The Power of Experiential Learning: Insights from Laura Briscoe

As a former classroom teacher and system coordinator for global competencies, innovation, and experiential learning, Laura now serves as an Education Consultant for The Duke of Edinburgh’s International Award Canada. In this role, she ensures the Award aligns with best practices in education, helping youth develop essential life skills through experiential learning.

“For me, it’s always been about understanding the “why”—what compels students to learn and how can we tap into that motivation? When I learned about Award Canada, it felt like the perfect way to scale experiential learning opportunities in education —facilitating opportunities for students to develop real-world skills, rethinking education, and empowering and supporting educators to personalize learning in ways that truly matter to young people.”

Can you tell us about your background in education and what led you to focus on experiential learning?

I’ve always valued learning through experiences and exploration. As a former classroom teacher, system global competencies, innovation, and experiential coordinator, my priorities have always been to make learning engaging, relevant, and connected to real-world experiences. Before entering education, I worked in experiential marketing, where the goal was to create memorable experiences for consumers. That experience made me realize that if we could make marketing exciting, personalized, and impactful, why not apply the same approach to education? That training became my jumpstart into co-designing intentional experiential learning initiatives with students.

As an educator, we developed opportunities where every student had a community partner, allowing them to connect with industry professionals and understand real-world challenges. One of my favorite projects was a film festival where students collaborated with non-profit organizations to create videos. While the focus was on film, the project went far beyond that—it helped students develop critical skills they’d need in their futures, like problem-solving, communication, teamwork, and resiliency.

We also applied this mindset to subjects like math and art. How do we make these subjects exciting and meaningful? How do we help students see themselves in their learning, so they work beyond expectations vs. trying to get a good mark? By using experiential approaches, we saw disengaged students suddenly excited about math because they could connect it to something tangible and meaningful.

When students dive deeper into their personal interests, they are more engaged and willing to learn.  We developed an aviation high school for students interested in the field of aviation and aerospace to collaborate with post-secondary mentors and the London International Airport partners to experience and build skills.  We are seeing more and more sector specific learning environments from construction, environment, aviation to leadership programs. Students learning beyond the walls of the classroom are empowered to explore careers and sectors they may have never previously been exposed to discovering.

For me, it’s always been about understanding the “why”—what compels students to learn and how we can tap into that motivation? When I learned about Award Canada, it felt like the perfect way to scale experiential learning opportunities in education —facilitating opportunities for students to develop real-world skills, rethinking education, and empowering and supporting educators to personalize learning in ways that truly matter to young people.

In your experience, what are the biggest challenges teachers have shared with you about engaging students in experiential learning?

Teachers are incredibly dedicated and constantly go above and beyond to meet the needs of their students. One of the biggest challenges they continue to share with me is balancing the demands of the curriculum while simultaneously creating meaningful, personalized learning experiences. With diverse student needs and interests in every classroom, it can be difficult to ensure every student feels seen and supported while also covering required content.

Many teachers tell me they have great ideas for experiential learning but often feel they need permission or additional support to implement them in new and different ways and sometimes have so many roadblocks the ideas fizzle before they become possible.  The Award can serve as a tool to help bridge that gap—offering a structured way to personalize learning, recognize student growth, and align with curriculum goals while ensuring students feel valued. When students feel seen and cared for, they’re more engaged and motivated to learn. Teachers want to provide those experiences, and having the right support and flexibility makes all the difference.

If you could go back and give advice to yourself as a new teacher, what would it be?

Industry stakeholders want to support you, support students, and build pathways in their sectors – do not be intimidated to reach out to industry experts for mentorship or collaboration. It’s okay to do things differently. Just because a colleague approaches something one way doesn’t mean it’s the only way—or the right way for your students. No two classes should ever be the same because the students in them are different. Embrace creativity and innovation, and don’t be afraid to try new approaches to engage and inspire students. Inquiry-based approaches are entry points to spark curiosity and learning.  Trust yourself, be flexible, and focus on what works best for the learners in front of you.

How has the role of teachers evolved in recent years when it comes to preparing students for the future?

Teaching has shifted significantly, with a stronger focus on developing transferable skills rather than just delivering content. With information readily available at students’ fingertips, the priority is no longer memorization but fostering lifelong learning. Students need both foundational knowledge and the ability to apply it in real-world situations, which requires a balance in how we teach.  Students need to see how their interests and transfer into viable career pathways.

Educators today are more like facilitators—empowering students to be self-directed learners. Rather than standing at the front of the classroom as the sole source of knowledge, many teachers now guide students in developing critical thinking skills, asking inquiry questions, and discovering answers for themselves.

Technology has played a big role in this evolution. While it’s just a tool, knowing how to use the right tools effectively has become essential to enhancing learning. The rapid changes in technology—accelerated by COVID—have reinforced the need for educators to stay adaptable and leverage these tools to support skill development. In many ways, this shift has opened new opportunities to engage students and better prepare them for the future.

From your perspective, why is experiential learning so important for youth development?

I’ve seen firsthand how students thrive when they have hands-on, experiential learning opportunities. They gain a deeper understanding, retain information longer, and make meaningful connections because they associate their learning with real-world experiences—beyond just a textbook.  Students need to experience and understand “why” they are learning something to make it meaningful and memorable.

Experiential learning with community reveals career pathway opportunities, that as an educator or student, we may not even know exist.

One of the most powerful aspects of experiential learning isn’t just the experience itself but the reflection that follows. Instead of passively absorbing information, students actively engage in thinking about what they’ve learned, identifying next steps, and developing problem-solving and critical-thinking skills. This process makes learning more engaging, relevant, and fun.

Beyond academics, experiential learning also fosters connections. When students experience something together, they build relationships, collaborate, and develop essential social and teamwork skills. It’s about creating memorable learning moments that not only shape their education but also prepare them for life.

What advice would you give to teachers who are considering integrating the Award but aren’t sure where to start?

I’d encourage teachers to see the Award as a solution to a challenge, an acknowledgement to celebrate students with an internationally recognized accreditation, and a way to support the goals they’re already working toward. We are taking the Award framework and aligning it with curricular expectations as an assessment tool for educators to differentiate instruction, get to know their students, and improve learning outcomes.  I had a construction student say to me, “I was going to drop English, but if this is how we are doing it, then I’m all in.”  The student saw purpose in literacy because it was now purposeful to him.

For example, if I were an SHSM (Specialist High Skills Major) lead looking to offer students a meaningful certification, the Award would be a powerful choice. It’s one of the most impactful portfolio development opportunities—not just teaching students about the value of a portfolio but guiding them through the process of building one with real goals and milestones with mentors. This approach strengthens their SHSM journey and prepares them for future success to share their stories.  If I were teaching Careers, Math, English or Trades, the Award would act as a vehicle to plan and document learning and reflections. Every course exists for students to learn a new “Skill” this is how we are using the framework (Skill, Service, Physical Recreation, Adventurous Journey) to make curricular connections and support teachers.

Another great starting point is to highlight educators who are already using experiential learning in their teaching. By empowering and celebrating their work, we can build momentum and expand opportunities for more students. Many young people would benefit from the Award but simply haven’t had access to it yet through public education.

What makes the Award especially unique is its inclusivity—because it’s non-competitive and adaptable to all pathways, culturally responsive, and no student is excluded. Every learner, regardless of background or ability, can participate and grow in a way that’s meaningful to them. Teachers don’t need to create something entirely new; the Award can seamlessly integrate into what they’re already doing, enriching both student engagement and learning outcomes.

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