Bringing ‘life smarts’ to class
Learning is much more than text books and class discussions. There’s also the need to “learn by doing” or, as it’s called in educational circles, experiential learning.
While not a new concept in education, experiential learning is increasingly being explored to address a broad range of learning experiences, from trips to far-flung regions for group projects to local outings and outdoor recreational activities.
“Experiential learning involves authentic experiences that lead to consequences and reflection,” explains David Hamilton, senior school principal at The York School. “It not only engages the rational brain but emotions as well. These are what students will need to face issues in the future.”
Experiential learning is also a strong motivator throughout the school year, he adds. “Student motivation isn’t always what we want it to be. Experiential learning tends to trigger more engagement.”
The York School’s ICE (Integrated Canadian Experience) is a flagship program that combines credits in English, Canadian history, geography and civics. Every other day students block time to leave the classroom and engage with people based on a theme, such as urban planning or small business. For Challenge Week in May, they choose from one of several excursions across Canada to research broad societal issues such as the state of cod fishing in Newfoundland, or Indigenous challenges in Northern Ontario.
Grade 12 student Georgia Samuel at The York School says she learned a lot about different cultures and perspective from her trips into Toronto, Ottawa and Quebec. “We were able to interact with people to look at different issues in their community, such as Indigenous rights, the impact of the charter of the French language, or environmentally sustainable urban planning.” Those experiences, in fact, led her to decide on studying political science and urban planning when she graduates.
“As you go through life, you can be book smart or life smart. We want students to be both,” says Anne-Marie Kee, head of school at Lakefield College School. Located on an expansive property in Selwyn, Lakefield has long practised experiential learning, largely through outdoor education programs. “While some schools are doing some component of education where they are adding experiences, we are able to do it every day,” Kee says.
Experiential learning is becoming increasingly important in preparing kids for the future, says Lakefield’s assistant head for academics, Joe Bettencourt. “There is less certainty than ever about what kids need when they graduate. So they have to be able to adapt, adjust and evolve throughout their lives. In other words, they need to become lifelong learners and problem-solvers.”
He stresses that the real learning doesn’t actually happen during the experience itself. “It happens after, when they are able to reflect on what they did and the results. They can then abstract that learning and apply it to future experiences. That’s the real power of experiential learning.”
Experiential learning activities also demand full engagement on the part of the students, he adds. “You’re not at a desk thinking about what your peers are doing or what’s happening at home. When you are paddling a canoe and setting up camp with the class, all those distractions have to be put aside.”
This year Lakefield introduced a Building Better Communities course, in which students learn about a particular community need and identify how they can serve it in an environmentally responsible way. One example was the building of an outdoor shed for the archaeological dig area on the property, in which students were tasked with designing and building the shed, as well getting the materials and managing a budget.
“They not only learned design skills but also applying environmental theories,” Bettencourt says. “Now they are applying those learnings to designing their own classrooms.”
It’s never too early to start experiential learning. At Northmount School, Chris Ruch, vice-principal and director of admissions, says even boys in their grades 1 and 2 classes can learn a great deal more through experiential projects. “When you see the engagement on the grade 1 students’ faces when they get to build a bird box and feeder for their bird study, it’s more fun for the teachers as well.”
Among other programs, Northmount has a beehive at school where the students collect and sell the honey. Grade 8 students have taken international trips to World War I sites and the Vatican. Northmount even has a young entrepreneurs club, where students are given seed money to build a business.
“On one field trip we took them up the Niagara River so they could actually see and feel the power of water,” Ruch says.
Another increasingly important benefit of experiential learning is that it can help address the growing issues around student depression, anxiety and loneliness, Kee says. “Connecting with others and with nature is not just good for the mind. It’s good for the soul.”
Experiential learning involves authentic experiences that lead to consequences and reflection. It not only engages the rational brain but emotions as well. These are what students will need to face the future. — David Hamilton, The York School senior school principal As you go through life, you can be book smart or life smart. We want students to be both