• Experiential learning occurs when carefully chosen experiences
are supported by reflection, critical analysis and synthesis.
• Experiences are structured to require the participant to take initiative,
make decisions and be accountable for results.
• Throughout the experiential learning process, the participant is actively
engaged in posing questions, investigating, experimenting, being curious,
solving problems, assuming responsibility, being creative, and constructing meaning.
• Participants are engaged intellectually, emotionally, socially, soulfully and/or
physically. This involvement produces a perception that the learning task is authentic.
• Relationships are developed and nurtured: participant to self, participant to others
and participant to the world at large.
• The facilitator and participant may experience success, failure, adventure,
risk-taking and uncertainty, because the outcomes of experience cannot totally be predicted. The design of the learning experience includes the possibility to learn
from natural consequences, mistakes and successes.
• Opportunities are nurtured for participants and facilitators to explore and
examine their own values.
• The facilitator’s primary roles include setting suitable experiences, posing
problems, setting boundaries, supporting participants, insuring physical and emotional safety, and facilitating the learning process.