An Analysis of the Perception of Teachers towards use of Experiential Learning Approach in Schools of Delhi

Abstract

With progressive changes in the curriculum frameworks and educational policies, the learner has gradually shifted from the periphery to the centre of the teaching learning process. There is a common consensus among educationists and policy makers that curriculum must be relevant and meaningful to the learners. This relevancy can only be ensured when the curriculum and teaching-learning activity is connected to the social and cultural milieu of the learner. In this context, it is believed that Experiential Learning has the potential to make the learning process student centred. The existing literature on pedagogical strategies highlights the effectiveness of Experiential Learning in facilitating permanent betta learning of the students. In the recent decades, many policies and commissions have emphasised on the use of Experiential Learning Approaches in the classrooms for active learning and making the courses more relevant to the day to day life of the students. This paper tries to examine the perception of school teachers on the use of Experiential Learning as a pedagogical approach.