Personal Application Assignment

Personal Application Assignment
THE PERSONAL APPLICATION ASSIGNMENT (PAA)
A variety of texts and articles over the past few years have argued for the use of an alternative
approach to teaching organizational behavior, one that emphasizes experiential learning. This
approach "emphasizes an existential, emergent view for learning organizational behavior"
(McMullen, 1979), where the role of the instructor is that of learning facilitator, responsible for
designing experiences for students to base learning upon, rather than as teacher, responsible for
lecturing on theory and concepts. While gaining wide acceptance, this approach has nevertheless
created problems in the assessment of students' performance. Significant learnings in this model of
teaching occur not only ... Show more content on Helpwriting.net ...
There are five elements to the paper and each normally is weighted equally. These include the four
elements in the learning style model and a fifth element that takes into account the introduction,
integration, synthesis and general quality of writing in the PAA. The score given in each element
depends upon how effectively the student has met all the criteria listed for that section of the paper.
For the instructor's part, we believe that instructors need to provide specific feedback as quickly as
possible to students on why they were awarded points in each area and, more importantly, what they
need to do to improve. To achieve these objectives the same summary sheet that guides the grading
is provided to the student as feedback. This sheet is attached at the end of this handout. The above
paragraph referred to the weighting as "normally" being equal for all parts of the paper. In cases
where the quality of the student writing is clearly below acceptable standards for college– level
courses, this component or the entire paper may be given a significantly lower grade. (Preparing a
good quality initial draft to be reviewed by a peer will help eliminate this potential problem. An
initial draft is not the same as a first draft or rough draft. It should be a version the student has
already revised one or more times.
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Measuring the Impact of Outdoor Management Development- a...
Measuring the Impact of Outdoor Management Development– A Literature Review
Abstract Despite the increase in popularity of Outdoor management development courses, there is a
significant lack in proof of the effectiveness of an OMD. This paper looks at the various researches
that has been done in the field of OMD and identifies the expected outcomes of an OMD as personal
development, managerial development, team development and organizational development. It also
points out the various characteristics that is required for an OMD to be branded effective and have a
significant development on the participants. It then looks at the various studies that has been
conducted to evaluate the effectiveness of an OMD and concludes that due to ... Show more content
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David Kolb's experiential learning model (1984) – one of the most commonly used models of
learning styles defines four stages in the learning cycle: concrete experience, observation and
reflection, the formation of abstract concepts and testing in new situations. Experiential learning
increases our reserve of reliable experiences that can help us adapt to any challenging situation we
come across. When attempting to learn through experience, we first have to have a concrete
experience of a scale such that it is brief enough to be analyzed in detail, contains enough detail to
draw learning from and has meaning for the group analyzing it. In an OMD, concrete experience is
provided through training exercises, outdoor adventure activities and team building games.
Processing experiential learning activities through group discussions and debriefing sessions help
learn from even seemingly mundane events.
Dainty and Lucas (1992) suggest that "...the outdoors provides one of the most powerful mediums
for the development of self and other awareness". The rationale offered is that; "An individual 's
behavior is often clearly visible during outdoor development programmes. It is impossible to hide
behind organizational and educational norms in an environment where these no longer exist".
Similar arguments are propounded by Long and Galagan (1984, 1987). Thus, the principle is that the
outdoors provide activities and/or environments devoid of traditional

Different Theories About Learning Styles Essay
Introduction Learning style is an individual 's unique approach to learning based on strengths,
weaknesses, and, preferences. Learning styles explains the concept that every person learns
differently. Assessments of learning style typically ask individuals to evaluate what sort of
information presentation they prefer, and, what kind of mental activity they find most engaging, and,
attractive for them. Theories about learning styles agree that all people can be classified according to
their style of learning. In this paper different theories about learning styles are reviewed briefly. At
the end, Gendlin experiential theory is reviewed in detail.
Learning styles
VARK
There is a model that use to classify some of the most common ways of individuals learning styles.
The name of this model is VARK. New Zealand teacher Neil D. Fleming was inventor of VARK
which stands for Visual, Auditory, Reading/Writing, and, Kinesthetic learning styles.
Visual learners. They prefer images, maps, and, graphics. They tend to observe things, and, pictures
in order to improve their level of knowledge. They understand written instructions better than oral.
Once they know the spelling of a word, they can look for it easily in the dictionary. Visual learners
can be distracted by noise. They need a quiet environment to concentrate. Mind maps, highlighting,
lists, and, notes

