Experiential learning resources for the innovative educator
Experiential learning is student-centered. The child learns from experiences that are personalized, hands-on, meaningful to the child, and student-led. They construct meaning through exploration of their own passions and ideas. Inquiry is a great experiential learning activity that hits these points.
Questions steer inquiry-based learning experiences. For example, a testable question is needed for a scientific open-inquiry experiment, a driving question is a catalyst for project-based learning experiences, and so on. But developing a good driving question starts with observations. Look back at this post to learn more about great inquiry-based learning experiences such as project-based learning.
Making observations seems like a fairly straight forward concept. "What do you observe?", right? But children need a little scaffolding and direction. There are ways to set the stage for successful observation-making, which ultimately motivates driving questions that students care about (next weeks post will be about asking questions for inquiry-based learning experiences).
If you're looking for ways to get students making detailed observations that lead to inquiry learning experiences, then you've come to the right place.
Click here for inquiry resources.
Making Observations that Lead to Inquiry-Based Learning Experiences
Practice Making Detailed Observations Using Senses
You could simply say, "Okay, take a look around. What do you notice? What do you see?" That's great, and might work for a minute. But kids tend to focus on the obvious at first.
"I see walls", for example.
Okay, what do the walls look like? What colors are the walls? Are they tall or short? Are they all the same length? Are there windows? Is there anything on the walls? Does anything about the walls surprise you? Now feel the walls. Describe the texture. Are there any inconsistencies in the texture? Are they hot or cold? Tap on the walls. What sound do you hear? Does the sound change when you tap on different spots?
You get the point. It's easy to say "I see walls". Yes, your student is technically making an observation. But what question(s) could that lead to? Help them practice making detailed observations so that asking questions for future inquiry investigations becomes more fluid and natural.
How to do this:
Scaffold and Facilitate
A huge part of teaching students how to make observations is to be there to support the process. The job of an experiential educator, and therefore, facilitator of inquiry-based learning experiences, is not to tell students what to observe, but to help them develop the skills to make these discoveries on their own.
How to do this:
Set the Stage
Ideally you would spark observations by setting up a stimulating environment. Sure kids could observe their school walls, but there are much more interesting ways to engage learners in making observations.
How to do this:
Check out these other posts on inquiry-based learning from Experiential Learning Depot, as well.
Where do you struggle with inquiry-based learning? What holds you back, prevents you from doing more, or presents the biggest challenge?
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Observe. Question. Explore. Share.
To provide innovative educational resources for educators, parents, and students, that go beyond lecture and worksheets.
Sara Segar, experiential life-science educator and advisor, curriculum writer, and mother of two.