Many of what we can do well today (skills, language, etc) are mostly developed through experiences in our daily life. We learn from our mistakes. We learn by doing it, practicing and practicing till we get it right. We found it more meaningful to experience it first-hand and what happened to us usually stay with us for the rest of our life (aside from Alzheimer sufferers). This is experiential learning.
I always believe that one can enjoy more through this type of learning, combined with other modern type of learning such as real-time learning. If given enough time, the learning experience will be one of the best for the learners and will develop better quality in the foundation of their knowledge.
Therefore, to create the right atmosphere and opportunities is important to help the learners to be able to be in the right setting for experiential learning.
This is what the English Panitia of SJKC Keh Seng did for the Year 6 Pupils after their UPSR. We invited Stephanie Schulz from Germany who is on a holiday travelling the world while doing charity works wherever she goes.
Objective:
To create first hand experience for the pupils to interact with a foreigner using English language as a medium of communication.
Steps:
1. Introduction of the programme and the speaker by the head panitia.
2. Stephanie conducts her session (travel stories)
3. Cultural activities (some basic German words, German traditional song)
4. Making bracelets by Jannik.
5. Pupils prepare for presentation about the countries they have heard about from Stephanie's sharing. Stephanie will go from group to group to guide and communicate more with them.
6. Pupils did a short presentation (2 representatives per group) - telling at least 5 things they know about a country which Stephanie and her son has traveled to.
7. Summary and closing.
8. Photo session.
Impact:
At first, the pupils were all very reluctant to speak out. They were very shy and no confidence in using English to communicate. But their biggest problem was that they didn't understand her because they weren't used to that intonation. But this was what they will have to overcome because this is what the real world is about out there. So, this is their very first encounter with someone who cannot speak their language other than English, which is the only language that can be used to communicate. The pupils have no chance but are forced to use English in order to speak to her or Jannik.
After about 40 minutes, the pupils started to 'warm up' and slowly we can see more hands going up to ask questions. After 1 hour, they were more comfortable and began speaking more to Jannik (maybe it's easier for kids to talk to kids....the age gap is real....lol )
Another obstacle for the pupils was the presentation. They got nervous when they have to stand in front of the crowd presenting their work - in ENGLISH! Many dare not even to open their mouth but Stephanie and the teachers kept encouraging them. At last, every group managed to finish presenting. Everyone gave them a big applause for their courage to try.
Pupil's feedback:
They were scared, nervous, lack of confidence, feel like running away. But at the end of the session, some pupils were more confident in using English. Some thought that they couldn't utter even a word, but they did it and this is a stepping stone for them and as an encouragement to them that they can do it. Some learnt many new words and learnt to communicate better and more fluently in English. Many were awed and inspired by Jannik's ability to speak in front of the crowd at such a young age - using English!
Overall, I am glad that we were able to create an opportunity for the pupils as this doesn't comes by often. This is the first, and there will be second for them later on in life. I wish them all the best in their future! May this stepping stone brings them further in the future.
Again, we have to remind ourselves that experiential learning takes time. Human brain needs time to process the input we gathered. Even machines needs time to process any entry it is given. So why do we need to rush our pupils to give superbly good answers immediately after we finish teaching something? Give them some time to process whatever 'data' they received through their learning process. Some might finally understand it after 2 years or 5 years but I believe, when they finally understands them, it will lead to another understanding in another area. We can plant the seed and let them grow and bear fruit in their time comfortably and allow other teachers who will teach them to nurture them day by day.
Therefore, to create the right atmosphere and opportunities is important to help the learners to be able to be in the right setting for experiential learning.
This is what the English Panitia of SJKC Keh Seng did for the Year 6 Pupils after their UPSR. We invited Stephanie Schulz from Germany who is on a holiday travelling the world while doing charity works wherever she goes.
To create first hand experience for the pupils to interact with a foreigner using English language as a medium of communication.
Steps:
1. Introduction of the programme and the speaker by the head panitia.
2. Stephanie conducts her session (travel stories)
3. Cultural activities (some basic German words, German traditional song)
4. Making bracelets by Jannik.
5. Pupils prepare for presentation about the countries they have heard about from Stephanie's sharing. Stephanie will go from group to group to guide and communicate more with them.
6. Pupils did a short presentation (2 representatives per group) - telling at least 5 things they know about a country which Stephanie and her son has traveled to.
7. Summary and closing.
8. Photo session.
Impact:
At first, the pupils were all very reluctant to speak out. They were very shy and no confidence in using English to communicate. But their biggest problem was that they didn't understand her because they weren't used to that intonation. But this was what they will have to overcome because this is what the real world is about out there. So, this is their very first encounter with someone who cannot speak their language other than English, which is the only language that can be used to communicate. The pupils have no chance but are forced to use English in order to speak to her or Jannik.
After about 40 minutes, the pupils started to 'warm up' and slowly we can see more hands going up to ask questions. After 1 hour, they were more comfortable and began speaking more to Jannik (maybe it's easier for kids to talk to kids....the age gap is real....lol )
Another obstacle for the pupils was the presentation. They got nervous when they have to stand in front of the crowd presenting their work - in ENGLISH! Many dare not even to open their mouth but Stephanie and the teachers kept encouraging them. At last, every group managed to finish presenting. Everyone gave them a big applause for their courage to try.
Pupil's feedback:
They were scared, nervous, lack of confidence, feel like running away. But at the end of the session, some pupils were more confident in using English. Some thought that they couldn't utter even a word, but they did it and this is a stepping stone for them and as an encouragement to them that they can do it. Some learnt many new words and learnt to communicate better and more fluently in English. Many were awed and inspired by Jannik's ability to speak in front of the crowd at such a young age - using English!
Overall, I am glad that we were able to create an opportunity for the pupils as this doesn't comes by often. This is the first, and there will be second for them later on in life. I wish them all the best in their future! May this stepping stone brings them further in the future.
Again, we have to remind ourselves that experiential learning takes time. Human brain needs time to process the input we gathered. Even machines needs time to process any entry it is given. So why do we need to rush our pupils to give superbly good answers immediately after we finish teaching something? Give them some time to process whatever 'data' they received through their learning process. Some might finally understand it after 2 years or 5 years but I believe, when they finally understands them, it will lead to another understanding in another area. We can plant the seed and let them grow and bear fruit in their time comfortably and allow other teachers who will teach them to nurture them day by day.
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