Vol. 16, Issue 2 - Learning By Doing: The Power of Experience
Let t er fr omt heEdit ors
EXPERIENTIAL LEARNING? LEARNINGBY DOING? ismorethan an educational trend; it isaproven approach that fosterscritical thinking, problem-solving, and real-world application of knowledge Whether through project-based learning, outdoor education, internships, service-learning, or study abroad programs, thismethod empowersstudentstoconnect theory with practicein meaningful ways
In this issue, we feature inspiring stories from classrooms and communities where experiential learning is making a difference You will find an interview with PhDcandidate Sarah Urquhart, written by our lovely featureswriter Arianne Rodriguez, focusing on how she implementsexperiential learning in her classroomsand how it hasevolved throughout her career.Other articlesfocuson student experiencesduring their internships Additionally, to hear more instructor perspectives, our lovely First-Year Representatives created aquestionnaireasking how University of Toronto professorsincorporatehands-on learning in their courses;flip topage27toread their responses!
We would like to extend our gratitude to everyone involved in creating ?Learning by Doing: The Power of Experience.?Weareso excited to present amagazinefull of so many wonderful submissions, from testimonialshighlightingthebenefitsof hands-on learningto instructor input on experiential learningfrom the perspective of the teacher. Thank you to our incredible contributors ? your insights, creativity, and research are so important, this magazine would be nowhere without you! To our amazing faculty advisor, Professor JuliaForgie? thank you Wecould not havedonethiswithout your reliableguidance,support, and encouragement A huge thank you also goes out to our Editing Team, Productions Team, First-Year Representatives, Features Writer, and Social Media Representatives! Your hard work and dedication shine through in this issue. To our readers, thank you for picking up or virtually flipping through our magazine. Wehopethisedition sparksideas,conversation,and action within your own learningcommunities.
Happy Reading!
Sydney Pacheco& NinaDawicki Co-EditorinChiefs
Sydney Pacheco
Nina Dawicki
EDITORSIN CHIEF
Sydney Pacheco
NinaDawicki
SENIOR PRODUCTIONSMANAGERS
BrisaLiu
Melody Mo
Ren Minamisono
SENIOR EDITORS
Amaan Baweja
Austin Hewu
INTERNAL RELATIONS
Benjamin Gauntley
FIRST YEAR REPRESENTATIVES
AnneChen
Aryan Rajagopal
NicolePacheco
NinaZambito
ILLUSTRATOR
Sunny Sien
SOCIAL MEDIA REPRESENTATIVES
IreneHwang
Lauren deRango
FEATUREWRITERS
ArianneRodriguez
EricaChong
EVENTSCOORDINATOR
Alex Teschow
JUNIOR PRODUCTIONS
CharlizeMarshall
Molly Bibawy
OliviaCruickshank
SophiaHuang
TABLE OF CONTENTS
1-2 3-6 7-10
Letter from theEditors& Tableof Contents
Meet Your Contributors
Learningin Action:BringingKolb'sExperiential CycletoLifein Modern Early Literacy Instruction by SanthiyaKuganeswaran 11-12
ADay in theLife:TeachingHigh School in Rural PEI by AlexTeschow 13-16
We'reCooked:Interview with aTeacher by Aryan Rajagopal 17-20
Productsof COVID-19Education:Adolescent Social/Emotional Development by QueenieAu 21-22 23-26
Gettingin on theAct:My ExperienceWith the Canadian MarketingCompetition by Raya(Raisa) Harusova
27-30
31-34
Professor Spotlight by NicolePacheco&NinaZambito
Teach Talks! An Interview with Sarah Urquhart by ArianneRodriguez
Experiential LearningOpportunitiesat Uoft by BenjaminGauntley 35-36
37-40
Final Thoughtsfrom theExecutiveTeam
I couldn't livewit hout t he Vic quad. There's not hing bet t er t hansit t ingout in t hequadonasunny day wit h your f riends!
Ai sl i nn
Kui per s
Raya Har usova
TheDaniel's Archit ect ure
Facult y Caf e! Themat chais delish, t heprices aregreat andit 's acool openspace!
Queeni e Au
I NEEDbot hGrahamLibrary as well as t heUCLibrary. Bot hare soperf ect f or f ocusingon assignment s andbeingaquiet placet ost ay f or af ewhours!
What is one thing/ place on cam pu s you can't live w ithou t?
