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“Learning is the Process whereby Knowledge is created through the transformation of experiences” – Kolb

Experiential Instruction or the experiential learning process is about the acquisition of knowledge through experiences and reflection. It is a self-paced and personalized action strategy focussing on process rather than product. It involves students in self-directed hands-on experiences that involve the ‘real world’ of people and things. It also involves affection that shape feelings, attitudes and values. 

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The components of experiential learning are games, model making, conducting experiments, demonstration, roleplay, field trips etc. These experiences move students beyond “knowing about” to “knowing how” and “being able to do”.
 Experiential education is learner centered, integrated and less structured than direct instruction and promotes inductive and deductive reasoning. It takes into account the individual learning needs and styles and can accommodate different cultural interests and values.
In Experiential learning process, learning occurs only when the learner participates actively, analyses critically, draws conclusions independently and finally uses his knowledge in new situations. It certainly demands co-operation and varying degrees of help and guidance from the teachers. Here comes the role of the teachers as facilitators. They have to capitalize on the strong motivation induced by the experiential learning strategies, use them to teach subject specific content and strengthen the students’ interests and values. 
C. Rogers, a well known humanistic psychologist has these to say, about what teachers need to do.
  • Set up a positive climate for learning (an interesting and desirable atmosphere).
  • Be very clear about the purposes of the learner (know the learner’s needs and interests)
  • Organise and keep ready the learning resources (plan well)
  • Facilitate to balance the intellectual and emotional components of learning (give importance to self-happiness and provide opportunities for sharing and co-operation)
  • Share his /her feelings and thoughts with learners.
  • Abstain from exhibiting any kind of dominance.