CHAPTER 1

Padhkar Kumar and Karkar Kumari:

Views on Education System
Let us introduce you to Padhkar Kumar and Karkar Kumari! Both study in the same school, but
are taught by different teachers. Padhkar Kumar and his teacher believe in only Padhai2. But
3 4
Karkar Kumari believes in Padhai with Khel and Khushi. Her teacher also engages her in
activities which give her real-life experiences.

We shall experience the concept and implementation strategies of Experiential Learning along
with these two children.

Padhkar Kumar

Padhogay likhogay
banogay nawab

Karkar Kumari

Khel khelmein Hum

Seekhte hain Janaab !!!

2
Studies
3
Play
4
Happiness

08 EXPERIENTIAL LEARNING
(It is a usual day at school. Both Padhkar Kumar and Karkar Kumari have entered the school
premises a little before school time. They are walking together towards the assembly ground and are
engaged in deep discussion.)

Karkar Kumari: The Indian Education System is changing and going through a developing phase.

Padhkar Kumar: “Yes! We are learning to unlearn all over again. Did you know that a well-
established education system existed in India even in ancient times! There used to be residential
schools known as Gurukuls for teaching theology, philosophy, arts, military education, public
administration, etc. The gurus were responsible for the holistic development of their students.
Unlike today, the guru did not teach a class of forty to forty-five students, but instead
concentrated on senior pupils only, who were just five to six in number. With the evidenced
contention that the best way of learning is teaching, these senior students passed on their
knowledge to the junior students by acting as gurus for them. This practice was known as
monitorial system as these senior pupils monitored the progress of the junior students.”

Karkar Kumari: Well, the world has come full circle and now once again the emphasis is on peer-
learning as one of the crucial methods for enhanced learning.

Padhkar Kumar: Is that so? Well, I gave you this background because I found this so interesting.

EXPERIENTIAL LEARNING 09
1.1 Education in colonial era
Karkar Kumari: But tell me, what happened next, Padhkar?

Padhkar Kumar: Education System

underwent certain changes after the British
invaded India. Let me show you a picture
which will tell you everything in a nut-
shell! Here it is.

Did you get anything from this picture?

Karkar Kumari: Yes! One-sided classroom,

teacher is the master, students are doing
meekly what has been told.

Padhkar Kumar: Yes, Indeed! Indian schools were like that only. The Britishers encouraged
their own practices and beliefs and brought about a complete change in the education system
of India. Education became a part of the government sector rather than being owned by the
local community. The text book and syllabus were decided and taught as per the guidelines
given by the Education Inspectors. The teacher’s role was limited to questioning and pupil
control or maintaining discipline in the class. This kind of teaching could only produce
students with textual knowledge and a community of rote learners, and individuals were
meant to be brought up only to follow not to question.

Our education in the contemporary times is still influenced by the British Education System.
Even today, the methods of rote-memorization remain in our schools in large measure. I wish
that were not the case.

Karkar Kumari: I only partially agree, because you are missing out on the new developments.
New pedagogical skills and teaching methodologies are emerging in a splendid manner with
the training of the facilitators. But contemporary practices yet remain to be imbibed in the
current education scenario. Introduction of various pedagogical skills and teacher training has
not been able to bring about constructive and productive outcomes on a larger scale as
required.

Result of achievement surveys like NAS, various SLAS conducted by states, exams like PISA,
etc. and a general debate in the country for better quality of education have become the
catalysts in bringing about the much-needed movement towards the Experiential learning
pedagogy, with a focus on hands-on experience through real-life situations, to raise the
competence level of the Indian students.

10 EXPERIENTIAL LEARNING
A great deal of Research is being undertaken regarding the benefits of introducing and
practicing strategies like Experiential Learning, Blooms Taxonomy, Multiple Intelligence etc. to
strengthen our education system. This is the future of our education system.

Padhkar Kumar: Arey suno5, What is Experiential Learning?

Karkar Kumari: Wait! You have asked a wonderful question. Now that I have caught your
interest, let me take you through the system. First and foremost, just see this:

•Experiential approach aims at making the educational environment student

centered.

•The students have control over their own learning – over the pace of learning,
method of learning, and over the skills they need to utilize for this learning.

•They are able to evaluate, think critically, make decisions and master knowledge by
constructing it.

•The teacher facilitates or guides the students.

•Learning experience may be cooperative, collaborative or independent, encouraging

the students to work together and learn how to question and evaluate evidence
rather than accepting truths communicated by their teacher.

Padhkar Kumar: This seems to be yet another management jargon to me. You know the
kinds that laptop wielding executives can mesmerize you with?

Karkar Kumari: Certainly not! This is indeed different and is now established as the future of
education. In fact, it is the recommended pedagogy of almost all countries that are considered
to be providing the best quality of school education. In an article I saw on the internet, the
following 7 of the 8 points are elucidated as the reasons as to why Experiential Learning is
the future of Learning and is true for school education too:6

5
The Hindi version of ‘Hey Listen’, used to address somebody close/friendly, or while trying to catch the
attention of someone, or even to drive home a point.
6
8 reasons why Experiential Learning is the future of Learning, by Rajiv Jayaraman (https://
[Link]/8-reasons-experiential-learning-future-learning)

EXPERIENTIAL LEARNING 11
1. Accelerates Learning:

Repetitive Learning or learning by rote has long been replaced by ‘Learning by Doing.’
Experiential Learning methodology uses critical thinking, problem solving and decision making
to deliver a training module. This has become an established method to accelerate learning.