Nursing reflection.
Reflective Essay
This essay will look at reflection on a critical incident that has promoted a positive outcome. It is not
a very major incident but it stands out as it has a potential for learning. This essay will identify and
explain Johns' (1994) model of reflection and explain what reflection is and why reflective practice
is necessary and how it can be used. Schone (1983) recommended reflection on critical incidence as
a valuable term, sited in Ghaye and Lillyman (1997) a critical incident id defined as
'incidence happen, but critical incidence are produced by the way we look at a situation, it is an
interpretation of significance of the event.' (p.8)
Polit and Hungler (1999) defined a critical incident as:
'... an observable and ... Show more content on Helpwriting.net ...
They say that models of reflection help us to learn from experiences, help us overcome professional
inertia by asking us to look at what we do. They tend to add more meaning to our clinical practice
through reflective conversations and influence future actions.
John's model (1994) is a model of guided reflection, this enables reflective practitioners to access,
make sense of and learn through experiences. It consists of a series of questions, which are split into
five groups. Description, reflection, influencing factors, alternative strategies and learning.
In choosing John's model (1994) there seems to be such a wide range of cues that it enables every
aspect of the critical incident to be thought about, described, questioned, feelings are brought about
while exploring many issues.
Due to confidentiality the names of the people in this critical incident have been changed due to the
Code of Professional Conduct (1992).
While working as a senior care assistant in a busy residential care home I would arrive to work at
3pm get a quick hand over to find out how all the residents have been. One of the care assistants told
me that Mary, a ninety–four year old lady who is not so popular with the staff because of her
constant buzzing of her call bell, even when she seems not to need help when someone goes to
attend her.

Mary had been a resident for nine years and had come to the home because she had a double
amputation of her legs and was

Importance Of Experiential Learning
Experiential learning is a process through which students practice skills, obtain knowledge, and
derive values from real–life situations. There are different methods of this type of learning
including: field trips, internships, field research, and service learning projects. These assignments
and activities give students the opportunity to experience reflective, data–driven, and problem
solving scenarios. According to David Kolb's theory on experiential learning, " Learning is the
process whereby knowledge is created through the transformation of experience" (Kolb, 1984,
p.38). His theory includes experience, perception, cognition, and behavior. This type of learning is
important for business students, university programs, and students to participate in.
There are several reasons that business students should learn experientially. This method accelerates
learning by using critical thinking, problem solving, and decision making skills. Also, students are
more engaged because the focus is on collaboration with other students. When the student is
learning by doing, the student gets a first hand experience of what has been taught in the classroom.
There are different strategies and methods to improve classes so students can be taught in this way.
Including: group projects, brainstorming, getting involved in the classroom, sharing ideas, and being
open to new learning opportunities. In this way, it is different from traditional learning methods and
takes the learning

My First Year As Camp Director
I established a repport and friendship with many of the campers, and especially the counselors. And
this was only my first year as camp director! This was the group of youth that made me realize that
they have such an influence on the younger youth. I was able to see the campers imitate and follow
their counselors. I am excited to put my plans into motion for next summer. The feelings I have for
the youth I have gotten to know over the past year and a half is outrageous. I have so much pride in
them. They are truly amazing individuals. I have seen so much improvement in them that now I can
also see exponential potential in them also. It has only been one complete 4–H year and I cannot
even imagine how I will feel five, 10 or 20 years from now. This gives me the inspiration and
motivation to work hard for these youth. I have assigned several roles to myself to support the
growth of older youth in my county and region. I will be a mentor, a friend, a leader and motivator. I
have an advantage when it comes to youth adult partnerships; my age can dismantle the intimidating
authority figure some older youth may see. Our generations, Y (individuals born in 1981 through
1994) and Z (individuals born after 1994) (Schuckenbrock, 2016), may even overlap some (Geck,
2016). The years to determine Generations X, Y and Z tend to change according to different sources.
At the least, there may only be an 11–year difference between myself and a youth in their final

