Experiential learning puts the doing before the telling. A child who has poured water between a tall glass and a wide bowl twenty times has a relationship with volume that no amount of being told about volume produces. The reflection matters as much as the activity: the teacher's question afterwards — what happened? why do you think? — is what turns an experience into knowledge.
It is also why our floors are the kind that can be wiped. A classroom that cannot tolerate mess cannot host this.
Related termsসম্পর্কিত শব্দ
- Play-based learningTeaching in which play — structured and free — is the main way children meet ideas.
- Child-centred learningAn approach where the child's interests, pace and questions shape what and how they learn.
- Free playChild-chosen, child-led play with minimal adult direction — the part of the day children run themselves.