2. Provides a Safe Learning Environment:

Simulations are a part of Experiential Learning and they can even use real life scenarios that
depict several challenges, which a participant will eventually face after the course completion.
It is only natural that mistakes happen during the course of learning, and using simulations is
like taking kids to a playground, and getting them to have fun, try new things and learn, in a
safe controlled environment.

3. Bridges the Gap Between Theory and Practice:

By moving beyond theory to the realm of “learning by doing,’ the trainee gets a first-hand
experience of practicing what has been taught. This plays a crucial role in retaining concepts
and ideas.

4. Produces Demonstrable Mindset Changes:

There are very few learning methods that can have a dramatic impact on the participant’s
mindset. Experiential Learning is one of them. Management guru Henry Mintzberg pointed out
long ago that, “Leadership, like swimming, cannot be learned by reading about it”.

5. Increases Engagement Levels:

The high focus on collaboration and learning from each other benefits the participant as it
increases engagement. On the other hand, since the participant is immediately involved in the
problem-solving activity or event, the level of ownership of the outcome is high.

6. Exceptionally effective for retention:

Experiential learning is personal and effective in nature, influencing both feelings and
emotions as well as enhancing knowledge and skills. It goes beyond classroom learning and
ensures that there is high level of retention.

7. Enables Personalized Learning:

In order to enable personalized learning, every program needs to enable a journey through the
following phases: Assessment, teaching and learning strategy, and curriculum choice.
Experiential learning methodology is highly effective in meeting these requirements to enable
personalized learning. It is a radical departure from traditional learning methods and takes the
learning beyond the classroom. The participants set their own learning pace. This has
introduced the concepts of flipped classroom, where the learning goes to the students and not
the other way.

12 EXPERIENTIAL LEARNING
Pdahkar Kumar: Can you sum it up please?

Karkar Kumari: Allow me to sum it up in the words of two authors, [Link] and [Link],
“Experiential learning can be defined as a sense making process of active engagement
between the inner world of the person and the outer world of the environment”: it is thus the
active engagement of the whole person through thoughts, feelings and physical activity. 7 The
senses play an important role, because we interact with the environment through our senses.
The latest research in neurosciences too speaks of ‘embodied cognition’ which means using
our body to learn. This leads to increase in neuron connections in the brain and in turn leads
to higher retention and recall.

Padhkar Kumar: Now it is making sense to me. Using our own senses to learn can be so
empowering and I can see why you are so excited about this form of pedagogy. Like you, I too
would enjoy a class so much more if the concepts are taught through engagement of our
senses, where we students take the lead in learning. Now that you have made me sufficiently
interested and curious about it, I want to know more about what other countries are doing.

Karkar Kumari: Countries like Finland and Singapore have already taken a lead in practicing
and implementing Experiential Learning at their school education. At Finnish schools, the term
“outdoor education” represents teaching and learning that takes place outside the classroom with
the aim to achieve goals in the National Core Curriculum for Basic Education (NCC, 2004,39) and
in the National Core Curriculum for upper secondary schools. In Singapore, in 2005, the Ministry
of Education has taken a stand for transforming learning from quantity to quality “more quality
and less quantity” in education. This is in line with the national vision of ‘Thinking Schools,
Learning Nation’.

My dear Padhkar, this is indeed the future of education in the world. This can help us
benchmark our progress to the international standards of education. An approach like
experiential learning can surely bring about the required change in the competency level of
Indian students and they can be at par with the best in the world, if appropriate actions are
taken timely.

7
Beard, C., & Wilson, J. P. (2006). Experiential learning: A best practices handbook for educators and trainers. London: Kogan, page 19.

EXPERIENTIAL LEARNING 13
 CHAPTER 2

Padhkar Kumar and Karkar Kumari:

Experiencing the Experiential Learning – Policy and Framework
Both Padhkar Kumar and Karkar Kumari decide to go to Karkar Kumari’s teacher, to know more
about Experiential Learning. The teacher is very happy that Karkar Kumari is advocating the
benefits of this form of learning. She gives them the task to research on the following:
8
i. Perspectives on Experiential Learning in MHRD , through the National Curriculum
Framework
ii. State governments’ initiatives for promoting Experiential Learning
iii. UNESCO’s initiative on Experiential Learning
iv. CBSE and Experiential Learning

In line with the Experiential Learning methodology, the teacher tells them to do this research in a
collaborative manner. Working as a member of a group for collaborating on the same activity is a
new experience for Padhkar Kumar, who is used to doing all his academic tasks on his own.
Padhkar Kumar initially tries to compete with Karkar Kumari in getting more information by
keeping to himself, but Karkar Kumari slowly cajoles him into discussions. Padhkar Kumar soon
realizes that doing the same task together with his peers through active discussions and analysis
actually helps him understand things better, asks more questions and gains more confidence by
being able to find solutions to his queries, and even acquires perspectives he had not thought of.
Hence, the task is jointly and joyfully completed by Padhkar Kumar and Karkar Kumari.

and go to the class for presentation.

Padhkar Kumar Karkar Kumari

Both approach the Teacher and show their work to her.

Teacher: If you are really keen on gaining an understanding on the three issues on which you have
done your research, then why don’t you explain what you have learnt today to the whole class.