Onet hingoncampus I cannot livewit hout is Ned's Caf e. It 's aplaceI only really discoveredlat er inmy f irst semest er but nowit has becomesynonymous wit hmy Vic Oneexperience. I always got herewhenI'monor nearby Vict oriaColleget o chat wit hpeoplef romt he Educat ionst reamwhichhas really brought t hat group t oget her, t heWednesday and Thursday meals aremy personal f avourit es!
Theoneplaceoncampus I can't livewit hout is def init ely Caf f iends! It is suchawarmand invit ingspacet hat makes Vic f eel likehome. I lovegoing t heret odowork or t ohangout ont heir com f y couch! Thankf ully, my shif t t his semest er aligns wit hmy roommat es andaf ewof our f riends sobeingat Caf f iends is likeat wo-hour yapf est . My recommendat ionis t he st rawberry hot chocolat e! Or any of t hechocolat ey drinks!
Ar i anne
Rodr i guez
Kuganeswar an
I woulddef init ely ret akemy grade11APScourse, which coveredant hropology, psychology, andsociology!
Takingt his courseopened my eyes t onew perspect ives and ult imat ely ignit edmy passionf or sociology, makingit apivot al experienceinmy academic journey.
I wouldlovet ohavea secondgoat Grade10
hist ory! Theway it was t aught whenI t ook it was so f unandt hat curriculumis
exact ly t heeraof hist ory I enjoy st udying, apart f rom 19t h-cent ury European hist ory (criminally underrat ed, inmy opinion).
Ar yan
r aj agopal
What is one cou r se in high school you w ish you cou ld r etake?
Ai sl i nn Kui per s
I wouldlovet oret akegrade 11WorldHist ory. My t eacher was sopassionat eandit really inspiredme.
Raya Har usova
I wishI couldret akemy highschool's course
Creat iveWrit ing! It was suchalow-pressureand support ivelearning experienceandwegot an insider look int ounique writ ingopport unit ies like children's books.
Part of mewant s t oswit chupt oa Dramamajor becauseas just aminor st udent I don't havepriorit y f or any of t hehands-onst udiocourses, but I don't t hink I act ually wouldat t his point . The wonderf ul t hingabout EnglishandDrama is t hat t hereis alot of overlap, soI cancomplet ecredit s f or bot h! I do, however, miss perf ormingalot .
Wou ld you sw itch you r pr ogr am at this stage in you r degr ee? Why or w hy not?
Sant hi ya Kuganeswar an Al ex Teschow
I wouldrat her read100books becauset henI might act ually developt heabilit y t of inish all t hebooks f or my english classes.
100books!
Ai sl
Wou ld you r ather r ead 100 books or w atch 100 m ovies?
Absolut ely not , I'mhappy wit hmy programchoices! Get t ingint ot heEducat ion andSociet y minor was all I dreamedof , andpairingt hat wit hmy Englishminor and Sociology major has givenme t heperf ect blendof subject s t hat keeps mebot h challengedandinspiredin school.
Sant hi ya
Kuganeswar an I'dchooset oread100books
wit hout adoubt ! I'velovedreading sinceI was lit t le, andcurlingup wit hagoodbook always brings a uniquejoy anddept ht hat movies just can't mat ch I believebooks of f er aricher, moreimmersiveand imaginat iveexperienceevery t ime!
i n M oder n Ear l y L i t er acy
I n st r uct i on (Vi c R each / EDS360 I nt er n shi p Ex per i ence)
David Kolb?s Experiential Learning Cycle is a foundational theory in modern education, emphasizing that learning is an active and continuous process rather than passive knowledge absorption His model consists of four stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation, illustrating how learners process new information through direct engagement, reflection, theoretical connections, and application. Kolb?stheory iswidely used in education becauseit highlights the importance of learning through experience, reinforcing the idea that students retain knowledge more effectively when they actively participate in their learning rather than solely receivinginformation.
SanthiyaKuganeswaran
ThirdYear
SociologyMajor
Kolb?s theory has shaped modern education by promoting student-centered, experiential learning methods Many contemporary instructional approaches, such as inquiry-based learning, project-based education, and hands-on literacy activities, arerooted in hismodel Hiswork has also influenced differentiated instruction and personalized learning, emphasizing that students have unique learning styles and benefit from structured opportunities to engage, reflect, and apply their knowledge. Educators today use Kolb?s model to design dynamic, research-based teaching strategies that foster deeper understanding and skill development in students.
