By,

Salveen Kaur Gill a/p Sakdev Singh AP040273

Sumitha Malar Vasu AP040321

 

 

Encouraging learners participation in experiential learning

 

Tell me, and I will forget.

Show me, and I may remember.

Involve me, and I will understand"

                                    (Confucius circa 450 BC).

 

          Experiential learning is defined as a cyclical process which involves on the participants experiences in acquiring knowledge. There are many processes involved such as setting goals, thinking, planning, experimentation, reflection, observation and review. By engaging into experiential learning, one has to construct meaning in a way unique to them, incorporating the cognitive, emotional, and physical aspects of learning. Even though gaming, simulations, role plays do play an important role to encourage learners' participation, but still there are some learners who are unable to participate in these activities.

 

               One of the most crucial ways to encourage students' participation in experiential learning is by teachers itself being the students and take part in the activities. For example, teacher will introduce a game at the beginning of the lesson by stating the rules of the game. Next, the teacher will ask a student to lead the game while the teacher participates in the game with other students. In this way, the teacher can help the passive students by sitting near to them and suggest whispering or write down some ideas so that the student can equally take part in those activities. Nevertheless, this will encourage other students to actively participate in the particular activity because the teacher is playing with them. Students will feel more enthusiastic as their facilitator is involved too in the game.

 

             Another important key to build up learners' participation is that the teacher should bear in mind of not calling out the same participant over and over again to respond. This will automatically make the other participants to feel uncomfortable and make them think that the teacher shows favoritism in choosing students. Therefore, they might not be interested to be involved in the game. For example, in the hand up activities, teacher should distribute his or her attention over the whole class and not only to the same participant. Teacher can give hints to help shy or slow learners to speak or respond towards teacher's question.

 

             Moreover, it is advisable for a teacher to stop a game and try to change it to something else before students' become tired of it. It is because students will begin to lose interest and wander off. Commonly, it is not easy to find a right moment to switch certain activities. Therefore, it is important that the teacher have extra material for students' who have finish certain activities quickly or who are not interested in continuing the game. This will some how reduce their boredom as they given some other task to do. Examples of games or activities conducted can be shuffling of cards or the 'Bingo' game. By implementing all of these fillers in class will some how help students to retain good will to learn and concentrate on the game.

 

              Apart from that, clear instructions and explanation is necessary to reduce students' anxiety towards the activity that is conducted in experiential classes. When there is a proper explanation delivered by the teacher, the students will know what are they required to do in the particular activity. It will indirectly minimize the stress or anxiety of the learner because they have been given cleared brief by their teacher. It should be noted that if there is no proper explanation, students will be confused and loss in the particular activity and it will lead to stressful condition. On the other hand, teacher should also bear in mind in the word choice when giving out the instruction. The instruction should be in a simplified version and clearly understood by the active and passive students.

 

                Not forgetting, interruption by the teacher is not allowed in a game which is flowing successfully. For example, the interruption might be to correct students' mistakes in language use or rules in the game. This will make students to feel that the teacher is paying more attention towards the form or language used in the game rather than the enjoyment and exchange of idea that is given by the student. It will demotivate them to continue the game or activity. In order to solve this problem, teacher should take note of each mistake or error made by students' while they are enjoying with the game or the activity. It is also necessary for the teacher to pin point each mistakes made by the students in the classroom activity. As a conclusion, both students and teachers should be ready to involve in experiential learning as a platform to enjoy the game as well as learn the language.

 

 

REFERENCES

Lee, W.R. (1979). Language Teaching Games. Oxford University Press: England.

Lewis,G. and Bedson, G. (1999). Games For Children. Oxford University Press.

Oxendine, C., Robinson, J.,& Wilson, G(2004). Experiential Learning. In M. Orey (Ed.). Emerging perspectives on learning, teaching, and technology. Retrieved April 4, 2007, from http://www.coe.uga.edu/epltt/elt.htm

 

 

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