Experiential Learning Methodology
Criteria 1
The instructional approach of the materials is experiential education. Young people
actively learn, then share their experiences, reflect on its importance, connect it to real
world examples and apply the resulting knowledge to other situations.
The Experiential Learning Model is divided into the general categories of “Do,”
“Reflect” and “Apply.” Reflect is further divided into “Share” and “Process. Apply is
further divided into “Generalize” and “Apply.”
“Do” is essentially to experience something. It’s planning for discovery; a single
developmentally appropriate learning activity provides a common experience for
participants. The objective is to explore/discover.
“Share” means responding by describing what happened. Sharing individual learning
stimulates individual and group growth. The objective is to involve everyone and
generate data for further processing.
“Process” means analyzing patterns and common themes; examining the shared
experience. Here you ask questions to encourage participants to think about the
experience from simple concepts to integrated ideas. The objective is to build a bridge
to new knowledge and skills.
“Generalize” means guiding participants from the present to a broader perspective.
Have participants focus on implications of experience and how it might be extended
to related personal life or societal experiences. The objective is to build personal
meaning. Avoid inflammatory language that would upset individuals or groups.
“Apply” means considering what can be done with the newly acquired information or
skill. How the experience can be used for other tasks/events/activities or how it
relates to other projects individuals may be interested in pursuing. Encourage a
positive impact on family, school, community and the larger world. The objective is
to provide a tool for ongoing use in their lives.
For examples of good questions to ask, see Appendix B of the 4-H Cooperative
Curriculum System (4HCCS) publication entitled Heads-On, Hands-On: The Power
of Experiential Learning.
Criteria 2
Opportunities are included for involving adults and youth as partners in the learning
process.
This criteria has been modified slightly from how it appeared in the National 4-H
Curriculum Criteria. With the need to provide simple, ready-to-use, stand-alone
activities, there is not time to involve youth and adults in planning, implementing and
evaluating every activity.
Criteria 3
Materials are user friendly and identify the educational setting for the curriculum.
Delivery modes or educational settings include 4-H Afterschool programs , organized
4-H community clubs, special interest activities/short term programs, day camps,
overnight camping programs, individual study/mentoring/family learning programs,
school age child care education programs, instructional TV/video, distance education,
parent training, adult and teen volunteer training, and staff development.