The Importance Of Experiential Learning
Experiential learning is a unique form of learning that allows you to learn through first–hand
experience outside of the classroom using skills, knowledge, and experience. It can happen through
internships, studies abroad, field trips and research, and service learning projects. This type of
learning is when a student can apply their own knowledge to real–world problems rather than a
made–up problem by a teacher. David A. Kolb made this concept popular by stating that its base on
learning which is a process where knowledge is created through transforming experiences. It has a
cycle that does more than just learning it, it allows you to experience it, then reflect it, then
conceptualize it, and then experiment. Experiential learning is important for business students to
learn experientially because of all the elements that are taught doing the task. The reflection,
conceptualize, and experiment allows students to further engage in various different way such as
creatively, emotionally, intellectually, and physically. This creates students to become more
motivated to learn. This motivation to learn is then reflected in how they apply the content to
experiential learning and gives them opportunities. The reflection that the business students have
after experiential learned helps better prepared them for the future. The reflections create deeper
learning that can help at internships or work because they'll be better and more important when the
students are prepared and

Key Elements That Make Up A Training Needs Assessment
A training needs assessment is a very critical component to running a business in today's global
economy. The key elements that make up a training needs assessment are organizational analysis,
task analysis, and person analysis. Every one of these components are vital and help create a strong
business system to help ensure growth and prosperity for a company. For organizational analysis,
according to (Snell, 2016) "an organizational analysis is an examination of the environment,
strategies, and resources the firm faces so as to determine what training it should emphasize" (p.
7.2a). All these elements have to be taken into consideration when making business decisions and
strategic planning. For task analysis, job description and job requirements has to be identified. In
order to properly fill a job with the correct individual, or individuals, the job or task to be done
needs to be clearly identified. Are special skills or abilities needed to perform the task? Is special
training or certificates needed for the personnel doing the task? These are just a couple of the
questions that need to be answered in order to complete a thorough task analysis. The third
component in a training needs assessment is the person analysis. Since company's run on budgets,
controlling the costs when it comes to training is very important. To avoid spending money on
employees that should not receive additional, or special training, the company must identify the

Theories Of Experiential Learning Theory
Meanwhile, the Theory of Experiential Learning Cycle by David Kolb (Kolb, 1984) is also relevant
to this study. Experiential Learning Theory (ELT) defines learning as "the process whereby
knowledge is created through the transformation of experience". Knowledge is a product from the
combination of both grasping and transforming experience. According to him the Experiential
Learning Theory model portrays two dialectically related modes of grasping experience; Concrete
Experience and Abstract Conceptualization, and two dialectically relevant modes of transforming
experience; Reflective Observation and Active Experimentation. Experiential learning is a process
of formulating knowledge that involves a creative tension between the four learning modes that is
responsive to contextual demands. This process is portrayed as an ideal learning cycle or spiral
where the ... Show more content on Helpwriting.net ...
These modes are only responsive to certain contexts. Thus, the learning process is portrayed as a
learning cycle where the learner assumes each of the four domains; experiencing, reflecting,
thinking, and acting (Kolb & Kolb, 2005). The recursive process is responsive to each other; the
learner, learning experience, and on the content learned. Immediate or concrete experiences are the
impetus for observations and reflections. Without these learning would be impossible even at the
very beginning. Later on, reflections then can be assimilated in the old experience and deduced it
into abstract concepts from which new implications for action are drawn. These new implications
are then used for active experimentation, which leads to new concrete experiences (Kolb & Kolb,
2005). With the production of new concrete experiences it already leads us into a complete cycle of
learning under David Kolb's Experiential Learning

