How can teachers drive success in experiential learning programs?

But also parents. If we want communities to buy in to curricula, which they pay for, it should be very clear what curricula they are buying. All resources, lesson plans, and the standards, objectives, resources and evaluations need to be transparent to all.

Learning can bear fruits when goals are clearly defined. Experiential learning too is a form of learning, that must have clear goals and outcomes. Therefore it is essential to decide upon the goal based on the topic and the level of the learners. Even the activity needs to be, in alignment with the topics and goals. Learning can't be a radarless boat even if it is an experiential learning. When goals are clearly defined then learners know what to search for otherwise he can deviate from the path and waste his time. For focused and result oriented learning it is essential to set a well defined goal. Which could keep the learners motivated. It could be anything from the allotted time to the amount of topic or syllabus to cover. Thanks

For experience or phenomenon based learning to be effective, we have to clearly and concisely outline our goals for each student. This also means scaffolding the language required for students to express their understanding meaningfully. Comprehension without expression/application is not truly comprehension. We must ask ourselves- "What does it mean to know?"

But again, too much jargon for parents. Let’s not assume they know nothing, but also don’t try to trick or outsmart them. As a previous teacher, curriculum writer and school board member, I was adamant that we need to assume little in the information we send out to parents and communities.

Absolutely essential! I fully support letting those that will employ and interact with future graduates to participate in their preparation for the future. These students will not be only educated but need to be able to fit into the society they will be, hopefully contributing to.

Totalmente de acuerdo con esto. Desde mi experiencia en programas de pregrado y posgrado en ingeniera que usan modelos de formación STEM, STEAM o incluso CDIO, una parte indispensable del aprendizaje experiencial es la interacción de nuestros estudiantes con diferentes actores del entorno académico (otros programas), profesional (empresas y posibles empleadores) e incluso personal del estudiante. Para lograr una interacción exitosa, nuestro rol como docentes es el de facilitar la comunicación entre las partes, generar espacios propicios de interacción y actividades (proyectos) adecuadas para el trabajo en conjunto de todos los actores.

Reflection and feedback are the necessary prerequisites of development. Therefore, we need to aim, where appropriate and meaningful, to integrate feedback at every juncture, so students have the chance to reflect and improve 'dynamically' in and of the moment, hopefully leading to better outcomes for all!

Allowing students to reflect on and present outcomes of experiential learning not only reinforces personal learning and self-efficacy, but taps into Bandura's theory of self-efficacy by acting as a vicarious learning experience for classmates. Listening to the reflections and presentations of others can spark the interest of classmates and encourage them to seek similar experiences in the future.

I think this seems in many cases overblown. Success is rewarding in itself. We don’t need to give out participation trophies for every thing.