In the Reflective Observation and Abstract Conceptualization stages, I connected my classroom experiences to Kolb?s cycle and literacy research
I noticed that students retained more information when learning was interactive and multisensory, confirming my belief that student-centered instruction fosters stronger literacy development. For example, students who struggled with spelling patterns in writing activities benefited from engaging in phonemic awareness tasks like Sorting Digraphs, where they could physically manipulate words and sounds This experience reinforced the importance of explicit literacy instruction and structured activities that align with research-backed reading strategies Kolb?s theory helped shape my approach to early literacy instruction, emphasizing that effective learning happens through hands-on experiences, reflection, and theapplication of structured literacy practices
My internship reinforced my commitment to evidence-based, student-centered teaching that empowers young learners to build confidence and independencein literacy.
To further illustrate these experiences, I have attached photos of the literacy activities I implemented during my Vic Reach and EDS360 internship, demonstrating how Kolb?s Experiential Learning Cycle informed my approach to early literacy instruction. My experiences reinforced my philosophy of education, which emphasizes structured literacy instruction, the Science of Reading, and evidence-based teaching methods to support student success. Through hands-on engagement, I observed how interactive, student-centered learning enhances literacy retention and skill development, further validating the importance of explicit phonics instruction and scaffolded activities in building foundational literacy skills. These experiences deepened my understanding of how experiential learning fosters confidence and independence in young learners, highlighting the role of Kolb?s cycle in shaping effective, research-driven teaching practices that createmeaningful and lastingliteracy growth
BROADENI NG
HORI ZONS:
How Tr avel Shapes
My Per spect i ve on Exper i ent i al Lear ni ng
I WAS FORTUNATE ENOUGH to grow up traveling regularly, which had a profound influence on both my education and interests Visiting museums and historical monuments played a large role in fostering my interest in history, ultimately leading meto pursuethestudy of it in University. My experiences abroad provided tangible connections with thelessonsI learned in textbooksand in lectures and have therefore enhanced my learning by improving my retention of the material (De Lannoy, 2023).
American philosopher John Dewey posited that experiential learning fosters intellectual learningand enablesstudentstodevelop their unique perspectives of the world (Ranken et al , 2024) Having been raised in Canada and originating from France, the opportunity to visit countries in Europe, Africa, Asia, and South America allowed me to gain first hand exposure to diverse cultures, religious practices, traditions, and beliefs Significantly shaping how I view the world while cultivating my growing interest in global cultures and history that shapetheperspectiveand contributionsI bringtothe classroom There is also substantial evidence to support the notion that experiential learning enhances long-term memory and retention of academicmaterial (Ranken et al.,2024).
A MONTH IN THE LIFE: TEACHING HIGH SCHOOL IN RURAL P.E.I.
ALEX TESCHOW
THIRD YEAR
ENGLISH MAJOR
DRAMA MINOR
EDUCATION &
SOCIETY MINOR
DESCRIPTION OF THE PLACEMENT
MY EDS360 INTERNSHIP took place as a classroom volunteer at a public high school in Prince Edward Island. I spent the months of April, May, and Junevolunteering at Charlottetown Rural High School (referred to by many as ?The Rural?) under a host teacher, Charity Becker The school is a rite of passage for many living around the area, and I frequently ran into people who shared memories of their time there. It is a part of PEI?s Public Schools Branch (PSB) and mainly serves studentswho liveon theoutskirtsof Charlottetown and surrounding suburbs On a typical day at my internship, I would be at the school for a full day and while reporting to Charity, and following her throughout her daily schedule. This consisted of a 12th-grade English class, a mixed Creative Writing class, a 9th and 10th Grade Crafts class, and prep time. When I wasnot workingwith Charity, I would find myself assisting in other classrooms, most frequently a 10th-grade English class, a 12th-grade Tourism on PEI class, and aCivicsand Careersclass Charity remained my main point of contact with
the school throughout my placement, and she would connect me with teachers whom she felt could benefit from my assistance Asmy placement continued, I gained more autonomy in selecting classes to support, often working with the same teacher for multipledaystohelp studentscomplete projectsor lessonsfrom start tofinish
KEY LEARNING/CHALLENGES EXPERIENCED CONCERNING THE LITERATURE
One key challenge that I experienced was the way student mobile phones affect the dynamic of theclassroom. Nearly every student had aphone with them during class, often using it regardlessof its relevance to the task at hand.. According to Thomasand O?Bannon (2013), whilecell phonescan be beneficial in creating a culture of lifelong learnersthrough the ease of accessto information, they can haveanegativeimpact on performancein testingand processwork They continueto say that the problem remains the lack of digital natives in educator roles and the use of technology as a
Thomas,K,& O?Bannon,B (2013) Cell Phonesin theClassroom:PreserviceTeachers?Perceptions Journal of Digital Learningin Teacher Education,30(1),11?20. https://doi org/101080/21532974201310784721
WE?RECOOKED: INTERVIEWWITHA TEACHER
INTRODUCTION
ARYANRAJAGOPAL FIRSTYEAR
SOCIALSCIENCES
ASSESSMENTSOF LEARNINGareamong the most long-lasting pedagogical tools in education. They are among the most disputed elementsof themodern education system, with scholars, students and teachers expressing differing opinions of their effectiveness Seeking insight into this debate, I spoke with a secondary-school English teacher from my Vic One placement, who will hereafter be referred to as ?Mr. C.? Through this interview and corresponding connections to scholarship, I contend that traditional assessmentsinherently suppress students? creative freedoms I note these detrimental impacts and advocate for assessment methodsthat simulatethehard and soft skills students need to succeed after graduatingfrom post-secondary studies.