8
Ministry of Human Resources Development is the ministry looking after education sector in the Government of
India.

14 EXPERIENTIAL LEARNING
Padhkar Kumar: No, no. It is alright. I have understood. I don’t feel the need to go and make a
fool of myself before the rest of the class.

Teacher: You know you experience the concepts better if you teach them to others.

Padhkar Kumar: But what if someone asks me a question that I do not know the answer for?
Will it not be embarrassing for me?

Teacher: Nobody has all the knowledge. Knowledge is an acquired process. Even those who ask
you questions are doing so out of curiosity and an urge to learn more. It is this curiosity and
reflection that becomes the basis for a firm understanding of topics and concepts.

Karkar Kumari: So why should you feel embarrassed? We can do more research on those areas,
and it will in fact help us understand the topic from many more different angles.

Padhkar Kumar: Fine, if you are so confident, then you go first.

Teacher: Yes, Karkar Kumari, why don’t you start? (Addressing the class) Class, today Padhkar
Kumar and Karkar Kumari are going to talk to you about the manner in which I teach you every
day. Are you interested?

Chorus: Yes Ma’am! Why not? Sure! Very much!

Karkar Kumari begins her presentation to her classmates on her findings as follows:

MHRD

Experiential
UNESCO Learning CBSE
Perspectives

NATIONAL
CURRICULUM
FRAMEWORK

Karkar Kumari: My dear friends, as you have noticed our teacher is unique in the way she
teaches us. She initiates our learning process and then gives us an activity or task to do that we
can relate to real life, and she plans well in advance. We do the task in small groups, sometimes
different groups do different tasks, but when each group makes presentations in class through

EXPERIENTIAL LEARNING 15
power point or quizzes, or charts, or role play, etc., each one of us acquires clarity on the topics.
And we tend to retain the understanding too in the long term. Well, did you know that this form of
pedagogy or method of teaching and learning has a name and is extremely popular in the
developed countries? Does anyone know the name?

Student 1: Joyful Learning!

Student 2: Art integrated learning!
Student 3: Activity Based Learning!
Student 4: Fun, games and studies!
Student 5: Sport Integrated Learning!
Student 6: Inquiry based learning!
Student 7: Collaborative learning!
Student 8: Assessment as learning!
Student 9: Learning by doing!
Student 10: Best Teachers’ method!
Padhkar Kumar: Now I am really confused.

Karkar Kumari: There is nothing to be confused about. All of you are more or less right in your
understanding. This method is known as Experiential Learning and it encompasses everything
that all of you just said and much more. Today I am going to limit my presentation to giving us a
perspective on how it is also a part of the education system of our country. This is how I have
planned my presentation.

I shall first take up the Government of India’s position on Experiential Learning which is
elaborated in the National Curriculum Framework, 2005. Next, I will give you examples of what
states are doing to promote it. Then I will take you through what UNESCO recommends, and
lastly, I will come to my favourite part, that is, what CBSE has taken up.

Padhkar Kumar: (by now gaining confidence and looking at the Teacher) And I will keep
pitching in during Karkar Kumari’s presentation.

Teacher: That sounds good. Go ahead.

Karkar Kumari: I would like to submit to you:

2.1. The need

The need for active student-oriented teaching learning has been recognized and envisioned by
9 10
policy makers, educationist and supporting educational governing bodies - NCERT and MHRD .

9
National Council for Educational Research and Training
10
Ministry of Human Resources Development

16 EXPERIENTIAL LEARNING
2.2. Emphasis in National Curriculum Framework
A curriculum framework consists of a clear and implementable policy on how the growth and
progress of education is envisaged with the help of various tools like syllabus, textbooks,
pedagogy, extra and co-curricular activities, etc. It is a set of guidelines and standards that are
expected to be achieved by students while being imparted education by the schools. It is a set of
goals of learning, manner of learning and teaching, areas to be focused upon, how assessment
should be done, etc. The last national curriculum framework has been framed in 2005 and it has
put greater emphasis on designing tasks-based learning experiences that challenge students
thinking and encourage independent thought and action.

You can see for yourself as I quote from the NCF 2005:

Children learn in a variety of ways—through experience, making and doing things,

experimentation, reading, discussion, asking, listening, thinking and reflecting, and expressing
oneself in speech, movement or writing—both individually and with others. They require
opportunities of all these kinds in the course of their development.(NCF, 2005 page 34)

Learning occurs through interactive experiences:

Learning tasks that are designed to ensure that children will be encouraged to seek out
knowledge from sites other than the textbook, in their own experience, in the experience of
people at home and in the community ……communicate the philosophy that learning and
knowledge are to be sought out, authenticated and thereby construed. (NCF, 2005, page 39)

Experiences form the basis of participatory learning:

Participatory learning therefore is to be envisioned as a process whereby learners construct

meaning through absorption, interaction, observation and reflection.

The curriculum framework also asserts that students must be able to dissent, debate and
form individual opinions on situations, ideas, systems and practices by developing skills to
think and reason independently.

These experiences can be as simple as:

•visiting a farm to observe and understand the process of farming
•germinating a seed
•simulating volcano eruption.

EXPERIENTIAL LEARNING 17
(While Karkar Kumari was busy in presentation, Padhkar Kumar’s thoughts were
gravitating towards his friend.)

