thus enabling the reviewer to compare and contrast several works.  Like a newspaper review, a professional or academic review summarizes the contents of the works reviewed.  However, in discussing opinions, it often does not worry as much about public opinions and responses but rather those of experts in the field.  And in evaluating the quality of the works reviewed, the value and method of research often is considered much more important than the quality of the writing

Writer’s goal for assignment

The goal of writing a critical review is to help readers decide whether to read or view a text.  Summarizing gives readers a thoughtful, unbiased account of what the work says.  Opinions from the public or experts help readers understand how the work might be perceived from several differing viewpoints.  And evaluation of quality helps readers decide whether the work is presented well.  Most reviews follow this pattern of three functions by starting with summary and ending with evaluation, but there are not always clear-cut sections: the types of thinking may even be thoroughly intermixed.  However, if you wish to write a simple critical review with all of its major structural elements in it, you can simply develop your review in three body sections: summary of the work; arguments, responses, and/or implications; and evaluative judgments.  If your instructor allows it, you also may have a brief first section, after the introduction, that reports on the issue’s history or background, though many instructors expect their students to mix pertinent background information into the general discussion.

If you need an online reading, go to links.  If at all possible, choose a subject in your area or field of interest, one about which you know something or can research easily.  Whether you choose your reading or it is chosen for you, be sure to summarize its contents thoroughly in your own words.  Then decide what kinds of opinion you will discuss: public responses and viewpoints, experts’ responses and viewpoints,  implications, or all three.  Then use a set of criteria to judge–fairly and in a balanced manner–the quality of the text’s writing and research.  Enclose your writing with a brief introduction and conclusion.  If you are writing a research paper, be sure to include quotations and/or paraphrases from additional sources.  These quotations and/or paraphrases should support your points of discussion, should be  substantial in quality and quantity, and should come from authoritative sources.  Also attach a bibliography appropriate to your field, discipline, or profession.

If you are writing a research paper, each body section must include quotations, paraphrases, and/or illustrations and other visual materials from your required and optional sources.  These source materials should support your own points of discussion in your paper, should be  substantial in quality and quantity, and should come from authoritative sources.  Also attach a bibliography appropriate to your field, discipline, or profession.