What is experiential learning?  

Experiential learning is learning by doing, 然后反思经验，让未来变得更好. It’s a cycle of preflection, action, and reflection. Ohio University has defined it this way: 

体验式学习是一种教育方法，强调学生通过直接体验和反思来学习，以增加知识, develop skills, and elucidate values. 体验式学习活动是为了发展学生的知识而设计的, skills, and attitudes through experience related to a field. 体验式学习可以在课程设置和课外设置中进行. 

虽然体验可能会有所不同，但体验式学习通常包括: 

1. Engagement. 学生对活动的参与是持续和/或密集的. 这种体验需要投入大量的时间和精力来培养深度学习. 

2. Mentorship. Student receives regular, 活动总监或主管对学生工作的有意义的反馈. 反馈支持学生通过活动和为未来学习设定目标来反思和整合学习. 

3. Challenge. 学生从事推动自己的边界超越熟悉或探索未知领域的活动，以发展知识和技能. 

4. 所有权:学生在定义和/或执行活动时进行独立判断. Student takes ownership of the process and outcomes. 

5. Self or Social Awareness. 学生通过阐述个人、公民/社会和/或学术学习来反思活动. 学生识别和表达通过活动发展的知识、价值观和态度. 

体验式学习的环境可能包括(但不限于)实习, apprenticeships, clinical experience, fellowships, cooperatives, field work, practicums, community engagement (service-learning, community-based research, volunteering), interactive simulations, role-playing, performance, professional internship/student teaching, study abroad/cultural immersion, research (basic, applied, lab, industry, community), live case studies, job training, place-based education, and student organization leadership. 

Reflection Facilitation for Instructors 

反思是体验式学习周期的重要组成部分，也是日常生活的一部分. 它允许我们不断地提出问题，继续失败，并为脆弱提供空间. As educators, 我们应该将反思贯穿于我们的课程中，并为学生提供反思实践以bet8九州登录入口于他们的经历.

As a reflective practitioner, 教育工作者应该具备以下技能或积极努力发展这些技能ritical self-awareness, humility, empathy, observation, active listening, integration, seeing multiple perspectives, systems thinking, critical thinking, problem solving, communication, visual and spatial literacy.

What is Reflection?

简单地说，反思就是向内和向后看，以改善未来. 通过反思，学生可以识别和表达知识，并阐明价值观. 反思是体验式学习周期的核心.

体验式学习循环可以让bet8九州登录入口通过反思自己的经历来讲述更好的故事，过上更好的生活，为自己做得更好, their family, and their local and global communities. 根据俄亥俄砖通识教育课程，学生的结果是: 

“作为一名学习者，学生们将能够表现出一种不断发展的自我意识，并在之前的经验基础上应对新的和具有挑战性的环境.”

Experiential learning, when done best, 包括学生对活动的反思，表达个人观点, civic/social, and/or academic learning, leading to self or social awareness. Using reflection, 我们可以帮助学生从自我到更大的社会意识使用脚手架的方法.

Scaffolding Reflection

Timing and Modes of Reflection

在体验之前(预反射)、过程中(动作)和之后(反射)嵌入反射.

使用以下一种或多种模式来促进反思:

• Mark making, or drawing
• 策展，或收集的项目和/或通过剪切和粘贴
• Writing, or recording and journaling
• 索引，或寻找模式和分类/编码主题
• 讨论，或在群体环境中结构化的语言处理

反射可以通过上述模式中的一系列活动发生. 

Encourage students to: draw a map, write or tell a story, cut and paste newspaper headlines, do an interpretative dance, write/perform a song, make a video, create a painting or sculpture, 把学过的东西/要学的东西/问题列一个清单, collect photographs, write poetry, keep an observation journal, draw a pie chart/Venn diagram, make a list of new skills, share a “Rose, Bud, and Thorn” after an experience, create a blog/vlog, do a self-assessment, make a portfolio, respond to sentence stems, think through or write “What? So what? Now What?”, do a quick-write, list three things they already know about the topic, two things they’d like to know, and one question related to the topic (3-2-1).

Group Processing and Individual Processing

允许学生以小组和个人的形式进行反思，从而创造更平衡的小组对话. 这可以通过向全班提供反思提示来实现，但允许学生在与小组分享之前单独处理和自我反思. After individual processing, 这个小组可以聚在一起讨论个人的反思和分享个人的想法. Finally, 给个人留下空间，让他们处理团队中分享的任何新想法，以及这些想法如何影响或补充他们的个人反思.

Interdisciplinary Approach

Following an experience, 学生应根据提示，通过感官反思进行身心探索, such as:

• Are there distinct sounds, smells, sights, 或者其他与体验发生的环境相关的感官方面?
• 在这段经历中，你身体上或情感上的挑战是什么?
• Are you excited, nervous, intimidated, confident?
• 你如何应对新的或不熟悉的体验?

Next, 提出指导性问题，鼓励学生将轶事与自己的学科联系起来, work, or majors. To achieve an interdisciplinary approach, have students draw connections to other disciplines, outside of their own, 促进从自我意识到提高社会意识的转变. 这种反思的方法以综合学习为基础，学生可以在其中建立跨学科的联系.