If I could experience a volcanic

simulation, or perhaps get into the mind
of a historic figure and do a role play,
learning subjects like Geography and
History would be so much fun. And if
you add visits and excursions to my
learning process too, then it is bye-bye
rote memorization!!!

(Karkar Kumari carried on with her presentation.)

2.3 Initiatives taken by various states:

2.3.1 Uttar Pradesh:

“To improve children’s English, Sarva Shiksha Abhiyan, UP, supported by UNICEF, has initiated the
11
programme Aao Angrezi Seekhen . The programme has been launched in the state on 17 July
2017. The Centre of Learning Resources (CLR), Pune, has developed the entire content of the
programme. This is a 15 minutes bilingual interactive series designed in entertainment-education
(e-e) format, with a central character called Sunita didi. She is the radio teacher who interacts
with the children in the classroom, asks them questions and teaches them how to answer in
English. It relies extensively on local language support for learning English and is structured as a
dramatized series in which young Hindi-speaking children learn English from an older English
speaker. The programme is innovative, interactive and child friendly. The radio lessons contain
skits, songs, language games, general conversation etc. In addition, it requires the classroom
teacher to revise the entire lesson by herself after the audio lesson is complete.”12

11
Hindi phrase, translated as, Let us learn English
12
[Link]

18 EXPERIENTIAL LEARNING
2.3.2 Tamil Nadu:

“State Council of Education Research and Training (SCERT) Tamil Nadu, through its Tamil
Language cell has taken this innovative initiative of producing these DVDs which include all the
poems in the Tamil Book from standards 1 to 5. Girls and boys from Government schools are
trained to sing these poems, in a natural setting giving life to the theme of the song at the back
drop. Each song comes alive on the screen with the joyful expression of young children, thereby
providing an opportunity for fun filled learning. Over 35,000 copies of DVDs have been
distributed to all the primary schools in Tamil Nadu.”13

2.3.3 Chhattisgarh:

Chhattisgarh Govt. decided to improve the deteriorating conditions of Primary education after the
declaration of NAS class III results and started focusing on Early Grade Numeracy & literacy skills.
For improving literacy skills, it started working with Room to Read and in order to improve Math
skills, it collaborated with Sampark Foundation. The foundation helped develop Maths and
English kits for the schools.

Math Kit:

Math kit contains a box with colorful materials like Number line, play money, numbers, shapes,
colors and many other TLMs. The pedagogy is split in two levels, Level 1 focuses on concepts
covered in class 1 & 2 while Level 2 is aligned with the syllabus of class 3, 4 & 5. In each of these
levels, the concepts are grouped in four broad areas: Numbers & Operations; Geometry;
Measurements; as well as Patterns, Data handling and Problem Solving. Each class is provided
with a Math kit with multiple teaching aids that cover all the Math concepts in class 1 to 5. A
teacher’s reference calendar describes the way a concept can be progressively introduced and
mastered using TLM and written practice using square line notebooks. It also includes ideas for
games, formative assessments and areas that need focus. An introductory hands-on training for
teachers covering all the early grade math concepts introduces teachers to the philosophy,
methodology and the use of TLM.

English kit:

English kit comes with a battery-operated audio device to play the role of the teacher and to
create exciting Teaching Learning Materials (TLMs) around the lesson so that teaching becomes
interesting and effective. The teacher is given a booklet that guides her through a well structure
sequence of teaching 240 lessons (120 each of Math and English) with details of where to use
Sampark Didi along with teacher lead activities.14

13
[Link]
[Link]
14

[Link]

EXPERIENTIAL LEARNING 19
2.3.4 Nagaland

The State of Nagaland has introduced ACL (Activity and Competency Learning) programme in
690 schools as an educational system that incorporates all aspects of learner-centered education
which promotes creative learning based on activities and competencies. Here, Continuous and
Comprehensive Evaluation of children (CCE) is at the core of the system, incorporating the
requirement of early literacy and mathematics; and it has been taken up as a very important
innovative educational project in the State.15

Student 1: May I ask a question?

Karkar Kumari: Sure.

Student 1: I find all the work being done by states really interesting. Is there any one place where
I can find these best practices of states for a better understanding?

Karkar Kumari: Since this part of the research was done by you, Padhkar Kumar, would you like
to reply?

Padhkar Kumar: Yes, I would. The MHRD has developed a unique portal by the name of SHAGUN
(‘Sha’ is derived from Shala, meaning school; and ‘Gun’ is derived from Gunvatta meaning quality).
Here you will find the documentation of best practices of states in the form of videos, narratives,
etc. If you are keen to know more, do visit [Link]

Student 1: And if I want to know more about how individual teachers are taking up this
pedagogy in their schools, where do I look for?

Padhkar Kumar: That is a good question, because I too was curious about how the state’s
policies are transacted at classroom level. I found something amazing in my research. The MHRD
gives away the National Teacher’s Awards every year. In 2018, it started a new trend. It made one-
minute videos on the work done by each of the 44 teachers who were given awards that year. You
can see them on [Link]

You will find teachers who teach Mathematics by transforming the school playground into an aid
for teaching and learning concepts of the subject, those who teach Chemistry through theatre,
those who make mobile Apps for each concept of Maths to teach students, etc. Our teachers are
indeed very creative!

Karkar Kumari: And for want of time I am now going over to the next part of my presentation,
while urging you all to visit these portals. I will now talk about UNESCO’s perspective and
Padhkar will talk about CBSE initiatives.

