Inquiry Project: Annotated Bibliography: Experiential Learning

Link to our annotated bibliography

Class 9 (Nov 13) Exit Slip

In today's class, we spent the majority of the time looking at different sources and deciding on what specific areas we want to focus on. I decided to focus mainly on the pros and cons of using demonstrations to invite students to observe, predict, and think critically. After talking to Susan, I also got interested in learning more about the scale of demonstrations, for example, making the scale big so that students are also part of the demonstration (for example, making students part of the machine in weaving). However, I couldn't find a lot of information in this area, so I think I will mainly stick to the demonstration aspect of experiential learning. 

Class 8 (Nov 6) Exit Slip

I initially wanted to do the inquiry project on experiential learning, so during the short practicum, I tried to include different demonstrations and activities for students to observe the concepts in action. I found it helped students understand the concepts better, and students seemed more engaged and excited for class. However, I also noticed how much more time it would take and how hard it was to balance finishing the curriculum and student understanding. 

Therefore, for the inquiry project, Elsa, Jason L, and I decided to learn more about what experiential learning is, as well as the pros and cons of experiential learning.

In today's class, we did some initial research on what experiential learning is, and we found that there are a lot of different forms of experiential learning, including project-based learning, labs, demonstrations, simulations, and many more, so we were planning to split up and each explore the forms we are most interested in.