My name is Allison May and I’m an English Instructor at Kaplan International Languages, Chicago (2011-2016, 2019-present).

To preface, I use all these techniques in classes where students are learning English as a foreign language. Class size is usually 12-15 students, and they come from all countries and all language backgrounds, and everything in the classroom is done in English. Students are placed in levels ranging from A1-C2, and understandably there is a range in skill within each level.

I also use the experiential learning technique.

Experiential learning is used for a few key lessons with higher levels. In B1, B2, and C1. We study third conditional and past modals. A great way to target speaking with this grammar structure is to give students a project where they may fail, and to reflect on it using the targeted grammar. We have done the spaghetti tower project and the egg drop challenge. A quick explanation: In each challenge, students are broken into groups and given the same supplies. For the spaghetti tower, they need to build a tower of spaghetti that supports a marshmallow at the top. The tallest freestanding tower wins. For the egg drop challenge, they will drop a raw egg from the top level of Michigan Avenue (the street outside or school) to the lower level and they must create a device that they place their egg in when it drops that will prevent the egg from breaking. As they build their structures, they use the first conditional (if we do this…, this will result…). Then we have the judging time to see who succeeded and who did it, and it’s all in good fun, and at the end they write reflections in small groups using the targeted grammar (if we had done X, the result would have been Y / we could/should have Z). This activity always ranks high with students and it’s one of their favourites from the course.

How do you evaluate the results of this technique in class?

I evaluate it again by circulating during construction and by assessing their written reflections.

What were the benefits you found when implementing the technique in the classroom?

We do experiential learning in many ways. There is a unit where we learn about charities, so we do an activity modelled after the show “Shark Tank” where they must create a charity and present it to donors, and the donors choose which group they want to give money to. It helps students to identify causes they care about and what makes people donate to charities. There is another unit where we learn about animal welfare and students make campaigns to save a specific animal and present it to other classes to raise awareness.

With which subject/levels/courses/modules/VET degrees… Do you use it?

Experiential learning can be done with all levels; however, the complexity of the activity must be scaffolded depending on language ability and targeted grammar and vocabulary.

What are the benefits for the students (both in the learning process as well as for their professional careers).

The benefits for students are tremendous. These techniques make the learning personal and applicable to their lives. When they use the targeted grammar and vocabulary in an authentic setting, it makes it real for them. Each technique brings a chance to build relationships because students are working in smaller settings. As I watch them participate, I see them be animated and energetic.

What do you think it brings to your students? What feedback do you get from them when applying the technique in class?

Their feedback at the end is that they always want to do more activities like those. I can also assess that their learning is improving as a result of these activities. With the spaghetti tower and egg drop, students always take group pictures with their result, video, and share it with the class. It’s clear that it’s an experience they want to save and remember.

If you have any tips or tricks for other VET trainers/ teachers, please indicate them here.

Always identify your goal first. What is the learning objective and what do you want students to accomplish through the activity? When students are in small groups, it’s so important to establish rules first. I always say: no cell phones, ask each other for help, and make sure participation is equal among all members. It’s ok to ask a groupmate to participate if they are not participating. Establishing the norms and goals before beginning allows them to see the purpose of the activity and to know how to participate.

Are there any factors to take into account when applying this technique with different classes? (also, more appropriate number of students, appropriate space and age).

It’s helpful to know a little about your students’ personalities and skill level beforehand so you can create groups that work well together. There have been times where I’ve put two dominating personalities together and they fought for the spotlight rather than participated to be understood, and their other groupmates hardly participated.

If you encountered problems in using the technique, how did you solve them?

In my experience, experiential learning is best in groups of 4-5.

Mention a personal anecdote, a very positive experience, a comment from a student, or something you have seen, something inspiring to encourage other teachers to try.

Experiential learning seems to be the preferred method among students because it’s so different from daily learning activities.