Nimo Ren '25
A defining feature of Abington Friends School is experiential learning. An article in Boston University’s Center for Teaching & Learning defines the term as “an engaged learning process whereby students ‘learn by doing’ and by reflecting on the experience.”
AFS offers diverse experiential learning opportunities: ExTerm, a chance to engage in a topic that goes beyond curriculum standards opposed to finals at the end of the year, senior capstone, global travel, and cohort programs. AFS’s dedication to learning by doing strengthens the student body and effectively prepares them for the future.
In a survey of approximately 20,000 U.S. high school students, researchers from the Yale Center for Emotional Intelligence and the Yale Child Study Center found that nearly 75% had negative feelings about school. Many students find school to be boring and stressful. With similar day-to-day schedules and demanding workloads, school can become monotonous, and students quickly get bored.
Integrating experiential learning at school introduces variety and breaks up the routine, effectively combating this issue. Recently, AFS Upper School science teachers Jordan Burkey and Scott Sowers took a group of astronomy students to listen to the 23rd Annual Kaczmarczik Lecture at Drexel University.
Field trips like these are a great way to bring excitement into learning. Students are eager to get out of the classroom and experience something new.
Experiential learning also promotes engagement. In the traditional classroom setting, “passive learning” is most common. Under this teaching style, students are directly fed information. They are given readings or lectures, and thus rarely engage with material, relying heavily on memorization techniques.
While flashcards might enable students to succeed on a test, these efforts are futile in the long term. Without fully engaging with the material, students struggle to retain the information.
My personal experiences as a high school senior confirm this. I have memorized entire study guides and did well on the subsequent tests, but after a few months, I had forgotten most of what I learned. Experiential learning provides a solution to this problem. Students have to get their hands dirty.
Adena Dershowitz, director of the Center for Experiential Learning, said that sometimes when students participate in an experiential learning activity, “the challenge in front of them requires them to acquire [a] skill.”
Whether it’s learning to cook a meal or creating a podcast, students can’t expect to get anything done without engaging with the material. Instead of solely relying on passive learning techniques, students are pushed out of their comfort zone, adapting creativity and problem-solving techniques.
In an article in Education Week, Hampshire College president Jonathan Lash explains how seminar students learned science and math skills “naturally, and, in many cases, unknowingly, because they were excited and challenged by their work.”
A byproduct of increased engagement is an increase in self-sufficiency. Instead of depending on teachers to give them notes or study guides, students take ownership of their own learning.
They don’t just learn, but they also learn how to learn, effectively setting them up for success. The information students struggle to retain using passive learning is fully absorbed through the thorough engagement that experiential learning provides.
Another factor that may lead to negative feelings about school is the stressful environment caused by academic pressure, heavy workload, and social expectations and standards. Experiential learning eliminates this toxicity. Many experiential learning activities at AFS incorporate collaboration with peers.
These opportunities bring students with similar interests together. We learn from our teachers, but there is also something very valuable in learning from our peers. When students support each other and exchange ideas with one another, feelings of competitiveness or tension dissipate.
Another factor contributing to students’ boredom and disinterest at school is a desire for purpose and meaning. In many of my classes, students question the significance of what they learn in future applications. Why does this matter? Will I need this in future years?
The cohort programs at AFS (MedEx, BizEx, LawEx, ChefEx, and ArtEx) introduce students to real-world applications of learned material. Participants can meet with professionals in the field, who show them how relevant topics can be implemented as a career. This is incredibly useful for students who need to understand the significance of the topics they are learning.
As a student who transitioned from a large public school to AFS, I can personally attest to the transformative power of experiential learning. Prior to AFS, I was one of the many students who disliked school. However, with AFS’ different approach to learning, I grew as a person and began to enjoy learning.
As a new student in 2020, the ChefEx cohort provided me with the opportunity to bond with other AFS students. I initially joined because cooking is an essential life skill. Although cooking isn’t one of my current passions or career interests, I’m still glad I participated.
I remember the obstacles that I faced while making risotto, but I also remember how I overcame them. I’m not a good cook, but the experience taught me perseverance and independence.
In addition, the ExTerm classes I have taken, Podcasting and Japanese Culture and Language, have been great experiences. One of my main goals throughout high school has been to branch out and try as many new things as possible. The Experiential Learning Program has made this possible. The freedom to experience new things and learn from them is essential to growing up.
While I do value trying new things, I also believe that the Experiential Learning Program should have something for everyone, so that all students can identify an activity that aligns with their future career goals or passions. Thankfully, the program is evolving to meet students’ needs.
Since my arrival into the AFS community in the fall of 2020, the program has undergone multiple significant changes. The ArtEx program has been added to the multiple cohorts that AFS offers, a significant development for students interested in pursuing art.
Additionally, the Small Farms class, a year-long course covering topics of food justice and environmental stewardship, has been added. These changes are appreciated and help support AFS students.
More importantly, students themselves have gotten involved in shaping the Experiential Learning Program by creating their own ExTerm programs. I encourage students to continue forming new experiential learning opportunities. If students keep creating opportunities, students with diverse interests can see themselves represented and find a program that suits them.
Experiential learning is the future of education and a source of hope for our community. It should be prioritized.