Introduction To Experiential Learning - Literature review Example

EVALUATION REPORT AND FEEDBACK LETTER INTRODUCTION TO EXPERIENTIAL LEARNING Section A. Information and background to Pyramid Introduction to Experiential learning Defining learning has proven difficult as depicted by various literature across this discipline. The rationale of this fact is an individual will learn in her/her own unique way while sharing a similar experience (Beard and Wilson, 2006 p.16-21). Kolb’s cycle is can be used to give an in-depth understanding of the meaning of experiential learning, it illustrates that experiential learning is an individual’s learning process of forming meaning from experience. Kolb (1984) developed Dewey’s contention that experience alone can’t result to learning. The cyclical model that he developed was aimed to formalize the upward spiral construction of knowledge though experience. The model can be the figure 1 below: Figure 1: Kolb’s Cycle of Experiential Learning The cycle explains that concrete experience is interpreted through reflective observation. Knowledge is produced by this reflection, which is the conceptualization of lessons learned. This knowledge ultimately informs active experimentation (Kolb, 1984, p.45). This indicates that knowledge is constructed through several steps, concurring with Dewey’s assertion that one does not innately learn from experience. Experiential learning process’ steps offers the student a hand-on, collaborative and reflective learning experience that will assist them to entirely learn new skills and knowledge (Haynes, 2007). The heart of experiential learning is learning from the process. Students are supposed to engage with the content, instructor, the students themselves and apply what they have learned in another situation. Background and Rationale for Pyramid Clubs There are a range of negative outcomes that children suffer from due to poor social skills that leads to increase mental health issues, poor academic performance as well as lack of school adjustment (Masten et al, 2005). Such children suffer from emotional instability such as anxiety, low self –esteem, low confidence and shyness among others. Pyramid Clubs are effective in restoring good socio-emotional skills in disturbed children thereby enabling them perform better in school. Prior research has demonstrated the effectiveness of pyramid clubs as group-based socio-emotional intervention programs that are effectively implemented in schools in order to heighten their emotional and social wellbeing (Ohl et al, 2012). As such, pyramid clubs are an influential model of experiential learning that seeks to nurture resilience in a vulnerable child, nourish social and emotional wellbeing as well as enhance emotional and social competencies. In the University of West London (UWL), psychology students are required to apply the theory they have learned in class into practice through experiential learning. Application of theory in learning takes the form of a temporary work based learning placement which gives the students an experience of actual learning process. Pyramid clubs are a form of Experiential Learning model that helps undergraduate students work with vulnerable children and help them develop their emotional and social capabilities. For purposes of this paper, this form of experiential learning is an evidence-based early intervention programme focusing on ten- to 11-year-olds with emotional challenges. Vulnerable children are characterised by limited interactive skills which are influential in preventive children from reaching their potential. This does not only affect the emotional development of such children, but also their carer and developmental potential. Such problems can culminate into mental health issues later in the life of such vulnerable children. When compared to children who have not taken part in pyramid cubs, those who have overt improvements both in the medium and long term (Ohl et al., 2012). Organisational Structure of Pyramid The organisational structure of Pyramid clubs in the University of West London (UWL) I presented in the figure below. Figure2: Pyramids Organisational Structure as at May 2014 (Hughes, 2014) Section B: Reflection on the Experience of the Experiential Learning in the Pyramid Club The process of Experiential Learning in the Pyramid Club is a great experience that has positive impacts in the learners and therefore requires adequate preparation for optimal learning outcomes. As a psychology student, I was enthusiastic when I learned about the pyramid clubs that required volunteers on the position of the pyramid club leaders in Ealing schools. In order to take part, the first step I undertook was to fill in an application form during an interview with the Pyramid project co-ordinators Bronach Hughes and Janne Mantikoski. The interview gave me important insights into the importance of volunteering and working with the children with withdrawal symptoms, anxiety, depression, somatic disorders and helping them redeem their self-worth and self-esteem. I presented by qualification as to why I perceived myself fit for the pyramid program and the position of the pyramid leader. I was also informed of the need to possess a DBS (Disclosure and Barring Service) certificate as a legal requirement for any pyramid leader. I filled in the document for the certificate and in two months, I received the certificate. Before undertaking by leadership role in the pyramid, I had to undergo training as I had no prior experience of dealing with the children of between 10 and 11 years. The training took place within a span of three days. The trainers handed us a Pyramid club leader handbook to supplement the training sessions. The handbook had important information on how to handle children. The most insightful part of the training was the analysis of the behavioural and psychological symptoms that are an indicator of the issues the children are suffering from, as well as an investigation of the potential challenges that pyramid leaders face when working with the children. The training was very motivational in the development of personal skills to be used as a pyramid leader. Practical Application of the Personal Skills Learned in Pyramid Most of the skills I learned in the training were very helpful in my preparation of the leadership task. Communication skills such as listening and speaking were very important as when children are able to communicate on important matters efficiently, then I will be able to help them alleviate themselves. This will be determined by how I implement my communication skills, high listening capacities, confidentiality and trustworthiness as they create an atmosphere for understanding. I also learned to exercise