“Learning By Doing”
Amber Wallingford – University of Wyoming Cooperative
Extension Service – Washakie County
Experiential Learning Model
Individual or group
May be unfamiliar
Pushes learner to a new
Talk about the experience
Share reactions &
Freely discuss feelings
generated by the
What did they do?
What did they see? Feel? Hear? Taste?
What part of the experience was most
How the experience was
How the themes, problems
and issues were brought
How specific problems were
How did they go about doing this activity?
What problems or issues came up as they did
How did they deal with these problems?
Why is the life skill they practiced
General trends or common
Real life principals that
Key terms that capture the
What did they learn from the experience?
How does this learning relate to other things
they have been learning?
What similar experiences have they had
(with this life skill or subject matter)?
New learning can be applied
to other situations.
Issues raised can be useful in
How can they use what they learned?
How could what they learned in this
experience relate to other parts of their
How can they apply (the life skill practiced)
in the future?
Open Ended Questions
Multiple teaching/learning methods
Less from the adult’s perspective
Discovery of knowledge and solutions builds self-esteem.
Learning is more fun!
Other life skills can be learned
Requires preparation by leader
Requires patience and guidance by leader.
There is often no single “right” answer.
Keep it Fun
Be Positive and Hopeful
Positive Role Models
Minnesota 4-H Youth Development
University of Florida
Rutgers Cooperative Research and Extension
Oklahoma Cooperative Extension Service