Blog #2

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Experiential learning is learning by doing. It’s not just experiencing the material, but engaging with it. The theory was first conceptualized by David A. Kolb: “the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, as cited in Stirling, 2019). He breaks down learning into key concepts like grounded experience, mastery of learning modes such as reflection and integration of new experience with previous learning, and the idea that learning happens when an individual interacts with their environment (Stirling, 2019). 

This is extremely applicable to our project topic “Solving for Why”, a learning design resource that applies real-world connection to algebraic concepts for better relevance, context, and transfer of knowledge. We would specifically do this when students have to come up with their own real-world scenarios for the algebraic problems they are presented with. Using a platform like Nearpod will help this theory become practice, although it won’t fully replicate the concrete, physical interactions Kolb describes. 

In a technology-mediated environment, the goal is to build that bridge cognitively, so that students recognize the algebra already available to them. Nearpod will support the theory by relying on constructivist approaches of creating meaning from their own experiences, which experiential learning is deeply rooted in as well. For example, after learning and practicing the concepts, students will create their own real-world problems using algebraic notation as part of assessment. 

Our whole concept is grounded in connecting arbitrary ideas into concrete examples applicable to the student’s life, because what is the point of learning something you won’t relate to anything? Any motivation that was there will be lost. Students will start to interact with their environment spontaneously outside of school hours, like in a store, and question: should I buy 3 bags of Takis for $20 or 4 bags for $17? This approach matters for Grade 9 algebra because it grounds new knowledge in something students already understand. It doesn’t simplify the math, it just reveals the connection that was always there.

Resources:

Stirling, A. (2019). Experiential learning 101. Experiential Learning Hub, University of Toronto.https://experientiallearning.utoronto.ca/faculty-staff/plan-and-implement/course-and-program-development-resources/experiential-learning-101/