15
[Link]

20 EXPERIENTIAL LEARNING
2.4 TLSF – UNESCO perspective on Experiential Learning:
UNESCO launched the Teaching and Learning for a Sustainable Future as a programme for
United Nations Decade of Education for Sustainable Development. Acknowledging the fact
learning takes shape in the way experiences are processed by learners, TLSF programme entails a
dedicated module on Experiential Learning as a key – approach to student-centered learning
16
towards a sustainable future.
“In order to ensure the enhancement
2.5 CBSE Initiatives: of the quality of education and to
Padhkar Kumar: promote self-improvement, it has
been decided by the Board to form
• CBSE has identified the transformation of the groups of 4-6 neighborhood schools
pedagogical processes of teaching-learning in for collaborative growth. These
schools as the crucial intervention to make the would be Hubs of Learning.”
students future ready.
CBSE circular dated 9.3.19
• The transformation is to be implemented by
incorporating active and experiential learning, besides strengthening other aspects of
learning like arts and sports teaching, capacity building of educators and greater emphasis
on value – education and life skills.

•Experiential learning is the theme for teacher training in CBSE for Session 2019-20 and
it is the front runner for making the educational system learner centric and the pedagogy
creative and joyful.

•HOW CBSE STRENGTHENED THE ERA OF TEACHING-LEARNING REFORMS:

Several reforms have been initiated after CBSE revamped its Affiliation Bye-Laws;
these byelaws have now been linked with Academic excellence, Assessment
Practices, Teacher Training, etc. thereby initiating the process of quality driven
education, rather than infrastructure led education.

ALL CIRCULARS ISSUED HEREAFTER BY THE BOARD ARE IN ONE DIRECTION: MAKING
CLASSROOMS EXPERIENTIAL AND FUTURE-READY.

16
[Link]

EXPERIENTIAL LEARNING 21
 PEDAGOGICAL
LEADERSHIP

TRAINING AFFILIATION EXAMINATION

REFORMS BYE-LAWS REFORMS

ACADEMIC
REFORMS

For your convenience, I have given a chronological description of each circular. Each circular is
interlinked, with the ultimate goal of QUALITY ENHANCEMENT AND FUTURE READINESS.
INTER-RELATION OF THESE CIRCULARS IS HIGHLIGHTED IN BOLD. Let’s embark on the
journey…

•[Link]. CBSE/AFF- B.L./SECY/2018

•Revamped Affiliation Bye-Laws with focus on Outcome
October 18,
2018 Based education.
•Foundation of all qualitative improvements

•CBSE/Dir(Acad)/Mathematics/2019
January 10,
2019 •Introduction of Two-Level Mathematics at Secondary Level

•F.1028/CBSE/Dir(Acad)/2019
January 18, •Adopting Learning Outcome based Education
2019
•Focus on Education that imparts Competencies to Students

22 EXPERIENTIAL LEARNING
 •Acad-11/2019
March 6, •Strengthening Assessment and Evaluation Practices
2019
•Assessment Of, As and For Learning

•Integrating Art with Education

March 8, •Circular no. Acad-12/2019
2019
•Focus on Experiential and Joyful Learning

•Acad-15/2019
•Principals as Pedagogical Leaders
March 9, •Principals to take responsibility of being Pedagogical
2019 Leaders of their schools and prepare class-wise and subject-
wise innovative Annual Pedagogical Plans for the
transaction of curriculum

•CBSE/Dir.(Training & Skill Edu)/2019

March 9, •Laying down of Aims and a Theme of Training every year
2019
•THEME FOR 2019 IS EXPERIENTIAL LEARNING

•Circular no. 14/2019

•Artificial Intelligence, early Childhood Care Education and Yoga
March 9,
2019 introduced as skill subjects
•Aim of introducing: Future Readiness

•Acad-16/2019
March 9, •Reserving one period per day for sports and outdoor
2019 activities becomes mandatory at all levels

•Circular No.-Aff-12
•Formation of clusters of schools in to Hubs of Learning
March 9,
2019 •Collaboration among Affiliated S chools for self-
improvement and quality enhancement

EXPERIENTIAL LEARNING 23
There are many more reforms awaited, like Integrating Sports in Education, Promotion of
Joyful Mathematics and Science, focus on developing reading skills at an early age, etc.
With that I come to the end of our presentation. Are there any questions?

2.6 Thinkers’ Point of View:

Teacher: Well, there is time to take up one question only, because we are going to do an
activity thereafter.
Student 2: Is Experiential Learning a purely Western practice, or do we find its presence in
India too?
Padhkar Kumar: I would like to answer this, as I can connect things now. You may have
heard of the Gurukul system of imparting education in ancient India. That system was
entirely based on experiential learning, though at that time this kind of nomenclature did not
exist. The Guru would take up several activities while sitting outdoors and the activities would
be directly connected to nature. It was the British who in the name of progress introduced a
different kind of education that was not in alignment with the cultural ethos of India.
Our culture has always emphasized the value of learning from elders at home and in the
society, remain connected to the environment, learn to do everything related to your upkeep
yourself, etc. But in the name of western education, we have lost that edge that we had over
learning by doing. Even then, several Indian thinkers have been propagating this methodology
in their own way. Each one of them has given a creative twist to the idea of imparting holistic
learning.
Allow me to name a few thinkers who have contributed to the field of Experiential Learning. I
am sharing a few quotes by well-known Indian thinkers. These quotes themselves are
indicative of the ‘learning by doing’ philosophy of Indian thinkers as far as education is
concerned. You may like to read their works on the topic for more in-depth understanding.
2.6.1. Jiddu Krishnamurthy:

“To understand life is to understand ourselves and thus both

the beginning and end of education.”

