Embedded Files
Application of Learning
Application of Learning
This phase occurs after students have had the opportunity to participate in an activity or event, and reflect on it to derive meaning. In this phase students are given the opportunity to apply their learning in various aspects of their lives as they answer the question, "Now what?" by describing how their learning stimulates further inquiry; how it has influenced – or may influence – their decisions, opinions, goals, and plans; and what they might do differently if they have a similar experience in future. (Community Connected Experiential Learning, 2016, pg. 8-10)
As students work through the experiential learning cycle, they will move between each of the phases a number of times. When applying their learning it is important to encourage students to apply their learning to both the curriculum exploration that they are involved in as well as to their Education and Career/Life Planning.
"When students are empowered to design and plan their own lives, they are engaged, they achieve, and they find themselves applying their learning in their daily lives. In an environment that encourages such learning, students develop confidence in knowing that their school programs are created with them in mind, that the world beyond school has something to offer them, and that they have something to offer the world".
(Creating Pathways to Success, pg. 7)
Apply Resources
Apply Resources
Developed by HDSB and UGDSB in collaboration, this document highlights tools and strategies to support students with the 'apply' phase of the experiential learning cycle. Educators can choose from this menu of resources which can be used as they are or adapted for individual programs. These strategies were selected for the ease of use during distance learning, but can also be used in face-to-face learning. (P, J, I, S)
Supporting Student Inquiry
Supporting Student Inquiry
Student inquiry capitalizes on students curiosity and questions, allowing students to drive their learning.
This monograph is designed as a introduction to inquiry learning for educators. It describes the four key phases of the inquiry process and identifies teacher and student actions for each as well as offering tips for getting started.
Developed by Learning for Sustainable Futures, this publication for K-12 educators focuses on 7 key interconnected learning strategies that support transformative learning of environmental education, citizenship and sustainability. These strategies support learning within the context of local communities and addressing relevant issues within them.
This is a free PDF download from a print version available for purchase.
This is a free PDF download from a print version available for purchase.
Service Learning / Student Action Application Opportunities
Service Learning / Student Action Application Opportunities
These opportunities allow students to take the lead in their own project which allows them to apply the concepts learned while continuing their participation in the experiential learning cycle.
The Ecoleague Action Project Recipes are experiential learning activities that will give students an opportunity to engage in meaningful, empowering, inspiring and rewarding experiences. The recipes are designed to help teachers carry out the amazing action projects. Each Action Kit includes ideas for in-class activities, step-by-step directions of the action day, follow-up activities and ideas for further investigation.
**Note: No cost educator registration is required
**Note: No cost educator registration is required
This modifiable student facing website is designed to provide students with the opportunity to learn about a Career Sector and develop new skills, while you work through the Design Thinking Process to experience solving real life problems. connected to curriculum. This website comes with both a teacher and student guide. (I, S)
In these projects from PDSB allow students to apply their learning to answer the question, "How might we?" to come up with novel solutions to real world problems. In this unit, students design and build a prototype of an electric vehicle that can deliver groceries to your door.
Please see Additional Resources for Design Thinking templates that can be used with students.
Brought to you in partnership with Unicef and Unesco, the World's Largest lesson offers creative tools for educators and action focussed learning experiences for children and young people that build skills and motivation to take action for the SDGs. (P, J, I, S) FL
With a goal to fix the earth in 10 years, led by Prince William, the Earthshot prize is being offered every year to youth who come up with creative solutions to help our planet. Generation Earthshot offers a free educator toolkit to inspire ideas, using a flexible framework for creative problem solving and the opportunity to share ideas with others. (J, I, S)
Pathways Exploration Programs
Pathways Exploration Programs
In Ontario most School Boards have access to one of the following three programs which can be used to support and document student pathways exploration. Please contact your administration or guidance department to find out which one you and your students have access to.
Assessment and Evaluation of Experiential Learning
Assessment and Evaluation of Experiential Learning
As students culminate their learning, this resource package,which includes a condensed achievement chart, can be used to help educators assess student learning.
The experiential learning cycle is composed of three distinct phases that are directly connected to student learning: students participate in an experience; they reflect on that experience to make meaning and they apply what they’ve learned to familiar and new contexts. The experiential learning cycle can be leveraged as an important process when considering criteria for assessment. The assessment and evaluation resources created by OCTE in this package include suggestions for where and when to assess experiential learning; an assessment chart with teacher prompts specific to experiential learning; suggestions for co-creation of learning goals and success criteria and samples for educators to consider. (P, J, I, S) FL
There may be websites linked from this site that are operated by organizations outside of the Ontario Council for Technology Education (OCTE). These organizations are solely responsible for the operation and information found on their sites. Linking from these sites does not imply an endorsement of the organization or information found on the website. Any comments or inquiries regarding the linked websites should be directed to the organization operating the website.
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