THEORETICALCOMPONENT
A common critiqueof student assessmentsis their standardization, both in the formats of assessments and the criteria used to evaluate performance. In an interview with Mr. C, I asked how his teaching philosophy affects the format of assessments. He began by noting that he did not
students associate with them. Mr. Ccommunicated that the promise of academic achievement was a major extrinsic motivator for students. He explained that hisjob isto tieskillsand curriculum expectations to marks, especially for grade 12 students who need certain abilities to succeed in their post-secondary endeavours. This mindset is boosted when studentshave sustained self-efficacy, a philosophy supported by intellectuals in the education field In a paper by Lisa Linnenbrink-Garcia and Erika A Patall (2015), self-guided motivation is discussed as a primary factor in students?ability to succeed. Self-efficacy and self-regulation are as important as learning content, and even more so when it comes to completing assessments (p 91) The effort put into assignments is intertwined with the amount of choice students have and their drive to perform highly, principlesthat arein linewith Achievement Goal Theory (p. 93). Mr. C added that skill development and in-class participation would be inherent in an ideal world, but that he ends up attaching amark to both to ensurestudentsremain engaged. Healso shared the stark contrast in effort between formative and summative/culminating assessments, noting that students tended to increase the effort put into assignments when they counted towards final grades Mr C knows how much time and effort his students put into marked assignments, adding that his primary goal was to teach necessary study habits and life skills in the
fairest way possible. While the link between enjoyment and performance is not universally positive? as some high-achieving students experience stress and anxiety? the reality is that gradesremain amajor driver of student effort Mr C strives to balance the need for assessment to teach essential study habits and life skills in a fair and supportive manner. In line with Advancement Goal Theory, Mr. Cwould agreethat students?motivators are almost always tied to their academic performanceand ability to master certain concepts, for better or for worse
PRACTICALAPPLICATIONSOF ASSESSMENT
In reviewing my interview notes and comparing them with relevant scholarship, I noted the specific ways Mr C executes his assessment philosophy. A major assignment in his grade 12 class is the seminar project, which involves discussion-based learning based on a text read in class Students spend weeks preparing visual aids for these seminars in small groups, but they are forbidden from bringing notes or a script to their seminars. Conducted similarly to university tutorials, students gather in a circle of tables and speak to their assigned subtopic, inviting opportunities for questions and extended conversation Mr Cmarks students based on their contributions, visual aids, and overall engagement, with students generally scoring highly on the project. Reflecting on my experiences as a student and a volunteer teacher in his class, I can confidently say that thiswastheonly assessment in my grade 12 year that truly prepared me for university-level discussions in tutorials However, Mr. Cdoes not stop at university preparation? he makes a strong effort to make assignments engaging and uniquefor students, ahighlight being the ?myth election? project for grade 10 students This assessment transformed seemingly mundane content into acontest wherestudentsvieto ?elect? a mythological character by crafting
campaign-style arguments on their traits and past actions. This project alone encourages communication within groups while motivating students through healthy competition. Despite the challenges of implementing learning assessments that are engaging and adaptable while encouraging skill development and collaboration, Mr Cremains committed to preparing students for future academicand professional challenges.
CONCLUSION
No format of pedagogy or assessment is inherently flawless,but therearewaysfor educators to improvetheprocessfor studentsand themselves. Mr. C?s approach to assessment accommodates extrinsic motivators like academic achievement by attaching marks to the skills and knowledge
students need to succeed He allows students to dictate their projects through group activities and provides a variety of assessment formats, allowing for increased creativity and enjoyment in the work they do There are still challenges he faces, particularly with the advent of technology and Artificial Intelligence Regardless, however, Mr C maintains a preference for assignments where students can express themselves freely while achieving curriculum expectations, and beliefs that are in line with relevant scholarship, further proving why the status quo of standardized testing is in favour of humanistic assessment formats that put student choiceand motivationsat theforefront.
