Qn VATW Lk WAw LwUiWE WWW M - (PDF, 101 mb) - USAID

Experiential learning is exactly what the name implies-learning from
experience. Effective training str::.Zegies which incorporate experiential
learning approaches, build upon thi3 precept by providing learners with
situations/set iings/environzents th:nt stimulate the process of experiencing.
Within the context of a training curriculum, learning experiences in these
:3ituations/ettings/environments may take the form of classroom activities,
rsimulati-ons, or "real life" activities. Experiential learning occurs when
a person engages in an activity, reviews this activity critically, abstrr ts
some useful iisight from the analysis, and applies the result in a practical
situation. The experiential process follows the following theoretical circle:
Experiencing
(Activity, "Doing")
Applying Processing
(Planning more effective (Sharing and discussini
Exoeriencing
behavior) reactions and observLion:3)
Gene ralizinz
(Inferring fran the experience
truths about the "real world")
This is both initial activity ard the dataproducirg phase of the expe&i-nttf.L
learning cycle. Experiencing is, in fact, an inherent element of living, In
experiential learning, however, thd s activity of experiencing is linked to a
process which includes interpretinr the experience, drawing generalizations
from it, and determining how to make use of the learning. The experiential
learning process helps individuals to minimize subjective reactions, and
draw out objective 'elements fram their experiences.
There are a wide range of activities and exorcises for providing trainees
with experiences from which they may extract the data to process and make
generalizations. Individual and group activities used to facilitate the
"experiencing" step include:
- role plays
- case studies
- films and slide shows
- sharing descriptions of specific experiences
- placing trainees in actual situations requiring them to
react and/or perform
- allowing trainees to train one another.