Learning Through Play And Active Involvement
Introduction
The key messages highlighted in the Foundation Phase are emphasising learning through play, the
role of the adult in relation to balancing adult led and child initiative activities, involving children in
planning, developing children's observation, creative and expressive skills and more use of the
outdoor environment for solving real–life problems and experiential learning. All children have the
right to receive a full education and schools must provide an inclusive curriculum that will offer
opportunities for all children to achieve their full potential and receive the experiences they are
entitled to (Framework, 2008). This supports a statement in the United Nations Convention on the
Rights of the Child "all children and young people must be provided with an education that develops
their personality and talents to the full" (Framework, 2008). School is the time where children
develop most of the skills they will use later in life and therefore it is crucial they benefit from these
educational experiences.
Emphasising Learning through Play and Active Involvement
Play is an important part in a child's learning experience as children learn best from being actively
involved and experimenting. The Foundation Phase wants practitioners to recognise that children
learn through first–hand experiential learning in an environment that is relevant to a child's interest.
Hall, N. and Abbott, L. (1992) support this as they suggest "not only is play beneficial but also

Designing For Human Behaviour : The Elementary Kindergarten
Introduction
Fuji Kindergarten, located 40 km west of Tokyo, is a unique learning space provided for five
hundred Japanese children. Having visited the Roof House (domestic open plan house with a large
usable roof), the client was interested in something similar that could stimulate a magical learning
environment for his kindergarten students. Developing from this concept, the kindergarten provides
a roof which is transformed in to programmatic areas that allow more space for learning and
entertainment. Being the largest kindergarten in Japan, it is truly a place of significance. The
kindergarten is not only unique in its shape, but the design is well thought out to enhance a different
level of social experience. With priorities of the Montessori education method, the building
encourages freedom and flexibility in learning while allow students to discover through their own
experience at the same time.
Designing for Human Behaviour
One of the most iconic features of the kindergarten is its shape as a continuous loop. The result
emerged from a series of practical ideas rather than being designed to appeal aesthetically. An
interesting situation which caught the architects' noticed was to find a situation where their children
instinctively run in anti close wise circles to mark out territory while they burn off their extra energy.
In responding intuitively to the solution, an idea of designing a space with an oval track came
through. The spherical structure forms a

Kolbs learning cycle
Contents S. No. Particulars Page No. 1. Cover page 1 2. Contents 2 3. Introduction 3 4. Kolb's
learning cycle (Exercise 1) 3–6 5. Peer review of Exercise 1 6–7 6. Organisational Culture (Exercise
2) 7–9 7. Peer review of exercise 2 9 8. Avoiding Redundancies (Exercise 3) 10 9. Group review &
Peer review of exercise 3 11 10. Conclusion 12 11. Referencing 12–13 1. Introduction The report
consists of various topics explained for a better understanding of the organisation and the people in
it. 1.1 Purpose The report emphasises to give a brief understanding of the Kolb's Learning cycle, the
benefits of it, criticism it faces and its application in the real world. Next, we look at ... Show more
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(Heise, 2006), conducted a comparative study on hands on and simulated version, which as a result
showed an observation that students drew more interest in hands on lab rather than just simulated
experiments. The students highly involved in Active Experimentation stage of the Kolb's cycle
because of their Doing in laboratory sessions. Engum, Jeffries, and Fisher (2003) made a study on
using virtual lab and real lab that revealed that students developed adequate skills, which suggested
that combination of both can enhance a student's skills and satisfaction levels. After all this
researches were conducted, it was concluded that main reason for poor learning outcome in labs was
due to weak activation of the learning cycle, there is an evidence of improvement in understanding
& learning of students based on the combined experiments performed in Hands on, Virtual and
remote laboratories. Criticism– Alternatively, (Martin, 1994) that learning cycle only assumes that
people speak in own voice about their experience but equally is possible their experiences might be
denied due to dynamic relations. According to (Russ, Vince 1998) the concept of experiential
learning is in need of review because Kolb's cycle emphasises on importance of experiential
knowledge but skips over the fact that learning may be developed from others experience as well
than only direct experience, that is to say, feelings developed due to sexual harassment,