Noddings, N (2005) Identifying and responding to needsin education CambridgeJournal of Education, 35(2), 147?159
Robinson, K(2008). TheTroublewith Education. Out of our Minds:Learningtobecreative, S.K. Robinson (Ed.).
Queenie Au
Second Year
Hist or y Major
Educat ion & Societ y
Minor
Renaissance St udies
Minor
Productsof COVID-19Education:
Adolescent Social/Emotional
IMAGINE it?s March of 2020; you?reastudent in Ontario, and excited for a longer March break. More time to game, binge-watch your comfort show, while hearing about rumours of a lockdown I?m kidding, don? t be so excited; it?s not a pretty thing that ensued afterwards Most of us remember how the world shut down, and our main source of interaction was social media, online calls, and the introduction of AI intoour lives
Now that we are a few years distant from the prime days of the COVID-19 pandemic, and arestartingtoseetheeffects on students who went through the isolation and unfortunately never developed the social and emotional skillsgrasped through physical interaction
Development
The reality is that the COVID-19 pandemic has greatly affected teens' social and emotional growth. Studies show that 36%of teens are now more worried about their mental health, with more reports of anxiety, trouble focusing, and feeling less happy overall Visits to the emergency room for mental health issues among teens shot up, with a notable increase in suicidal thoughts, especially amonggirls
GETTING IN ON THE ACT:
MY EXPERIENCE WITH THE CANADIAN MARKETING LEAGUE CASE COMPETITION
Thi rd Year
Rot man Commerce Management
Speci al i st (Focuses i n Market i ng and St rat egy & I nnovat i on)
Econom i cs M i nor
Vi sual St udi es M i nor
Raya(Raisa ) Harusova
REAL WORLD REALITY CHECK
- Ever since starting university, I havebeen ahugeadvocatefor learning through hands-on practical application rather than just sitting behind a desk. I constantly seek out leadership, creativity, and real-life research opportunities, ranging from volunteer to corporate, largely in marketing and event organization portioning just enough time for academics . Most recently, I participated in the Canadian Marketing League Case Competition and placed in the top 25 out of 250+ submissions, currently awaiting the second round Conducting real-world trend based research on an open-ended question to construct a creative, yet realistic solution, which judges in the industry review has been an amazinglearningexperience
Case competitions serve as a low-risk sweet spot to merge traditional learning settings with open-ended real world challenges As a lifelong
procrastinator, my favourite part of case competitions is the team based time management aspect. With pressure building on the last few days of a month-long case competition, while everyone is still managing academics and jobs alongside case work, working in a team efficiently and cohesively becomes a growing challenge. Additionally case competitionshave taught me much about managing relationshipsand differingopinions. Usually, you get to pick the teams yourself, which requires you to balance your existing friendship and respect with everyone?s independent opinions on the best solutions for the case. While school group projects are often more clear-cut, case competitions can often present a completely open world of possibility with goalssuch as?increasesalesby 20%?or ?double engagement?, which each member can interpret differently. As a result, even if the whole team is strivingfor thesamegeneral solution, everyonemay have a completely different set of priorities on how
coupleof pointed questionsand realizing webarely understood the terms, the judges told us the numbers made no sense, and they could not begin to understand where we got any of them. While it stung a little bit after putting so many days and hours into this, it was a rewarding touch of a real-life banking experience and a memorable start to casecompetitions. Though I never did figure out how wrong our solutionsreally were,, thefeeling of learning through a tangible experience with influential working professionals is one that I constantly seek out since
Continuing to put yourself out there to DO, opening yourself up to a potential reality check is theonly way to grow I believemy experiencewith case competitions is a great demonstration of how beneficial low-risk soft skill building experiences that push your boundariesreally are.
Pr ofessor Spotlight
How Experimental Learning is Used in Higher Education
Hey,Teach!First-year representativesNicoleandNina createdaquestionnairetoaskprofessorsfromtheUniversity of TorontoandtheUniversityof Saskatchewanwhat they thinkabout experiential learningandhowtheyuseit.These quotesaretakenverbatimfromtheir responses
In your experience,what havebeen thebiggest challengesyou havefaced when implementing experiential learningin your course(s)?
"Sometimes,it'sdifficult gettingbuy-in fromstudentswhojust want aslateof power point slidestomemorize.Alot more timeisrequiredtocreateactivities,etc. Also,organizingtripstotheCulinarian ResearchCentrecanbetough . "
("Students'badlearninghabit teachersareinpart responsible for that);students'struggletogetoutofthecomfort zone;students' lowsocial abilities."
