Experiential learning: An essential tool for socio-emotional education

Bartolo, P. A. (Paul)
University of Malta, 54 Kennija, Triq is-Sienja, ATD1974, Attard

 

Submission type

Oral only

Scheduled

Room 118, 10-07-2019, 09:00 - 10:30

Keywords

socio-emotional education, teacher education, experiential learning, resilience

Summary

Social-emotional education aims to enable learners to develop positive attitudes and skills for thriving in their developmental and daily personal, social and practical challenges. These can only be acquired through experiential learning based on self-reflection and relevant practice. This issue was addressed in ENRETE, an EU Erasmus Plus project (2016-18) on the preparation of teachers for resilience education. The presentation raises the challenge of experiential learning for regular teachers. Building on a literature review and the project experience, experiential learning is contrasted with didactic teaching of facts and with exercises aimed at helping learners to memorise knowledge. Experiential learning was found to require the development of curricula that already include opportunities for students to engage in self-reflection and interpersonal interaction as well as active experimentation of the attitudes and skills that they are expected to learn. This learning also needs to extend beyond school. Moreover, experiential learning needs to be facilitated through a safe and appropriate climate for student active participation. Teachers need preparation to develop relevant attitudes and skills such as an unconditional positive regard towards each and every student, empathy or sensitivity to student emotionality, understanding of and skills in the management of group dynamics, and reflective practice.

Auteurs