Experiential Learning
Studies have shown that individuals have unique methods of processing information, and different learning strategies can benefit various learners (Yang et al., 2013). Experiential learning emphasizes the role of experience in the learning process, which often includes active engagement, reflection, and application of learned concepts to real-world settings (Yardley et al., 2012). Experiential learning can benefit kinesthetic learners as this learning method incorporates hands-on experience when learning new information.
My group project emphasizes the importance of helping teens understand their anxiety. Experiential learning methods can be applied to this lesson to help promote awareness and effective coping strategies among adolescents. Adolescents are often sensitive to environmental influences and emotional challenges (Yurgelun-Todd, 2007). Therefore, utilizing learning strategies that incorporate real-life experiences into the curriculum can be an effective method to promote deeper understanding (Yardley et al., 2012).
Experiential learning is characterized by a few key factors. To begin, this learning method involves active engagement. Rather than passively receiving information, students actively take part in the learning process through hands-on activities (Yardley et al., 2012). In the context of my group project, this can include role-playing scenarios where students explore anxiety triggers and coping mechanisms.
Experiential learning also involves reflective observation and reflection (Argento et al., 2024). After engaging in activities, students could spend time reflecting on their experiences and evaluating how these experiences relate to psychological concepts. This can help learners link their personal experiences to academic discussions and reflect on the coping strategies that work best for them.
Finally, experiential learning involves hands-on experience. Activities that simulate real-life situations, such as group discussions or peer support exercises, allow students to confront anxiety-inducing situations in a supportive environment. By engaging in these activities, learners will be encouraged to analyze and discuss the impact of anxiety on daily life. This approach allows the students to apply their knowledge in meaningful ways, promoting a productive and collaborative learning environment.
To conclude, experiential learning can be applied to our group project to help encourage comprehensive knowledge of adolescent anxiety. By encouraging active participation and reflection, this approach enhances understanding and encourages support among peers. As my group develops our learning resource, I will prioritize activities that allow students to experience and reflect on their learning. These activities will help equip them with the necessary tools to navigate their mental health challenges.
References;
Argento, E., Petker, T., Vig, J., Robertson, C., Jaeger, A., Necyk, C., Thielking, P., & Walsh, Z. (2024). “This is you teaching you:” Exploring providers’ perspectives on experiential learning and enhancing patient safety and outcomes in ketamine-assisted therapy. PloS One, 19(8), https://doi.org/10.1371/journal.pone.0306381
Yardley, S., Teunissen, P. W., & Dornan, T. (2012). Experiential learning: Transforming theory into practice. Medical Teacher, 34(2), 161–164. https://doi.org/10.3109/0142159X.2012.643264
Yurgelun-Todd, D. (2007). Emotional and cognitive changes during adolescence. Current Opinion in Neurobiology, 17(2), 251–257. https://doi.org/10.1016/j.conb.2007.03.009