"Other thantheimportant ethical questionsInotedabove,Ihave never foundthisverychallenging.Andit isalwaysrewarding."
"Withlabs,studentsare ofteninarushtobedone,andwill have little-to-noideawhat it wasthat they did,or whytheydidit."
"It ishardtoevaluateandstudents arenot that interestedintakingthe extraeffort that it requires"
Haveyou observed notabledifferencesin how students perform in acoursewhen implementingexperiential
"I don't believeI canensure that I encouragethemtotry.But minimally,studentshavetobewilling."
"Flexibilityinevaluationand planning."
"I amveryfortunatetoteach smaller upper year classesof fewer than25students.With somecareful planning,small groupwork,andsome energy,accessibilityisnot a problem."
How doesexperiential learningin your course(s) preparestudentsfor lifeafter university?
"I hopethat all mystudentsarebetter abletoassesstheresultsoflifesciences researchtheyreadinthemediaafter the experiential learningwedoinmyclasses...Ihopemyuseofexperiential learninginstillsa lifelonginterest inpursuingsomelevel of researchintheir chosencareer or profession."
"Itprovidesthemwith universallytransferableskills." Cr eat ed by:
Teach
Talks!
Ari anne Rodri guez
Second Year
An Interview with Sarah Urquhart
English Major Dr am a Minor
Edu cation & Society
Minor s
Sar ah Urquhar t
Sarah Urquhart is a PhD candidate at the University of Toronto?sOntarioInstitutefor Studies in Education (OISE) studying curriculum and pedagogy, specifically focusing on environmental and climate justice education. She is an Ontario Certified Teacher in spanning junior, intermediate, and senior divisions Her teachables are science, math, and chemistry Sarah Urquhart has also taught in Mexico, Hong Kong and Japan In and outsideof theclassroom, Sarah lovesto spend time outside. In her freetimeyou can find her on ayoga mat, on a hike, or curled up with a good book. I would like to thank Sarah for taking the time to meet with meon behalf of Hey,Teach!
If you could grab a coffee with any educational philosopher, who would it be, and why?
I liked thisquestion It really made me think and I was split on how to answer it So I actually have two answers? I?d love to have coffee with Paulo Freire ? in particular I would like to talk to him about hisdeveloping theoriesand discussion of something called ecopedagogy, he passed away before he wrote extensively on it [Freire was a Brazilian educator and philosopher. His book PedagogyoftheOppressedwashighly influential in the development of critical pedagogy. Sarah recommends this book to teachers!] Freire was interested in thepolitical and justicecomponentsof education Towardstheend hewasstarting to think about how we can extend this idea of justice to not just peoplebut themore-than-human world aswell. From other species, to land, trees, plants, animals and to things like rivers, rocks and land I would love to get his thoughts on [conversations] about planetary well-being, or what does the future look like, one that's really justice-oriented? How can we do that for considering people but also beyond just people?
indigenous elders about land-based learning and continuing to learn about land-based learning ? It's leaning into what theland can actually teach usand what we can learn about education, teaching and learning from the land I think that that would be quite a different orientation than a lot of western notions of education. [I would like] to lean into how we can change our thinking and learn from land. Maybe we wouldn't have coffee. Maybe we'd go berry foragingor something
How have you been able to transform traditional classroom learning into experiential learning in your career?
Then another [person] I would lovetotalk to, and there are still opportunities for this, [is]
I came up with three areas that I think support experiential learning The first is place-based learning I think it's important to have students engage with the places that they live and learn. Let's say in Toronto, what learning looks like might be very different depending on the neighborhoods that you're teaching in So really leaning into what the place can offer as an ?additional teacher?in away OISE?sSandraD Styres [calls it] ?land as first teacher.? So engaging students in the places that they're that they're living, working, living and learning in is really important The second is project or problem based learning I lean more towards project [based learning] because I think that there isa lot that can be learned as students go through a design process [Students need to participate in] an inquiry process to identify ?what do I want to learn here, how am I going to learn it, how am I going to understand the content through this particular project and then demonstrate my knowledge? The third would be community-engaged learning, sometimes called service learning. [This can look like] connecting with particular community needs and having students engage in learning about those particular issues and feeling like they have a part to play in some of the solutions I think it makes experiential learning really meaningful. I've done this a lot in
environmental science, for example connecting students with different citizen science projects, or different environmental organizations to help collect dataand shareit with organizationssothat it becomes part of a bigger picture and solutions can actually be implemented to address environmental challenges. [All three areas are] all interconnected.
