Experiential Learning

By Eric Escalante P’20,’22, Director of Gates

Learning is doing. This became my mantra over 30 years ago when my brothers and I were middle-school explorers of the Texas wilderness. Whether we were fishing at the coast, building a watercraft to float on our local pond, or being foolish and knocking wasp nests off the eave of the house, we were living and learning in more ways than we had bargained for. Without even realizing it, we were making connections between the mechanics of our physical and emotional worlds and bringing that learning to our next experience. Looking back on it now, these connections were not only invigorating, but were the catalyst to further exploration and reflection, the very foundation of experiential learning.

I was new to the traditional classroom setting when I arrived at Cardigan but quickly realized that many students today, students of the iGen, do not share a lot of these early childhood experiences. They were born with technology in hand and it’s an integral part of their lives––socially, academically, and even athletically. Relieving them of this digital crutch isn’t easy, but kids crave these experiences and learning opportunities. All middle-schoolers benefit from experiential learning but there has never been a generation that has needed it more. They need to experience the “messy parts” of learning––the parts where they struggle, get their hands dirty, and tinker.

Cross-curricular connections are critical to true experiential learning. It is in these moments of academic cross-pollination that a student’s world expands.

Eric Escalante P’20,’22

My observations in the classroom have created a fascination for the use of experiential learning to facilitate core knowledge. I’m particularly fond of using discrepant events, or unexplained problems, to “hook” the learner and elicit critical thinking. Teaching science and STEM lends itself to the use of lab and shop work to promote inquiry, patience, coexistence and the ability to thoughtfully gather and analyze data and information. We can also use the writing process, poster presentations, and oral evaluations to build on students’ ability to communicate findings to the greater community. Providing relevance and opportunity to explore allows learners to meet the material at their own pace. 

At the foundation of experiential learning is a student-focused rather than teacher-focused curriculum. It answers the very questions that students have: “How can photosynthesis help with climate change?” “What happens when the chemical compounds used to make plastic enter our oceans?” “How can we create a device to promote equal access for all humans?” “Can we make something more fun?” Cross-curricular connections are critical to true experiential learning. It is in these moments of academic cross-pollination that the students' worlds expand. They are able to view and investigate problems that are bigger than Cardigan. This style of problem solving asks them to connect to other people’s situations and feelings. At the core of great experiential learning, students exercise their empathy and critical thinking in synchrony.

I am so inspired by my student’s curiosity. By allowing this inquiry to be the template for the class, we make content relevant, accessible, and engaging. We are the new explorers and we know that learning is doing.