Besides changing student roles, experiential education requires a change in the role of teachers. When students are active learners, their endeavors often take them outside the classroom walls. Because action precedes attempts to synthesize knowledge, teachers generally cannot plan a curriculum unit as a neat, predictable package. Teachers become active learners, too, experimenting together with their students, reflecting upon the learning activities they have designed, and responding to their students’ reactions to the activities. In this way, teachers themselves become more active; they come to view themselves as more than just recipients of school district policy and curriculum decisions.
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