How have you seen experiential learning contribute meaningfully to the surrounding community of a school?
I really love this question too because it indicatesthat you'rethinkingabout schoolsasbeing important parts of larger society, and [thinking] of schools as democratizing spaces where students learn who they are within their community and the role that they have to play; I think connecting with community is really important for schools and for students. So I'vedonethisquiteabit, particularly at the schools I worked at in Asia, to develop community partnerships where students can connect their curricular learning to different local issues and a lot of those local issues connect to bigger global challenges as well? I'll share a couple of examples We had many different student groups who would work on different United Nations SustainableDevelopment Goals, theSDGs. Therewas one group that partnered with a local organization that tackled food insecurity in the area for people who were unhoused and who needed support They would go down and help prepare and serve food every week. And then we had a couple of groups focused; one was focused on environmental justice in the area and they worked on different environmental activism campaigns, another group did ocean conservation work with an organization A few other groups looked at human rights. One of those groups was partnered with Amnesty International. Another group was partnered with a group looking at children's rights So all really diverse topics but I think they fit within the UN SGDs, [this was done] outside of class time The students would choose to be part of these different social justiceand environmental justicegroups.
Then we also had some partnerships that aligned with the curriculum that happened during class time So for example, we had a Grade Eight partnership with a special needs school in Japan ? Wepartnered with that school and had thestudents come together in community. It really helped our students identify that we have a lot of commonalities there We can form friendships with people that at the surface level might look a little different than usor behavealittlebit different than us, but we actually have a lot in common with and can develop those partnerships and friendships. That fits into their curriculum as well. [In the classroom they were] talking about Autism Spectrum Disorder and different neurodiversities as they studied The Curious Incident of the Dog in the Nighttime. So it was really a nice partnership that was an extension of their curricular learning in English class, but then also some of the social emotional learning that they would be doing anyways All of this really helps to show how the schools can't really be just a bubble where they're really insulated and separate from their communities. Schoolsreally need to beintegrated. It also reminds the community that young people? students, children and youth? have a lot to offer as well A lot of ideasand empathy, alot of energy that they can bringtodifferent thingsthat they'reseeing in their communities, too.
Luckily, a lot of those partnerships are still going on, even though I'm no longer there It?s nice to see. I can follow along on social media, which is cool.
How might you encourage aspiring teachers to implement experiential learning in their classrooms? Are there any specific strategies that have worked for you in your experience?
If we think broadly about experiential learning, there's many different starting points I think an important one that's a little less tangible
Second Year
Criminology & Sociolegal Studies Major
History Major
P r o g r a m (R OP )
UofT?s Research Opportunities Program, or ROP for short, is one example of the schools? many ?beyond the classroom?learning experiences Students would join an instructor in their designated research project for which they would either earn 0.5 or 1.0 credits. Only studentsin their second or third year?sat UofTcan apply for aposition.
p ?
Not only is the ROPa great way to branch out of your normal learning experiences, but it serves as a meaningful addition to your academic record: this is important for students who are planning to apply for graduateschool!
- Students must first head to UofT?s CLNx platform and log in to their account (using their UTORid and password)
- Clicking on the ?FACULTY OF ARTS AND SCIENCE?tab on the far left toolbar will open a new page which provides more info about theROPat UofT
- Thepageprovidesadirect link for studentsto ?Apply Now?
The Summer Abroad Programsat UofT provide students with an opportunity to branch out their learning on an international level. By involving yourself in a summer abroad program,you areabletoearn afull UofTcredit within just 3-4weeks!
- Head straight tosummerabroad utorontoca
- Click the ?Login to Application? button on the upper right hand corner of the website to create your account and search for specificprograms!
- Thispageiswhereyou will apply aswell!
UofT?s summer abroad programs give students an opportunity to explore new territory while simultaneously advancing their academic prowess Even in different countries, all courses are still taught in English (except specific language courses). Looking to meet new friends, sight see or get ahead on studies, UofT?ssummer abroad programsembody experimental learningtothefullest capacity
Benjamin Gauntley
Final Thoughts from the Executive Team
In thisissue, weasked theexecutiveteam of Hey, Teach! Magazine toanswer the followingquestionson experiential learning:
1. What does learning by doing mean to you?
2. What was a lesson or assignment you had to do that involved experiential learning? Do you think you retained the information better than you would have if a different teaching method had been applied?
