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Learning Through Experience

Hayley Williams
Colorado State University












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Since we began exploring models and theories in this class, I have been more
aware of the application of these within the General Education (GED) classes I teach. I
have particularly enjoyed identifying and creating opportunities for transformational
learning and integrating Problem Based Learning into my classroom.
Currently, I work in a special unit of a local Adult Basic Level Education (ABLE)
program in partnership with Youth Build. Youth Build is a federally funded grant
program geared toward low-income, disadvantaged, young adult youth (18-24). Within
this program participants essentially work full time toward earning their GED and
construction certificate. Participants have come to the program for a transformational
experience or dramatic, fundamental change in the way we see ourselves and the world
in which we live(Merrian, S.B., Caffarella, R.S., & Baumgarter, L. 2007. P.130).
Through student and teacher engagement and regular reflection students hope to develop
into, as the Youth Build pledge reads, self-sufficient and contributing members of
society.
Students are engaged in daily challenges or triggers that force them to re-
examine their beliefs, actions, and practices through education. For many students, they
are dealing with overcoming fear; the fear of failure, not knowing something, or just the
opposite; success. A number of students have been so broken down by circumstance and
influence of others that success has an element of fear. Success means change and, in
some cases, makes them a target for those who see this as a threat to the way things are.
As a GED teacher in this program, I am more than just the instructor. I have built
strong relationships with students, gaining their trust. According to Robertson, trust along
with caring is fundamental in transformative learning (1996). With the strong


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relationships I have cultivated, I am able to impact more than just student educational
skills. We engage daily in learning experiences that require students to actively
participate and reflect on prior experiences and knowledge in order to move forward and
construct new knowledge.
Looking through a sociocultural lens, I see this program influencing students to
impact their world and make change like that of Paulo Freire. These disadvantaged youth
are held back because of a variety of barriers, that without help are nearly impossible for
them to overcome. Through classroom experiences, the students and I have become co-
investigators in knowledge. Freires problem posing education is what I strive to do with
these students each day (1968) . I present them with a learning scenario/problem and they
must use the tools they have, or those that they are learning, to find a solution.
Prior to learning about transformational learning I did not create as many
opportunities for students to process experiences before moving onto the next objective.
Now, I encourage written and spoken reflection to help process learning experiences and
set goals. Through journals students are encouraged to examine their growth through a
learning activity, noting struggles or successes with particular assignments or class
dynamics.
Student conferences allow formal and informal meetings in which I provide
students with feedback on their academic, personal, and professional development. We
process their growth together as well as re-examine how to continuing moving forward.
Students also have the opportunity to share feedback with me so that I can better meet
their needs and continue my own growth as an educator. I have found that these meetings
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are key to student transformation as it provides them an opportunity to process their
experiences and sometimes this is where they recognize a transformation.
Within this program I hope to transform student opinions of school and education.
Many students associate very negative experiences with learning which can prevent them
from future opportunities. To make content more applicable for students and expose them
to a variety of career paths, I institute Problem Based Learning (PBL).
Problem Based Learning encourages students to use their resources and existing
knowledge to accomplish a task/learning activity. Within PBL, students are presented
with a learning scenario/problem and they must use the tools they have or those that they
are learning to find a solution. This type of learning allows for students to make
meaningful connections between content and real life.
Most of the students I work with doubt themselves and their abilities, so these
types of learning situations are very difficult for them yet extremely rewarding. On a
number of occasions with Project Based Learning, after introducing the assignment,
students immediately say, I dont know how to do this. How do you expect me to
figure this out? I dont even know where to start. This is their immediate response or
discomfort with the learning experience. In these cases I usually reassure them gently and
ask them to identify what, specifically they are confused by. I always ask students to
attempt the learning activity before renouncing it. I have had a 98% success rate with
PBL activities amongst my Youth Build students. Once they get past their fear and
experience a little success the sky is the limit for this group. I have seen how PBL can
create Self Directed Learning (SDL) in students. Once the students become invested in


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the learning activity, they tend to become much more self-directed in pursuing the
solution(s). For example I have provided a sample PBL activity:
Immune system case study: While teaching body systems, I decided to
approach the Immune system with a PBL activity to get students thinking about real life
situations, beyond the textbook and terms, while applying the scientific process and
research resources. The learning activity centers on a human case study in which the
immune system had been affected. In short, I provided students with the following slide
share site: http://www.slideshare.net/missbaker/immune-system-case-study in which they
were to follow the directions and engage in scientific inquiry to determine a hypothesis.
This is one where students freaked out at first glance, Im not a doctor I cant
do this! If you look closely at the case study, you do not have to be a doctor as it is only
asking you to use scientific thinking, logic, and possibly a bit of research to determine the
diagnosis. Students used the clues to come up with a variety of hypothesis, all of which
were supported with logical thinking and scientific evidence. Five out of six groups of
students had taken the initiative (SDL) to take the assignment a step further in their
research by finding articles associated with similar ailments and conditions. Each group
presented their findings as if they had a medical background. I was astonished at the
results of this activity and the students determination to go the extra mile just for
curiosity sake.
I considered this learning activity to be a success because students were actively
engaged and applying content in a meaningful way. They stepped into another role to
analyze a problem and hypothesize a solution. Although this activity met a number of
GED standards and required higher level thinking, it should help students approach future
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perplexing situations with less anxiety and not pass up opportunities simply because they
seem difficult or overwhelming.
Prior to learning about transformational learning I did not create as many
opportunities for students to process experiences before moving onto the next objective.
Now, I encourage written and spoken reflection to help process learning experiences and
set goals. Within journals, students are encouraged to examine their growth through a
learning activity, noting struggles or successes with particular assignments or class
dynamics.
Student conferences allow formal and informal meetings in which I provide
students with feedback on their academic, personal, and professional development. We
process their growth together as well as re-examine how to continuing moving forward.
Students also have the opportunity to share feedback with me so that I can better meet
their needs and continue my own growth as an educator. I have found that these meetings
are key to student transformation as it provides them an opportunity to process their
experiences and sometimes this is where they recognize a transformation.
Through my work with students over the past three months, I have already seen
transformation in their behaviors, ways of thinking, life goals, and overall self-
perception. I have found the application of Problem Based Learning makes content much
more immediately relevant to students and their world. I have no doubt that in a couple
more months some of these students will leave the program transformed in self, goals,
and views of education and school.




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Freire, P. (1968). Pedagogy of the oppressed. New York: Seabury Press.
Merrian, S.B., Caffarella, R.S., & Baumgarter, L.M. (2007). Learning in adulthood
(3
rd
ed.). San Francisco, CA: Jossey-Bass
Robertson, D. L. (1996). Facilitating transformative learning: Attending to the dynamics
of the educational helping relationship. Adult Education Quarterly, 47 (1), 41-53