Do Students Really Learn From Experience Analysis
Article Review and Critique, EDAH 643
Natalee R. Brown
Morehead State University
Ambrose, S. A., & Poklop, L. (2015). Do Students Really Learn from Experience?. Change, 47(1),
54–61.
In their 2015 article, Do Students Really Learn From Experience, Susan A. Ambrose and Laurie
Poklop share information regarding the cooperative (co–op) education that students at Northeastern
University have the opportunity to participate in. Susan A. Ambrose is the senior vice provost for
undergraduate education and experiential learning, in addition to a professor of education and
history at Northeastern University. Laurie Poklop is associate director of the Centre for Advancing
Teaching and Learning through Research at Northeastern University. ... Show more content on
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During the interviews, Ambrose and Poklop found that 93 percent of students had applied what they
had learned in ways they hadn't before. The authors found that 98 percent of students interviewed
learned new things while participating in their co–op placements. Only 52 percent of students
interviewed shared that they have used the skills they have learned and incorporated them in their
classroom, the authors proposed various reasons why this number was low, including the fact that
students simply may not be aware that they are relating the co–op experience back to the classroom.
The survey found that 96 percent of students shared that they have emulated what they have learned
and were able to connect the academic programming at Northeastern University with the real–life
experience through the co–op. While three of the goals have great response, the authors are
researching why the third is much lower. The authors plan to update the course that students take
prior to participate in a co–op placement. In addition, the authors plan to modify the survey
information students are asked to complete during and after their co–op

Essay On Learning Transfer
Framework for Transfer of Learning: People, Timing, and Strategies Program Planner Facilitators
Learners Other Stakeholders Before The transfer of retention ideas through specific programs, such
a writing program, mentorship program or outreach program Ask learners to participate in two to
three chosen retention programs. Select the two or three retention programs specifically designed to
fit their needs that will relate to their expectations for learning transfer. Ensure that the funds for the
retention programs are allocated for each trade program, specifically for learning transfer. During
Monitors the participates' involvement in the specific retention programs Incorporate the learning
context of retention as part of the ... Show more content on Helpwriting.net ...
Program Evaluation Model The Decision–based Approach The decision–based approach is
appropriate for a program established to increase retention because it allows questions to be utilized
in the guidance of the program rather than objectives serving as the criteria for the program
(Spaulding, 2014). Questions are asked by those directly involved in the program, such as directors
that seek clarity to an issue like retention among adult learners. The decision–based approach allows
questions to be presented to the evaluator; thus, the evaluator must go out and collect data to answer
the questions (Spaulding, 2014). The decision–based approach for the retention program evaluation
plan will includes both quantitative and qualitative methods. The surveys, questionnaires, and
interviews conducted will be the source of the quantitative and qualitative results provided to
support the implementation of the retention program for adult learners; subsequently, they will be
utilized as the data collection tools. Evaluation Matrix Evaluation Objective Stakeholders Tools
Used to Collect Data When Purpose Evaluation objective 1: To document correlation between real–
life experiences and new concepts Faculty Questionnaires First thirty days Summative Evaluation
objective 2: To document the involvement of adult learners in various academic and social activities
Faculty and project directors Interviews First sixty days

Disadvantages Of Digital Media
Each practice discussed above integrates multiple aspects of 21st century education. The research
task using digital media is highly student–centred, as students are engaged in their own learning
with their teacher as a guide, rather than in an authoritarian role (Senge et al., 2012). Rather than
bring in a firefighter, the students can actively research their own questions and concerns while the
teacher works with them in continuous learning. Furthermore, rather than children learning through
competitive question asking, which Senge et al. (2012) identifies to be a traditional approach, they
can work with each other through the use of technology, and share their emotions and stories with
one another. Children can engage in deep learning and become leaders of their learning together
(Fullan & Langworthy, 2014). A limitation of this approach is that not all students may have access
to digital technologies at home and can have limited experience, which can therefore cause a digital
divide between students and leave some disadvantaged.
It is understood that "hands–on experiences are considered by many to be the essential condition for
acquiring new concepts or understandings" (Butts, Hofman & Anderson, 1993, p. 1), however, there
are some limitations to the 21st century learning approach. A benefit of the hands–on learning
approach is the level of engagement it has for children as it is about children being active
participants in the task. This ensures equal opportunity for