2.6.2 Swami Vivekanand:

•Swami Vivekanand reinforced the concept of learning through experiences of life.
•He encouraged Theory of Constructivism which suggests that humans construct knowledge and
meaning from their experiences.
•He asserted that man-making is the most important component of education. It is a life-long process
that leads to self-discovery, self-awareness, self- perfection and self-manifestation.
•He insisted that education should result in developing mind of humans rather than stuffing it with
content from books.

24 EXPERIENTIAL LEARNING
2.6.3 Rabindra Nath Tagore:
His educational philosophy was based on three cardinal principles: freedom, active
communication with nature and creative self-expression. Tagore believed that education
confined to four walls of the classroom becomes artificial and loses its value.

“We should know that the great task of the institution is to provide for the
education of mind and all the senses through various activities.”

“You cannot cross the sea merely by standing and staring at the water.”

2.6.4 Mahatma Gandhi

“Literacy in itself is no education. Literacy is not the end of education or even the beginning.
By education I mean an all-round drawing out of the best in the child and man-body, mind
and spirit. True education must correspond to the surrounding circumstances or it is not a
healthy growth.”

Therefore, connecting your learning to your experiences is not only important for academic
growth of the child, but also for the all-round physical, spiritual, and mental health of the
child. On this firm note, we end our presentation.

Teacher: Thank you very much Padhkar Kumar and Karkar Kumari. Please sit down. Now all
of you divide yourself into four groups, of 5 students each. Each group will reflect on the
learnings today. Step back from what you heard today, and now think about how this
presentation has impacted you and why do you think that it has influenced you or not
influenced you. Discuss in groups and then write it in your journals. You have 20 minutes.

As students got busy preparing themselves for the activity down, Karkar Kumari asked
a question to Padhkar Kumar:

Padhaku Ji
Quick quiz. What did the
Proton say to the Electron?

How can a Proton

speak?

Exactly!
Answer is “Don’t be so
negative!”.
Think differently, my friend!

EXPERIENTIAL LEARNING 25
 CHAPTER 3

Padhkar Kumar and Karkar Kumari:

Understanding Foundations of Experiential Learning

(Another character enters the scene. The teacher has invited a guest speaker in the class
today. She is keeping the name a secret from the students).
Teacher: Good morning class. Today I have a surprise for you. We have a guest speaker from
the USA. He is an educational theorist and is renowned the world over for his seminal work
on Experiential Learning. He is the founder and chairman of Experience Based Learning
Systems, (EBLS), and an Emeritus Professor of Organizational Behavior in the Weatherhead
School of Management, Case Western Reserve University, Cleveland, Ohio.17
Padhkar Kumar: Is it Mr. David Kolb?
Teacher: You seem to have done your research well. Yes, it is Mr. David Kolb.
Excitement runs through the classroom.
David Kolb enters and the children surround him, each wanting to shake hands with him. He
feels overwhelmed by this response. The teacher asks the students to be seated. Students
decide to quickly rearrange the furniture in the class so that they can sit in a semi-circle
(Equity-based seating arrangement decided by the students is a crucial aspect of
Experiential learning). The students eagerly await to hear David Kolb now.
David Kolb: My dear children! I am so happy to be in your midst. Your Teacher has requested
me to speak to you in detail about the Experiential Learning theory. You shall also know the
basic elements and the cycle of Experiential learning. Let’s do it together.
Karkar Kumari: Sir, what are the salient features of Experiential Learning?
David Kolb: Experiential learning:

•is based on the principle of ‘learning by doing’.

•focuses on developing skills in the students through real life experiences.

•is the way of learning in which it is the learner who guides the learning process,
experiences, observes, reflects and implements it.
•doesn’t believe in compartmentalizing each subject. All the subjects are interlinked, and it
depends upon the learner what he takes away from his experience. Each learner will have
a different learning experience. The learner plays a pivotal role in assessing himself.

17
[Link]

26 EXPERIENTIAL LEARNING
•gives a multisensory experience of learning by using all senses, auditory, visual, tactile
and kinesthetic.

Padhkar Kumar: Yesterday our teacher made us reflect upon the things that we had learnt
and presented before the class. So, if we simply take up reflection of whatever is happening in
the class, would that be considered as Experiential Learning?

David Kolb:No, that will not be considered as Experiential Learning. A complete

learning cycle happens only when a learner goes through all the stages of learning that
is cognition18, perception, behaviour, experience and reflection.

Padhkar Kumar: Sir, please tell us about the cycle.

David Kolb: The cycle I propose is inspired by the works of Jean Piaget19 and the father of
20
experiential learning John Dewey . Let me show you a diagram to make you better
understand the Experiential Learning Cycle. Here it is.

KOLB’s Experiential Learning Cycle

18
According to Oxford Dictionary, cognition means the mental action or process of acquiring knowledge and
understanding through thought, experience, and the senses.
19
A Swiss Psychologist (9.8.1896 to 16.9.1990), known for his work on child development and his theory of
“genetic epistemology”.
20
An American Psychologist (20.10.1859 to 1.6.1952), was one of the first proponents of hands on learning or
experiential education.

