Experiential Learning Real-Life or Scenario Based Learning

EXPERIENTIAL LEARNING REAL- LIFE OR SCENARIO BASED LEARNING
Learning by doing. This is the basis for the - an instructional strategy that uses interactive
experiential learning theory. Experiential learning scenarios as the basis for learning.
focuses on the idea that the best ways to learn
things is by actually having experiences. Those - These scenarios imitate real-life situations
experiences then stick out in your mind and help and train the viewer in complex decision-
you retain information and remember facts. making via simulated work challenges.
- Make content important by creating
For teachers, creating opportunities for students to experiential situations through using a blend
have experiences based on the things they are of affective elements including contextual
learning about is key. Teachers can help create framing, anecdotal narrative, personal
environments where students can learn and have impacts, and self-reflection.
experiences at the same time. - Real life scenarios allow you to put your
learners in the picture. Creating immersive,
The experiential learning theory works in four relatable scenarios enables learners to apply
stages—concrete learning, reflective observation, skills and knowledge easily and directly in
abstract conceptualization, and active their daily roles and tasks.
experimentation. The first two stages of the cycle - Real Life or Scenario Based Learning usually
involve grasping an experience, the second two works best when it’s applied to tasks that
focus on transforming an experience. require decision-making and critical thinking

in complex situations. So you’ll probably need
Reflective observation comes next, where the to tailor your structure to the subject you’re
learner reflects on their experience personally. teaching.
What’s most important is that your structure provides

There are many ways that experiential learning is
an UNDERSTAND, APPLY, REFLECT loop.
used every day. Some examples include:
1. Make the viewer UNDERSTAND your

 Going to the zoo to learn about animals scenario and the information that’s needed to
through observation, instead of reading do well in this situation.
about them. 2. Let them APPLY that knowledge through a
 Growing a garden to learn about choice of action.
photosynthesis instead of watching a 3. Then provide feedback so they REFLECT on
movie about it. what they just did and how to improve.
 Hoping on a bicycle to try and learn to ride,
instead of listening to your parent explain We train our students for complex decision-making
the concept. instead of memorization. It also:

 Field trips
 Art projects  Increases the engagement from the learner:
 Science experiments  Increases retention of what's taught: You are
 Mock cities and trials able to remember what you learn better if
 Role playing you've learned it within its natural context.
 Reflection and journaling  Improves application of knowledge: Pupils,
 Internship opportunities students, and employees will have an easier
 Interactive classroom games (video-game time applying what they've learned in the real
based) world if they've learned it in a real-world

context (even though it's faked/imitated in
In the experiential model, David Kolb described Real Life or Scenario Based Learning).
two different ways of grasping experience:  Builds confidence: Even though we imitate
real situations, SBL builds confidence in its
 Abstract Conceptualization
students, because it will feel like they've been
 Concrete Experience
there, done that when they encounter such a
He also identified two ways of transforming
situation.
experience:
 Active Experimentation
-Case Analysis/ Training Videos/dialogue
 Reflective Observation boxes/ “Pause and Reflect”/
Problem-based scenario: Students have to

investigate a problem, make decisions, use
logical reasoning, and think critically
Issue-based scenario: Students take a

stand on issues (usually humanitarian in
nature) and explore them to understand how
the decision-making process applies to them
Speculative scenario: Students predict the

outcome of an event in the future using their
present knowledge, understanding, and ideas
A great reflective activity could involve having

students map out their course of action, and
examine each decision one-by-one to notice
patterns, biases, or detours they took that led
them to their final destination. S
COURSE PORTFOLIO
College/Department SENIOR HIGH SCHOOL
Course Code SAMPLE ONLY Course Title DISASTER READINESS & RISK
REDUCTION MANAGEMENT
Academic Year 2022-2023 Semester FIRST
Instructor’s Name MRS. SHERIE ANN EVANGELIO (eme) Signature:
Date Syllabi Week Evaluative Method
August 29- Sept 2 WEEK 2 Topic:
Identifyi
ng
Classroo
TOPIC: HAZARDS and DISASTERS
ACTIVITY: “Hazard Map”
Experiential Learning:
The students will be grouped into teams of five. The groups will be
specifically assigned a part of Millenium Building (rooms, clinic, school
grounds, lobby, pathways etc) , they will be asked to walk around and
identify at least 10 potential hazards and disasters they can take note
of. Example: (falling books, broken glasses, collapsing furnitures). After
30 minutes, they will be back in the room to discuss and create their
own Hazard Map using manila paper, crayons, marker, tape. The map
should show safe spaces labeled in blue and potential hazards labeled
in red. Possible impacts should be noted and presented to the class by
the reporters. The other groups are encouraged to ask questions during
the presentation.
September 5-9 WEEK 3
TOPIC: FIRE HAZARDS

ACTIVITY: “The Firefighter”
Real Life or Scenario-Based Learning:
The teacher will provide a scenario with notable information on where

it takes place, who’s there, and what’s happening.
“ Imagine you're a firefighter.

It’s your first day on the job, and you’re sitting in the fire station's
meeting room. One of your new colleagues comes in and hands you an
onboarding checklist and tells you that this is what everyone reads
before they start fighting actual fires.
Build your own Firefighter job description and onboarding checklist
including a list of safety gears or PPE required for firefighters. Give a
brief description of the proper procedure in addressing a fire incident”.
September 12-16 WEEK 4
TOPIC: RESPONDING TO NATURAL DISASTER

ACTIVITY: “Reflective Essay”
Real Life or Scenario-Based Learning:
In this scenario, students take the role of Prime Minister of Canada. A

Category-5 hurricane is 2 weeks away from making landfall on the
imaginary impoverished nation of Brundea in the Caribbean. Drawing
on their knowledge and understanding of Canada’s responses to global
natural disasters, students plan a course of action to help prepare for
and defend Brundea’s people against the impending hurricane.

Experiential Learning Real-Life or Scenario Based Learning

Uploaded by

Copyright:

Available Formats

Experiential Learning Real-Life or Scenario Based Learning

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Experiential Learning Real-Life or Scenario Based Learning

Uploaded by

Copyright:

Available Formats

EXPERIENTIAL LEARNING REAL- LIFE OR SCENARIO BASED LEARNING

abstract conceptualization, and active their daily roles and tasks.

focus on transforming an experience. require decision-making and critical thinking

learner reflects on their experience personally. teaching.

What’s most important is that your structure provides

1. Make the viewer UNDERSTAND your

the concept. instead of memorization. It also:

 Science experiments  Increases retention of what's taught: You are

 Role playing you've learned it within its natural context.

 Reflection and journaling  Improves application of knowledge: Pupils,

 Internship opportunities students, and employees will have an easier

based) world if they've learned it in a real-world

Problem-based scenario: Students have to

Issue-based scenario: Students take a

Speculative scenario: Students predict the

A great reflective activity could involve having

College/Department SENIOR HIGH SCHOOL

Date Syllabi Week Evaluative Method

August 29- Sept 2 WEEK 2 Topic:

September 5-9 WEEK 3

TOPIC: FIRE HAZARDS

Real Life or Scenario-Based Learning:

The teacher will provide a scenario with notable information on where

“ Imagine you're a firefighter.

September 12-16 WEEK 4

TOPIC: RESPONDING TO NATURAL DISASTER

Real Life or Scenario-Based Learning:

In this scenario, students take the role of Prime Minister of Canada. A

You might also like