Active Experimentation And Its Effects On Reality And The...
ACTIVE EXPERIMENTATION
The active experimentation implies the starting of the process again; it is the phase of applying what
has been learned from the experience (Kolb, 1984). To plan changes, learners need to have made
conclusions from the abstract conceptualization step and put them into practice, renewing actions
and assessing the effectiveness of those changes. This phase in simulation is the transformation of
realism into reality and the starting of the cycle again. For Rudolph et al, (2006) this is the result of
resolving previous behavioural dilemmas. For me, it is a question of incorporating the discovered
knowledge in to our frames of reference, to allow the missing link to sink in. Once again, I consider
that the degree of learning experience of the learner is important to achieve this.
I have not been able to map this last step of Kolb's cycle with a simulation experience as it happens
post–simulation. Active experimentation is the testing of the new knowledge acquired during
simulation against a real life experience. I personally see simulation like the platform for a rehearsed
reality, like giving learners the opportunity to walk before they can run. For me, simulation is an
opportunity to learn how to learn, to train one's brain to stretch to new knowledge.
Kolb raised the issue of educators' difficulty not on implanting new ideas but on disposing or
changing old ones. This difficulty could affect learning by simulation as we are talking about
andragogy,

Interns Will Build Good Network
Interns will build good network. Everyone you meet in an internship is a potential contact for your
network and someone you can call upon for advice and referrals when you are job–hunting closer to
graduation time.
 You will build your resume. Any kind of experience on your resume is helpful, but career–
relevant internship experience will make a better impression on employers than your serving job.
Many employers use internships as a trial period and will already have plans to recruit on a
permanent basis. Therefore, it's vital that you make a good impression; turn up on time, be
enthusiastic and show your flexibility, adaptability and commitment.
 One may get paid more when you graduate if you've done one or more internships. The ... Show
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EMPLOYER'S PERSPECTIVE:
A staggering 95 percent of employers said candidate experience is a factor in hiring decisions,
according to an annual survey by the National Association of Colleges and Employers (NACE)
nearly half of surveyed employers wanted new–grad experience to come from internships or co–op
programs. If you have completed internships, you will clearly have an edge over your classmates
who haven't. Philip D. Gardner, research director of the Collegiate Employment Research Institute
quotes that internship experience is "just one of those things you have to have before employers will
even consider looking at your resume." Employers increasingly see their internship programs as the
best path for hiring entry–level candidates. "Not only does participation in an internship make the
student a more attractive candidate, but it can also be an avenue to a job." the National Association
of Colleges and Employer's Experiential Education Survey shows that hiring from the intern
program is growing. Employers reported that nearly 36 percent of the new college graduates they
hired came from their own internship programs.
Matthew Zinman of the Internship Institute reports that IBM hires up to 2,000 interns annually and
converts more than half of them to full–time hires. Recruiting guru Dr. John Sullivan writes on the
Electronic Recruiting Exchange that "the most effective sources I have worked with have
consistently found that quality

Examples Of Experiential Learning
Intelligent educational methods for experiential learning
I. EXPERIENTIAL LEARNING THEORY
1. BASIC CONCEPTS AND PRINCIPLES
In order to label the process of learning from experience, various terms have been used like
"learning by doing," (John Dewey) or "experienced–based learning." (Wolfe and Byrne). The
essence of experiential learning was defined by Rogers (1969, p. 5) as: "It has a quality of personal
involvement–the whole–person in both his feeling and cognitive aspects being in the learning
event." This definition represented the base on which Hoover made the point that experiential
learning involves not only the cognitive learning generally stressed by management education but
also the learning of behaviors: "Experiential learning exists when a personally responsible
participant cognitively, affectively, and behaviorally, processes knowledge, skills, and/or attitudes in
a learning situation characterized by a high level of active involvement." ... Show more content on
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Experiential education first immerses learners in an experience and then encourages reflection about
the experience to develop new skills, new attitudes, or new ways of thinking."
The Association for Experiential Education regards experiential education as "a philosophy that
informs many methodologies, in which educators purposefully engage with learners in direct
experience and focused reflection in order to increase knowledge, develop skills, clarify values, and
develop people's capacity to contribute to their communities." Experiential education is the term for
the philosophy and educational progressivism is the movement which it informed.
Built on social and constructivist theories of learning, experiential learning theories situate
experience at the core of the learning process in order to understand the manners in which these
experiences motivate learners and promote their