EXPERIENTIAL LEARNING 27
 Stage 1 - Concrete Experience: The learner cannot learn merely by reading or
observing. He needs to actively participate in the experience by feeling it with all the five
senses. The idea is to immerse in the experience and learn.

Stage 2 -Reflective observation: This is the second stage where the learner reflects at
the situation before forming any opinion. The learner must reflect upon the present by
connecting it to his past experiences. Reflective observation focuses on observing and
perceiving.

Stage 3 -Abstract Conceptualization: The learner creates theories to explain his

experiences. In this stage the learner gathers and analyzes the information and draws
conclusions. Sometimes it may challenge the pre-existing concept. This focuses on
learning by thinking.

Stage 4 - Active Experimentation: This is the final stage where the learner applies what
he has learnt while learning by doing.

The learner can enter a learning cycle at any stage, but must go through all the
four stages to complete his learning cycle.

Teacher: I don’t think I have ever realized that, all 5 senses can be utilized for the learning
process. David, could you please elaborate on that a little bit more.

David Kolb: Sure. Let us take the senses one by one and see what they mean for Experiential
21
Learning according to a website called “Learn through Experience” .

Sight
Humans are primarily sight-oriented. Everything, from the foods we eat to the clothes we
wear, shows signs of visual influence. We also take cues from visual stimuli as we absorb new
material. In fact, as Dr. Haig Kouyoumdjian states in a Psychology Today article, “…our brain is
mainly an image processor, not a word processor.” Teachers can use visuals in the classroom
via infographics that use large images to reinforce key concepts, and colors that stimulate
mental activity.

Hearing
Sound is all around us, and it can act as a distraction as often as an aid. Hearing helps people
learn associations, whether it’s the sound of birds on a tree or ice cracking in the middle of a

21
All five senses and what they mean in an experiential learning scenario are taken from the website:
[Link]

28 EXPERIENTIAL LEARNING
lake. Hearing teaches right from wrong, and safe from dangerous, and it is a crucial part of
learning throughout life. In terms of active learning methods, the child will benefit most from
engaging in relevant group discussions, reading out loud and experiencing a positive feedback
environment. Studies have also shown that background music can help reinforce concepts,
provided it is considered calming not distracting. To that end, non-commercial noise such as
instrumental music, nature sounds and other vocalizations can help students focus their
attention to the task at hand.

Taste
As with the other senses, taste plays a role in learning key associations. Taste can teach us
about cultural and local cuisine just as it can teach about international cuisines. Like sound, it
helps us learn safe versus poisonous foods and salty versus sweet foods. It can also help in
the classroom when learning about chemistry, geography, mathematics, history and so on. In
fact, one study at the University of California, Los Angeles shows that sampling foods with
varying differences allows students to apply scientific explanations to account for the changes.
After the testing period, students have been able to recall their experience and associate what
they tasted with what they had learned.

Smell
The sense of smell is powerful, and some studies reveal how the slightest odour can trigger a
memory from years before. In fact, a study published in Neuropsychologia in 2012 shows that
scent activates more parts of the brain than sight alone, indicating the strong effect scent can
have on learning and overall memory. Scent can bring up negative connotations, though, so
teachers should take care to introduce only relevant scents when students are engaged in
learning. Incorporating nature trips can be effective in learning, not only for word/term
association but for calming effects as well.

Touch
The last category is highly useful for experiential learning because it involves direct contact.
Touch is a powerful sense after all, and it can release a series of emotions and memories that
aid in learning. Since roughly 30 to 40 percent of people are considered tactile learners, the
ability to touch while learning could be vital to their success. From building models to
exploring ropes and knots, hands-on learning provides context and allows your child to reflect
and engage.

Karkar Kumari: Our research showed that Experiential Learning Cycle can be read and
understood in conjunction with learning styles as proposed by you. Could you explain the
learning styles?

EXPERIENTIAL LEARNING 29
David Kolb: Yes. These learning styles have come to be known as Kolb’s Learning
[Link] are four distinct learning styles based on four stage Experiential Learning Cycle
given earlier. Through these learning styles, we can elaborate that people have different
learning styles which are formed on the basis of their social environment, educational
experiences and their basic cognitive structure.

3.1 Diverging (feeling and watching – CE/RO)

Emphasizes the innovative and imaginative approach of doing things. Students with a better
ability to generate ideas and engage in brainstorming, who enjoy gathering information, are
often interested in people, are imaginative and emotional, arts-oriented, have excellent group-
work skills and are open to concrete feedback.

3.2 Assimilating (watching and thinking – AC/RO)

This kind of learner pulls a number of different observations and thoughts into an integrated
whole. This learning style is more common in information and science careers, with
preference on readings, following logical approaches, being concise, and with the ability to
explore and manipulate analytical models. People with an assimilating learning style are less
focused on people and more interested in ideas and abstract concepts.

3.3 Converging (doing and thinking – AC/AE)

Individuals with this learning style are often good at using technology, are interested in
experimentation of new ideas and in practical application of theory. People with a converging
learning style can solve problems and will use their learning to find solutions to practical
issues. They prefer technical tasks and are less concerned with people and interpersonal
aspects.

