Experiential Teaching & Learning… Is it really important?
Actually, I got the idea for this post from my last one on my youngest daughter’s class project concerning global warming. This is a bit different though, but still holds true to the principles concerning how teachers teach, and perhaps more importantly, how students learn.
For many years of my working life, I have had the pleasure to work for many different people, different companies and even different industries both here and abroad. From those experiences, I have come to realize some specific things concerning how people both teach and learn. I cannot claim to be an expert on educational issues, and I’m certain to get feedback on those of you who feel that you know more about this subject than me, but that’s fine… question away (small plug for Kiota’s blog post).
My issue is not that educators are not teaching anything, or in that student’s are not learning anything, but more to the point of the “how” for these things. After many years of working and teaching, I have begun to see some pattern surrounding these items:
Elementary School – Children are exposed to someone other than their parents for the first time. Perhaps this is the first time they are even separated from their parents, and because of that, the student’s gain a measure of understanding concerning authority, respect and understanding of how the ‘educational’ system works. Memorization is their world.
High School – Student’s begin to see how the world works, begin to realize that there is much to do, and not enough time to do it. Student’s are continued to be force-fed informational facts without (very) clear understanding of what it’s good for (remembering how you hated certain subject claiming that you’d never use this subject, or procedure again anyways… so why take it or do it?). Students are also introduced to a more worldly approach to subjects, including current events (sometimes) and oh, lest we forget… sports are everything.
College – Student’s expectations of their professors are based on their high-school experience (nothing wrong with that per se), but when these professors expect a measure of responsibility, many student’s baulk at the implications that they are not being spoon-fed information, or expected to just regurgitate memorized information back from their high-school skills… let’s bring on the practical application skills… Student’s may also realize that they are not being forced to be in class, perhaps taking advantage of catching up on sleep, and then wondering why their grade is impacted. Students also are surprised to realize that the professors are not always giving them ‘review’ sheets, or told the exact things to study for their upcoming quiz/text/exam (how can I be expected to get a good grade if I don’t know what to study for).
This is when it becomes interesting. As a college professor for many years, it amazes me that many student’s fail to understand why I won’t spell out everything in a ‘black-and-white’ picture for them to use or study for to get that “A” which they so deserve. Many students fail to understand that this portion of their learning career is more dependent on application of the skills they learned prior to college. I cannot speak for all professors, nor the implications or expectations of colleges or universities around the world, but if the student is in college, they are learning life skill at a different level, and my expectations are that I’m not a teacher of responsibility… I’m a teacher of skills, and am responsible to my ability in being able to impart something that can help a student succeed beyond, and outside of my classes. This is where experience or teaching skills come in. Too many times I have listened to, or been a student of a professor who I consider to be an academian to the core… they are the people who have no (or very little) work experience in life, but are the smartest people you will ever meet with regards to book knowledge. Because of my working career, and being in education now, it seems impossible to give life skills from a textbook. The fear to me begins when I realize that many student’s coming into college expect to be force-fed information without the realization that those doing the spoon-feeding are not doing them a favor, but instead an injustice because they may be ignorant of the environment which these student’s will find themselves in once they leave these places of ‘higher education’ and enter the working world.
Consider your current professor, teacher or mentors… How much experience do they provide, speak of, or use to make their point or confirm a textbook statement? I’m guessing we need look no further than our own parents to see what kinds of teachings they provided… it wasn’t book knowledge (they sent you to school for that), but it certainly held experience in high regard... defining the way you as students, working adults, and potentially successful individuals both hold yourselves today and how you see and react to the world around you.
Can we as students, professors, and teachers make a difference in this? Yes, actually quite easily… demand examples to back points read about, demand facts based on real-world examples and not someone (the textbook authors) opinion on what they believe is the ‘right’ way or not. Look outside of your classrooms, dorms, or common areas and realize that there is a world that is moving right along, regardless of what I’m studying. Understand that current events (local and world news) impact my life and should be the basis of the subject’s I’m learning and studying. I’m guessing that you’d be surprised on how enlightening and exhilarating it will become to finally realize that learning can become fun… and concerning those giving the information… it’s just might become comforting to both realize and understand that experiences actually do have a context in the classroom today, and that success does depend more on experiences than book knowledge in our world today.
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