resilience, understanding and patience in order to emphatically connect with the children. Volunteering as a pyramid club leader will be very influential in my career in the field of psychology as it will improve my experience in handling children as I hope to venture into clinical psychology. As a pyramid club leader, I plan to impact the necessary skills of teamwork such as making the environment warm, relaxed and comfortable for all team member where there is free expression of thoughts and feelings and everyone in the group participates. Criticism is positive and constructive. As a leader, I have to instil confidence, integrity, honesty, great communication skills, organizational skills, delegation powers, influence, a team player, a facilitator, negotiator in times of conflicts and fair to all team members. This will help the children to be honest, fair to each other, reliable, develop complete skills, portray positive attitudes and have good communication skills. In order to excel in my career objective, I believe that both personal develop skills and academic expertise is required. Therefore, I understand the need to conduct necessary research in order to understand the benefit of volunteering as a pyramid club leader and the process of improving the social and emotional health of vulnerable children through pyramid intervention. As I plan to undertake my role as a pyramid club leader, it is my endeavour to impact positively to this noble course through all the skills in have learned during my training and from my vast research (Ohl et al. 2008). Theory Application Both cognitive and psychological theories are applicable in relation to pyramids. Psychological therapies are directed towards generation of desirable behavior when children are faced with a stressful event. Negative attributes such as social discrimination, depression, low self-esteem and negative body image can be overcome through psychotherapy. For instance, children can be encouraged to face their fears and problems by exposure to such stressful events in order to help them deal with them instead of finding escape engagements such as binge eating, seclusion, crying or getting more depressed. As such, this theory is highly applicable in pyramid club in helping children recover their esteem and high self-confidence. Cognitive theories explore the mental development of a child. As such, they are influential in the development of either positive or negative emotional responses which could lead to depression and esteem issues. The application of cognitive theories in the pyramid club will be helpful in providing for steady symptomatic improvement, guidance of the children’s personal growth, coping strategies and comprehension of the children’s coping mechanism as a response to distractors in their environment. According to the theory of cognitive development proposed by Jean Piaget, intelligence in children is developed through reorganization and reconstitution of mental processes which are influenced by both biological and environmental environment. By balancing the biological and environmental aspects, the children are able to enhance their cognitive abilities. In its application in pyramid clubs, Piaget theory can be applied helping improve the children’s self-worth through basic evaluation of their values and attitudes that are perceived to lead to negative feelings and acting on them to change their perception from negative to positive. Other theories that will be considered include Maslows hierarchy of needs (1943) as it explores the need for esteem needs, safety needs, physiological needs and loving and belonging needs in a hierarchical manner. Moreover, Banduras social learning theory (1977) will be highly applicable. In relation to team work, an investigation of Tuckman and Jensen (1977)’s Stages of a groups development will provide insights into the achievement of goals as a pyramid club leader (Caum, 2011). I’m looking forward to my placement as a pyramid club leader once the schools get read as I fell I’m dully prepared. References Beard, Colin & John Wilson. (2006). Experiential Learning: A Best Practices Handbook for Educators and Trainers. Philadelphia: Kogan Page. Caum, L.O. (2011). The four stages of group development by Bruce W. Tuckman. Retrieved from, http://lorenzocaum.com/blog/the-four-stages-of-group-development-by-bruce-w-tuckman/ Haynes, C. (2007). Experiential learning: Learning by doing. http://adulteducation.wikibook.us/index.php?title=Experiential_Learning_-_Learning_by_Doing Hughes, B. (2014). How Pyramid is funded [Word document]. Retrieved from notes online web site at: https://online.uwl.ac.uk/webapps/blackboard/content/listContent.jsp?course_id=_60475_1&content_id=_1215015_1&mode=reset Hughes, B. (2014). Pyramid Organisation Charts [Word document]. Retrieved from notes online web site at: https://online.uwl.ac.uk/webapps/blackboard/content/listContent.jsp?course_id=_60475_1&content_id=_1215015_1&mode=reset Hughes, B. & Davies, A. &Baker, H. (2011).Pyramid club leader handbook [PDF]. Retrieved from, https://online.uwl.ac.uk/webapps/blackboard/content/listContent.jsp?course_id=_60475_1&content_id=_1215016_1&mode=reset Kolb, David. (1984). Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice-Hall. Appendix: Feedback Letter Address 1 XX Address 2 XX Date Dear, sir, This letter presents my gratitude for the opportunity of carrying out my experiential learning through voluntary pyramid club leader in your organization. I do not take lightly the fact that you enabled me gain practical insights into the field that I wish to launch my career in which is psychology and particularly clinical psychology. The training I undertook in preparation to my position as the pyramid club leader gave me useful insights into the practical experiences of helping vulnerable children cope with their social and emotional development such as through team work, managing children’s behaviour, safety and security of the children as well as task coordination and planning. Some of the important skills that I learned during the training include; the importance of team work, demonstrating understanding, sensitivity, empathy, non-judgmental attitude, reliability, punctuality, and effective communication when dealing with children in order to instil self-confidence in the children. Some of the experiences that I will take with me from this opportunity include the free training I received from you, a sense of accomplishment for being part of a process that impacted positively on the lives of vulnerable children, gaining hands-on experience in handling young children as well as the opportunity to work as a team. Hoping to work with you more in the future. Yours sincerely (sign your name here) Name Read More