Experiential Learning

Partners In Research Canada (PIR) educational programs, available to teachers and educators at no cost, provide opportunities for experiential learning that allow learners of all ages to develop a deeper understanding of the expectations in the Ontario curriculum and the Kindergarten Program, including the ability to make connections to real life experiences outside of school guiding K-12 students to construct their own knowledge through critical thinking, problem solving, and decision-making.

“An introduction to using PIR programs for Experiential Learning” can be downloaded by clicking the image to the right.

Details regarding how each of the PIR Programs support Experiential Learning can be downloaded by clicking the images below


Rational behind the Experiential Learning Cycle   

Partners In Research (PIR) recognizes the value of experiential learning and understands the role it plays in fostering student engagement and achievement by creating more relevant, applied and innovative learning experiences, sparking students’ curiosity, inspiring them to follow their passions, and providing students with more flexibility and ownership of their learning. For experiential learning to occur students’ must be an active participant in the experience, not merely an observer. Students must also think about and/or analyze what they are learning while they are learning it. For these reasons, the three components of the experiential learning cycle (Participate, Reflect and Apply) are incorporated into all PIR educational programs. Although the cycle comprises these three necessary components, it is not a rigid or strictly sequential process but rather a dynamic and highly personal one.

Participation immerses students in an experience and learners are able to acknowledge what they are doing, thinking, and feeling. Students are able to make adjustments to support their learning while monitoring their progress as they work through the experience. Reflection occurs both during the experience and after it, to make meaning from it and to identify what has been learned. It is through a structured reflective process that students develop new skills, new attitudes, and new ways of thinking. As a result, students are able to identify what they have learned about themselves, other people, the world, their opportunities, or the subject of study. Finally, the student applies the learning by using the newly acquired knowledge to describe how their learning stimulates further inquiry; how it has influenced or may influence their decisions, opinions, goals, and plans; and what they might do differently if they have a similar experience in future.