3.4 Accommodating (doing and feeling – CE/AE)

Students with this learning style use trial and error rather than thought and reflection. They
often have a tendency to rely on others for information and are not interested in carrying out
their own analysis, acting on a ‘gut’ instinct.

Padhkar Kumar: Sir, with your presentation, I have begun to understand why Experiential
Learning is beneficial for us. As the situations are real-life, our teachers can know if we have
understood the concept or not. Then they can also give us further remedial support.

Teacher: Why is it beneficial? Can anyone in the class now answer that?

Student 1: Experiential learning engages students in the classroom in interactive activities that
allow them to gain experience and provide them with opportunities to reflect, analyze and
reconstruct concepts and new information.

30 EXPERIENTIAL LEARNING
David Kolb: You are right. Please see this diagram that sums up this discussion:

Teacher: Now that we all have fair idea, let us do an exercise in the class.

Padhkar Kumar will present his experiences of learning while Karkar Kumariwill present her
experiences of learning. For each point that they raise, other students can add their views.
Let’s see what happens!

David Kolb: This will be an experience in itself!

The discussions were held in a very systematic manner. First Padhkar Kumar would raise a
point about the pedagogy he had been used to, next Karkar Kumari would respond to how the
same aspect was different in the Experiential form of learning that she was exposed to, and
finally one of the students from the class would sum up the differences. Here is a gist of the
discussions in a tabular format:

Type 1. Type 2
Remarks
Padhkar Kumar’s Karkar Kumari’s
of other students
views on how he has views on her Experiential
been taught so far learning Classroom

Teacher teaches and I Active learning takes Type 1 is very Teacher directed in a
listen. place with a real life Teacher centric classroom. It is a
connect and context. Fixed and Rigid structure.

In Type 2, the classroom is learner

centric and the approach is flexible
and differential.

EXPERIENTIAL LEARNING 31
 Transactions are carried Inductive approach helps In Type 1, knowledge to be received
on mainly from the text the learner understand is fixed by the teacher.
followed by some the text and concept
activities like classwork, better. In Type 2, the knowledge is actively
homework or tests. constructed by the learner.

Students depend on the Students are responsible In Type 1, the learner is the receiver.
teachers for their for their own learning. It
learning. It aims at aims to develop In Type 2, the learner is participating
transferring knowledge knowledge and skills in her own learning
simply by transferring through experience.
information.

Diagnosis at the end of Diagnosis and remedial is In Type 1, there is too much rigidity
the lesson leaves little provided at each step. and often demotivates the learner.
scope for remedial. This provides a lot of
Summative assessments scope for formative In Type 2, the learner learns at own
are given more assessment to take place. pace and therefore has higher levels
importance. of confidence.

Assessments call for rote A wide array of In Type 1, assessment are done by
learning, mainly assessment strategies the teacher and are often perceived
memorization and recall such as observation, as threatening.
to replicate the content anecdotes, peer-
assessment, self- In Type 2, assessments are done by
reflection etc. are used. the learner as self-assessment or by
the peer group as peer assessment or
as a collaborative process with the
teacher and are not perceived or seen
as threatening.

(Padhkar goes into deep thought….Karkar’s class is so joyful. For the first time I have the
confidence to ask many questions, even form my own opinions and actually talk about them.)

Mr. Kolb, can you give us specific

examples of an experiential learning
class, and the manner in which the
stages are to be implemented?

32 EXPERIENTIAL LEARNING
 CHAPTER 8

EXPERIENTIAL LEARNING IN A NUTSHELL BY PADHKAR KUMAR

(CONCEPT MAP)

Experiential Learning

Is a pedagogy to: Is not: Leads to

- make educational •
Simply doing too many •
Accelerated Learning
environment student-centric activities in a class
•
Safe learning environment
- let students control their •
Taking students out / for a
learning visit without any specific •
change in mindset
- enable students to think learning aim •
Increased teamwork and
critically, evaluate, make collaboration
decisions and construct •
Utilizing expensive
knowledge resources for learning •
Promoting retention
- make learning experience •
Watching videos in a smart •
Learning beyond the
cooperative, collaborative class classroom
and independent
- Bridge gap between theory
and practice

Policies/Actions for promoting EL by Organisations

NCF 2005 (National

Curriculum Framework)
Initiatives at the state levels

EXPERIENTIAL LEARNING 117

 Experiential Learning

Includes:
•
Joyful Learning
•
Art-Integrated Learning
•
Activity-Based Learning
•
Fun, Games and Studies
•
Sports Integrated Learning
•
Inquiry Based Learning
•
Collaborative Learning
•
Assessment as Learning

118 EXPERIENTIAL LEARNING

 THE HOWs OF EXPERIENTIAL LEARNING

Plan and identify

The experiential
Analyse Map activity that you will Prefer
The needs of your The activity to the take up for a given An Art
students and existing topic/concept. Plan integrated
their prior curriculum/syllabi out the primary and activity if
knowledge and be clear about secondary possible.
the learning

Familiarize Flexible Ensure Explain

Students with group Seating Availability of What your
dynamics as a life skill Arrangements resources required expectations are
for the activity, if from the students
any. to them

Understand
Experiential Learning
•
is incomplete without
Allow for reflection Assess
Students to make Teacher’s role
• The EL experience
mistakes
Importance of
•
portfolio in EL

EXPERIENTIAL LEARNING 119