Abstract

Experiential learning implies that learning happens through different experiences; either physical or emotional/mental. Experience acquired in the teaching learning process itself is not effective unless that experience is being reflected upon. This paper attempts to analyse the effectiveness of implementing experiential learning into routine English language classes of senior secondary level of CBSE. Experiential learning purposes to stimulate language and literature classes by trying to use appealing teaching approaches. The basis of experiential learning is the activity itself through which a person gains new experiences. Students feel more comfortable with their classmates and therefore team work or group work are advantageous as the children learn by interacting with their peers as well as their teachers. The teacher must be able to fill out the gap between the students’ current ability and their potential ability with peer or mentor guidance. English Literature is all about life and different life experiences. It’s easy for teachers to probe experiential learning through thought provoking and creative techniques. Students can compare their experiences with their characters in the book and experience a life that is of others and to reflect upon the experiences attained. It promotes interdisciplinary learning.

Keywords: Experiential Learning, Sociodrama, Reflection, Learning by doing, Critical Analysis.

[1] PGT English, Kendriya Vidyalaya Lakhanpur, Jammu And Kashmir