Experiential Learning Around the World
From July 29-August 2, 2024 the Albert Shanker Institute had the opportunity to offer Shanker Conversations as part of the Education International World Congress in Buenos Aires, Argentina. This followed ASI’s inaugural participation in the 2019 World Congress in Bangkok, Thailand. Because Albert Shanker cofounded Education International, the Albert Shanker Institute’s participation at EI’s World Congress is a natural extension of Al’s vision of learning and building power together globally, just as ASI’s Shanker Conversations are an extension of Al’s commitment to free and open debate.
This blog is a companion to the video of the conversation, Experiential Learning Around the World.
In the classroom, experiential learning gives students opportunities to explore, tinker, think critically, create, and, importantly, use teamwork in order to solve problems. It’s a great template for life-beyond school, where we learn, try, succeed or fail, and then try again.
Very often experiential learning is closely linked to career and technical education – often referred to by its acronym, CTE. Career and technical education builds real-world skills by combining experiential practice and academics to unlock learning for many students. CTE can, of course, include the traditional trades, but also for in-demand careers in healthcare, information technology, skilled manufacturing, agriculture and environmental science, business modeling, and entrepreneurship. Experiential learning can be found in any content class, English/language arts, science, math, or social studies—like these Action Civics lessons written by fellows of the Albert Shanker Institute—or in traditional learning-by-doing subjects like world language, music and the arts, or physical education.
The Albert Shanker Institute has long supported career and technical education and experiential learning, most recently with our day-long conference, Passion Meets Purpose, and so we were enthusiastic about hosting an international delegation of union leaders sharing work from around the world to grow experiential learning, moderated by teacher, Illinois Federation of Teachers president, and member of the ASI Board of Directors, Dan Montgomery.
Dan was joined by Clint Johnson, president-designate of the Canadian Teachers’ Federation (CTF/FCE); Ann Mari Milo Lorentzen, vice-president of the Union of Education, Norway; and Mike Thiruman, General Secretary of the Singapore Teachers’ Union. Each leader stressed different ways that experiential learning is valuable to the community and reflects the community’s value in classrooms.
Mike Thiruman pointed out that, in Singapore, co-curricular activities are a core element to learning because of the important transferable skills, such as teamwork and problem-solving, that students regularly practice.
Anne Mari Milo Lorentzen added that in 2019-20 Norway introduced new curriculum to emphasize interdisciplinary learning. Additionally, teachers in Norway address well-being with a playful school setting.
Clint Johnson explained that Canada has varied experiences, because of their 13 provincial jurisdictions, but all can point to community or land-based learning. Johnson also pointed out that a lot of what is called experiential learning is known as Indigenous ways of learning.
Everyone stressed that for experiential learning to be successful teachers must be trusted. In Singapore teachers are offered externships to bring additional experience and expertise to their classrooms. There is also a trust parents have in teachers.
Like many other education communities around the world, Canada is experiencing a shortage in the education workforce and access to experiential learning is still uneven from community to community.
Everyone sees opportunities to expand experiential learning opportunities for all students as a key strategy to strengthen teaching and learning.
Watch the full video to get all the insights and ideas from this engaging panel.