Beyond memorization

Pooja Venkatesh Domnekar

Growing up in a village, I became accustomed to traditional teaching methods in formal classes. The options available to me in my early schooling were limited to reading books, listening to teachers, and meticulously copying notes from the board.

In high school, the emphasis was on rote learning rather than on cultivating a genuine understanding of the material. If a teacher encouraged reading, it was rarely accompanied by guidance on how to comprehend and internalize the content. Some teachers suggested that writing and practice could aid in memory retention, and I diligently followed this advice. However, upon entering PUC (Pre-University Course), I realized that I had been merely memorizing  information without truly grasping the concepts. I encountered a shift in the expectations of my teachers who would often begin their classes assuming that we already knew certain concepts from high school and were now ready to delve into the advanced aspects of those subjects. I soon realized that my previous learning method, which focused solely on memorization for exams, was inadequate. I could recall the names of concepts but lacked a profound understanding of their complex meanings.

The shift in educational expectations highlighted the importance of truly comprehending and applying knowledge. This realization prompted me to re-evaluate my approach to learning and seek methods that fostered a deeper understanding of subjects.

My aspirations about teachers

Education is like an ocean with schools serving as bridges that lead learners to the shores of knowledge. Teachers act as navigators, ensuring that students traverse this bridge safely. My classmates and I had certain expectations from our teachers – ignite our interest in each subject before delving into it, value every student in the class, teach lessons in innovative ways that promote understanding, and identify learning gaps rather than focus solely on test scores. We desired a positive learning environment, where shortcomings were addressed constructively.

My ideas of what a teacher should be led me to become a teacher myself, and at Prayoga Institute of Education Research, I found the space to become the teacher that I always wished I had. At Prayoga, I encountered the concept of experiential learning, which revolutionized my understanding of education. In traditional terms, teachers and students are familiar roles, but in an experimental way of learning, teachers are referred to as facilitators and students as learners. This distinction highlights a paradigm shift towards fostering curiosity-driven inquiry rather than delivering thematic content.

Unlike my experience in secondary education, where experiments were demonstrated, here sixth-grade students conduct experiments by themselves, deeply engaging with each subject٭. The classroom atmosphere fosters a genuine thirst for knowledge with students posing questions and seeking answers with the facilitator’s guidance.

To cultivate critical thinking in learners we use the inquiry-based approach. We create our own content for concepts in physics, chemistry, and biology based on the NCERT textbook.

Let me share my experience of implementing a physics concept.

I started a class on magnets with a video that showed a man performing a magic trick. Instead of immediately providing an explanation, I leveraged students’ curiosity by posing the question: “What could be causing this magical effect?”

The students ventured various guesses, reflecting their eagerness to understand the magic. Then one astute student suggested that the man’s ring might possess magnetic properties. This observation sparked a deeper inquiry into the nature of magnets and their interactions with different materials.

Building on this curiosity, I asked, “Are all materials magnetic?” To help them find the answer, I curated a collection of materials with both magnetic and non-magnetic substances. I encouraged the students to make predictions about which materials would exhibit magnetic properties and which would not.

As the students made their predictions, they were actively engaged in the learning process, formulating hypotheses and reasoning based on their understanding. To validate their predictions, I gave them magnets to conduct hands-on experiments. This approach not only reinforced the concept, but also encouraged a mindset of inquiry and experimentation.

What unfolded next was truly inspiring. The students, driven by curiosity and a desire to explore more, went beyond the provided materials. They tested different objects including a scale, eraser, skewer, ID card, and pencil lead, observing and noting which materials were attracted to the magnet.

This hands-on exploration led to a series of insightful questions such as, “Why do some materials attract while others don’t?” These questions became the focal point of our subsequent discussions, fostering a collaborative learning environment where ideas were shared, hypotheses tested, and concepts understood.

By encouraging these inquiries and discussions, I aimed to nurture critical thinking and curiosity within the classroom. The process of eliciting responses, allowing for experimentation, and ultimately providing explanations enriched the experiential learning journey.

Here are some suggestions for incorporating experiential learning in the classroom

• Begin by introducing the concept and explaining its importance in everyday  applications. This creates a thirst for knowing more.
• Then pose questions to learners, encouraging them to brainstorm ideas and formulate hypotheses based on their prior knowledge.
• Get them to do some hands-on activities to prove or disprove their hypotheses.
• After the experiments, facilitate a group discussion where students can share their findings, analyze data, and draw conclusions.
• Encourage critical thinking by asking questions. Discuss those questions among the class and give them the space to find answers.
• Finally, let them apply their learning to real-world problems. Challenge learners to design their own simple activities or investigate ways to improve their experimental findings.
• Assess their understanding through follow-up questions, quizzes, or project presentations.

This learning approach allows students to actively explore and internalize complex concepts and develop their inquiry, experimentation, and critical thinking skills.

So what is our role as facilitators in experiential learning?

Facilitators play a crucial role in effectively guiding learners through practical engagement.

• By creating opportunities for direct engagement, tailoring experiments to individual capabilities, and providing personalized attention, facilitators enable students to share thoughts openly and resolve doubts without hesitation.
• Observing learners during hands-on activities allows facilitators to identify areas requiring additional support, ensuring every student receives the necessary assistance to succeed.
• Continuous improvement through professional development, collaboration with peers, and reflection on experiences helps facilitators refine teaching methods and maintain effectiveness over time.

Witnessing the spark of discovery in students’ eyes and their satisfaction in finding answers on their own affirmed the efficacy of experiential learning. As a facilitator, I cherish my role in nurturing this process, recognizing the profound impact it has had on learners’ engagement and enthusiasm. Embracing experiential learning alongside such eager learners brings me immense satisfaction and fulfilment.

Acknowledgement

I express my heartfelt gratitude to The Prayoga Institute of Education Research for giving me the opportunity to be involved as a facilitator in the experiential way of learning. I also express my gratitude to Mrs. Sridevi and Dr. Venkata Krishna B for their invaluable support in shaping this article.

References

https://www.otootuitions.com/blog/understand-concepts-more-clearly-with-experiential-learning-method

https://blog.soraschools.com/the-future-of-education-embracing-experiential-learning/

https://prepwithharshita.com/role-of-teacher-in-experiential-learning/

٭Prayoga Institute of Education Research is trying to implement experiential learning in science subjects throughout the state of Karnataka. The institute has signed an MOU with some private and government schools allowing their middle and high school students to visit the centre every week to learn science.

The author is a Research Associate at Prayoga Institute of Education Research, Karnataka. She can be reached at pooja.venkatesh@prayoga.org.in.