Sydney Pacheco:
Edit or inChief
Q2) I am currently takingSOC254H1:IntermediateQualitative Methodsin Sociology In thiscourse,studentslearn about key methodsof qualitativeresearch and then havetoconduct their own research project based on themethodology learned. Through thiscourse,I havegained practical experienceby conductingmy own literaturereview,interviews,and ethnography and creatingapolished report Havingthe opportunity tohonetheseskillsthrough practiceasopposed tolearningthem through atest format hasbeen invaluableto my learning.
Q2) TheentireEDS360internship coursewasahugelesson in teachingand child development for me,and it wasalmost entirely an experiential learningopportunity! Personally I don? t think I would havebeen abletoretain all that I learned duringmy internship,specifically,becausesomuch of what I learned only happened becauseI wasactively learningwhile doing.
Br isaLiu: Senior Pr oduct ions Manager
Nina Dawicki: Edit or inChief
Q1) Learningby doingmeansbeingan active participant in your own education By carryingout a lesson in away that incorporatesaction,studentscan seefirst-hand theimpact of their learning
AnneChen
First Year
Repr esentat ive
Q1) Learningby doing,tome,meanshavingatangible experienceor artifact I can relatemy studies For instance,field tripsand projects!
Q1) I think learningby doinginvolvesstudents engagingwith and connectingtotheir learningin uniqueways.Ultimately,you can only learn somuch by reviewingconceptsin flashcardsor acheat sheet, and theskillsyou can learn through hands-on and experiential learningexperiencesarefar more invaluablethan any test or quizwill be
Nicol e Pacheco
First Year
Repr esentat ive
Aryan Rajagopal
First Year
Repr esentat ive
Q2) In my FutureWorkplaceTrendsand Preparations coursewelearned about career chatsand how tonetwork with peoplein thefield that weareinterested in Our Prof hasusconduct our own career chatswith alumni and other membersof theKinesiology faculty Thisgavemean applicableexampleof what wearelearningabout in class whilealsogivingmeexperiencein speakingwith professionals.Theexperiencethisopportunity provided meleft agreater impact on methan atypical lectureor assignment would
Q2) In middleschool,after studyingecosystems,my class took atrip toapark whereaguidewalked usthrough the area,highlightingreal lifeexamplesof theconceptswe'd learned in class Thisexperienceallowed metoretain the information somuch better,asit demonstrated how what westudied in theclassroom directly connectstothenatural world arounduseveryday .It helped togrow my lovefor science!
SunnySien
Il l ust r at or
Nina Zambit o
First Year
Repr esentat ive
Q2) I am aclassroom assistant for acourse,and werun a simulation every year wheretheclassissplit intotwo groupstolearn about global peaceand conflict With limited information,they havetodecidewhether toretaliatetoa threat by theother group or tohold fire(they eventually learn thethreat isafalsealarm).I think thiskind of simulation isavery hands-on way toimplement experimental learning,and I alwaysfind it interestingtosee how groupscometotheconclusion they do!
Q1) Learningby doingmeansthat onecan gain knowledge or acquiredifferent skillsin different hands-on experiences rather than stickingtostudyingonly theoretical frameworksand passively learningthrough listening, writing,or watching.By actively involvingyourself with learningmaterial,your mind and body areboth engaged, which can help keep you activeand involved in your learning
Laur en
DeRango
Social Media
Repr esentat ive
Ir eneHwang
Social Media
Repr esentat ive
Q1) Tome,learningby doingisbeingimmersed in a learningenvironment that allowslearningbeyond the confinesof acomfort zone.I can especially reflect upon my experiencesthrough theeducation minor asI wasable toteach students,providingmewith arich understanding of theteachingprofession,which could not havebeen learnt without actively teaching
Q2) Thisyear,I'vehad theopportunity toparticipatein experiential learningin ENG202becauseProfessor Matthew Sergi allowsstudentstostagethemedieval dramaswestudy in classthrough what hecalls"the embodiedtrack" asan option instead of traditional essay writing.I havefound thishelpsmy understandingof the medieval language,providesmewith astronger connection tomy learning,and hasbeen awonderful way toknow my classmatesbetter!
Er icaChong
Feat ur eWr it er
Ar ianne
Rodr iguez
Feat ur eWr it er
Q2) Oneof my favouritememoriesfrom elementary school wasbuildingbridgeswith my peersin science class.Gettingtoapply my knowledgefrom alesson about constructingstrong,resistant bridgeswaswhat madethelearningexperiencesofun and memorable!
Q1) Learningby doingmeansengagingwith new ideas in away that promotesself-discovery It'sabout creatingthose"ah-hah" momentsfor studentsthat makethem fall in lovewith learning. Al ex Teschow Event s
