¨  Experiences are structured to require the learner(s) to take initiative, make decisions and be accountable for results.

¨  Throughout the experiential learning process, the learner is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative, and constructing meaning.

¨  Learners are engaged intellectually, emotionally, socially, soulfully and/or physically. This involvement produces a perception that the learning task is authentic.

¨  The results of the learning are personal and form the basis for future experience and learning.

¨  Relationships are developed and nurtured: learner to self, learner to others and learner to the world at large.

¨  The educator and learner may experience success, failure, adventure, risk-taking and uncertainty, because the outcomes of experience cannot totally be predicted.

¨  Opportunities are nurtured for learners and educators to explore and examine their own values.

¨  The educator's primary roles include setting suitable experiences, posing problems, setting boundaries, supporting learners, insuring physical and emotional safety, and facilitating the learning process.

¨  The educator recognizes and encourages spontaneous opportunities for learning.

¨  Educators strive to be aware of their biases, judgments and pre-conceptions, and how these influence the learner.

¨  The design of the learning experience includes the possibility to learn from natural consequences, mistakes and successes.