Class Organization for Experiential Learning

 

Classroom Organization could also be referred as classroom management. They are both deal with the arrangement, setting or preparation of the classroom according to the preferable setting. On the other hand, 'Experiential Learning is an applied knowledge which addresses the needs and wants of the learner' (Rogers, 2007). In other words, it educates the students to acquire practical skills and knowledge which are beyond the classroom. Experiential learning can help students to be connected to the real world of outside the classroom education. Experiential learning occurs when students are placed in a situation where they think and interact; learn in and from a real-world environment.

 

As the word implies, class organization is very important in Experiential Learning as students need to be placed in a certain way to maximize the learning process (Boydell 1976). Some experiential learning packages require students to work individually and some of it requires students to work in a group. As for working in groups, there are three level of interaction. They are the parallel activity, the team activity and the complementary activity (Thiagarajan 1980). The class can be divided into groups to do the activity. The number of students per group varies from one activity to another.

 

For the learner to work individually, teachers do not have to divide the class into groups. Most experiential learning packages requires learner to actively participate in the experience and permit them to behave in their natural manner. A few others require learner to passively experience what is happening without such active participation. In all cases, however, the experience is designed to be intensely involving, and the student is not required to self-consciously process what is happening to him or her (Thiagarajan 1980). Hence, students are the one who are the one who responsible for their learning and thus they need to work individually to achieve their aims.

 

According to Thiagarajan, "in parallel activity, all students undertake the same type of activity but independently of each other. They need to cooperate to produce a better result. As for the team activity, a small group of students undertakes a collaborative activity where each performing a different role" (pg. 43). For example, one learner pretends to be blind and the team members lead him or her by the hand. In the complementary activity, different students interact with one another in complementary roles. For example, one learner assumes the role of a supervisors negotiating with a group of technical workers whose roles are played by the other learners. In another example, students pair up to practice interrogation techniques. In these complementary experiences, all learners usually get to play all roles. Thus, at the end of the assigned time, the police officer and the suspect may change their roles and re-enact the same interrogation scene.

 

As a conclusion, the three level of interaction, that are; parallel activity, the team activity and the complementary activity will determine the way classroom is being organized. Teacher needs to be creative in arranging the setting of the classroom according to methods the classroom will be conducted. Most importantly, the classroom organization must suit the activity in terms of the students' space, flexibility of the arrangement with the activities and the ease of the students.

 

 

Reference:

 

Boydell, T. (1976). Experiential Learning. Manchester: Manchester Monograph.

 

Rogers, C. R. (2007). Carl Rogers and Experiential Learning. Accessed on April 6, 2007

from http://adulted.about.com/cs/adultlearningthe/a/carl_rogers.htm

 

Thiagajaran, S. (1980). Experiential Learning Packages. New Jersey: Educational Technology Publications.

 

 

AISHAH AMIRAH BINTI ZAINAL ABIDIN

SITI AISYAH BINTI AKIAH

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