It is no secret that people learn best when they are actively involved in the learning process. In 1994, while studying a Diploma in Training at the Damelin Business Management School I came across the following experiential learning model and immediately saw great value in the approach for programming among youth. The model can be used to structure any event in which your main objective is to teach youth some life changing or doctrinal truth.
The model takes seriously the need for participation and discovery in learning. It is based on the understanding that unless youth are involved in the learning situation, they will not internalise the concepts that are learning and therefore be unable to transfer what they learn to their lives. In fact, the more youth participate during the programme the greater its effectiveness and the longer they will retain what they have learnt.
The following diagram shows how the model works graphically and is followed by an explanation of each stage:
1. Experience
Each programme should begin with the youth and leader engaged in an experience that will raise youth's awareness of the subject and show how it relates to them, and increase their motivation for learning. There are a number of ways to get people into an experience: ask for feedback on an experience youth have had which relates to the subject, engage in a role play, watch a video or a get involved in a simulation game.
2. Content Input
The theoretical input stage should only constitute about 20% of the total programme time. The aim here is to give youth a model against which they can analyse their behaviour. The objective of programming is not simply to teach concepts to youth as knowing something will not necessarily bring about life-change. It is also wrong to think that the content input section of the programme is the most important part of the learning process. It is a necessary part, but it is only one part of the total process. Techniques that can be used here include: lecturette, video, reading handouts and discussion.
3. Analyse
At this stage youth analyse the experience they had against the content input. It is usually best to let youth do their own analysis, under the guidance of a leader who asks questions about the experience. Techniques that can be used include: a set of questions based on the experience or content input, personal reflection or group discussion.
4. Generalisations or Inferences
Now youth are ready to draw generalisations or inferences based on their analysis. A generalisation is a fact that a person can accept immediately and act on, whereas an inference is a fact or rule that a person can accept tentatively but that needs to be tested before the
person is willing to incorporate it into their behaviour. It is important to guide youth in making up their own minds about change that needs to be implemented in their lives.
5. Practise or Tryout
Youth need to be given an opportunity to practise using the generalisations or to test (try out) the inferences. This step is similar to the experience in step one of this model, but it must be life-related and practical. Once a person has drawn a generalisation about a behaviour, they should practise that behaviour in a situation that is as lifelike as possible. If they are testing an inference, they should try it out in a situation very much like they might find themselves in.
6. Transfer
The last step in the programme model is for youth to explore how to transfer what they have learnt to their lives. The leader may need to assist the young person in using the knowledge or skills in their lives. Programming is worthless if there is no transfer of what has been learnt to life. It may be necessary for youth to work through an exercise that will help to facilitate this transfer.
Using the Experiential Learning Model
The following examples are from various contexts in which I have used the model to teach different truths or concepts.
Example #1: Stages of Small Group Life
I recently facilitated a day seminar for small group leaders where I used the Experiential Learning Model to teach the small group leaders about stages of the life of a group. After I had used the model I then talked the leaders through the model so they could use it to teach the Bible input part of the small group experience. Here is what I did:
1. Experience
I asked the leaders to brainstorm the stages that small groups go though. I gave no input at this stage - no corrected perspectives - I simply listed the stages that they began to think of.
2. Content Input
I then presented the seven stages of small group life that I had developed - they are: (1) Formation - This is an exciting but awkward stage as people try to find out who is in the group and how they fit in. (2) Exploration - This is a get-acquainted stage where people get to know one another and start the bonding process. Someone has called this the honeymoon stage. Relationships are still reasonably superficial. (3) Transition - At this stage people feel tense, anxious and wonder whether they are really open with each other and whether the group will accomplish its mission. (4) Conflict - When people really get to know each other their value systems may clash. One person may talk too much, another may be insensitive and another may be shy and uninvolved. As people work through this stage they will need to air differences and work through them. This is a difficult but important stage when hidden attitudes and values surface as relationships deepen. In time trust will develop to a point where more openness is possible. (5) Community - this is a meaningful period in which members relate to one another in a deep and vulnerable way. It is a very enriching stage but also a dangerous stage as the group become very close and possibly unwilling to relate to outsiders. (6) Ministry - At this stage people are eager and vulnerable as they take ownership and rise to new challenges in the group. Leaders should stress from the beginning that they exists to minister to people inside and outside the group. Members should be encouraged to minister to people individually or corporately. Energy should go into outreach so the group can grow in numbers and prepare for multiplication. If a group does not move into this stage, it will go stale. (7) Birthing/Closing - If the group is to divide into two smaller groups, people will experience grief at the loss they are about to experience and wonder if they will survive. If the group is to be terminated, people are reflective and thankful as they evaluate what they have experienced in the group.
3. Analyse
At this stage I asked them to reflect on the seven stages and identify where the small group that they lead is presently at. I allowed the leaders to verbalise where their groups found themselves.
4. Generalisation
I then asked what the implications are for their small group? Has it just arrived at that level? Is it stuck there? Does it need to move on? etc.
5. Practise
I then asked them to identify what they needed to do to move their group to the next level or to help it develop at the present level.
6. Transfer
I challenged the leaders to go back to their small groups in the coming weeks to to make a commitment to see it move to the next stage of development.
Example #2: Defining Culture
I used the experiential learning model to teach students at a theological seminary about the concept of culture. My objectives in the session were to to explore the concept of culture; to practise defining culture; and to apply this definition to youth ministry.
1. Experience
The students were asked to write down a definition of culture. "Culture is..."
2. Content Input
I then presented a definition of culture from the course notes.
3. Analyse
Here I had students compare their definition of culture with the one in their course notes. I asked them to reflect on what was similar or different about it.
4. Generalisation
I asked them to reflect on what significance the differences suggested to them.
5. Practise
Here they were tasked to write another definition of culture based on what they had heard and reflected on during the session.
6. Transfer
Finally, I asked them to think of a teenager in their youth group, or a situation where two cultures were involved. Then they were asked to apply the definition to the person or to the situation.
Example #3: A Model of Culture
In this learning exercise with students I wanted to explore a model of culture, to devise ways to communicate cross-culturally, and to apply the process in a simulated situation.
1. Experience
Students had to select an actions from a list below: Talking loudly in public; living in a guarded fortress; having 5 children; sleeping on the ground; having sex before marriage; being on a perpetual diet; being late for meetings. They had to identify a culture it reflects; suggest why they thought it was common in the culture and determine what lay behind the behaviour.
2. Content Input
I then introduced a model of culture from the course notes.
3. Analyse
Students were encouraged to analyse the results of the activity against the content input.
4. Generalisation
I asked them to determine the significance that it had for ministry across cultures.
5. Practise
Here they had to devise a way to speak to a person of a different culture about a behaviour on which you differed.
6. Transfer
We ended with a situation play. Imagine that two youth leaders from different culture youth groups meet - act out how you would go about dialoging about the diffent cultural behaviour.
Example #4: Crossing Cultural Boundaries
In this use of the learning model I set out to explore a model for crossing cultural boundaries and to help students learn to handle interaction in different cultures.
1. Experience
I had students reflect on an experience they had had when they moved out of their own culture into a "foreign" culture. They had to reflect on how they felt and how well they handled it.
2. Content Input
I then presented a model for crossing cultural boundaries from the course notes.
3. Analyse
I asked them to reflect on how the model relates to their cross-cultural experience?
4. Generalisation
I asked them to reflect on the implications they could take and apply to future experiences.
5. Practise
We set up role play situations in which students could practise the new skills they were learning.
6. Transfer
Finally, I had they reflect on how they would apply the insights they had gained to specific situations they could encounter in their youth groups.
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