Experiential Learning Reflection
Introduction
In today's competitive world, people are expected to be highly effective and efficient. They need
specific skills and knowledge for their education or work purposes. This has enforced various skill
enhancement programs proposed by fraternity all over the world.
Experiential learning and reflective practice is a compelling approach for self–improvement by
regular self–audit. The following report is an academic character with various definitions, analysis
and critique of reflective learning structure. It shall then emphasize on my career, experiences, and
analysis which will help in developing my overall personality. It shall focus on analysis of skills in
effective managers and leaders.
The evaluation from four diagnostic tools shall help in understanding my strengths and weaknesses
and development areas. Action plan concludes the whole trial in which my analysis and approach is
highlighted in relation to need for self–improvement.
Experiential Learning and Reflective Practice
Do we always learn from experiences?
The answer is NO. 'Nothing will become real unless experienced' said John Keats (as cited in Beard
and Wilson, 2013, p. 28). We cannot learn from experiences until reflecting over it. To understand
reflecting over experiences, it is important to understand experiential learning first.
"Learning is the process whereby knowledge is created through the transformation of experience"
said David A. Kolb (1984, p.38).
"The ability to learn is a talent

Non Profit Analysis Essay
Non–Profit Analysis Project
Liberty University
Penny LeBaron
Busi 602
Carlson Hurst
Part 1: Christian World View According to Del Tackett's article on the Focus on the Family website,
a person with a Biblical world view "believes his primary reason for existence is to love and serve
God" (Tackett, 2012). Barna Research Group asks the following questions to determine if a person
has a Biblical worldview: "Do absolute moral truths exist? Is absolute truth defined by the Bible?
Did Jesus Christ live a sinless life? Is God the all–powerful and all–knowing Creator of the
universe, and does He still rule it today? Is salvation a gift from God that cannot be earned? Is Satan
real? Does a Christian have a responsibility to share his ... Show more content on Helpwriting.net ...
A Christian who has a real Christian worldview should measure what they do in their personal and
professional life against what the Bible says and how the Holy Spirit leads us. This will allow us to
make sure that our Biblical worldview does not get too much of the world within it.
Part 2: 10 Non–Profits
Georgia Ensemble Theatre Georgia Ensemble Theatre and Conservatory was started in 1992 under
the guidance of Robert J. Farley a nationally known director of national theatres such as the Alaska
Repertory Theatre and Atlanta Alliance Theatre. Georgia Ensemble Theatre captures the attention of
adults who enjoy the theatre and also nurtures the interest of our youth to keep the love of theatre
alive for the future generations.
Georgia Ensemble Theatre operates all year at the Roswell Cultural Arts Center. Theatre classes and
productions are offered on a continuing basis. GET produces such plays as The Diary of Anne
Frank, Of Mice and Men, The Miracle Worker and To Kill a Mockingbird during the school year so
that schools, both public and private can make literature come to life with theatrical productions.
Classes are offered for preschoolers, children, teens and adults of all levels from novice to expert.
Community outreach is essential to Georgia Ensemble theatre and they have partnerships with
twelve area schools. Free and reduced price tickets are available to students and senior citizens.

Examples Of Narrative Summary Sample
Narrative Overview and Overall Summary of Service
Service is a critical component of my position as an Extension Agent and as the mission of West
Virginia University. For the past five and a half years, my service initiatives yielded quality benefits
meeting needs of my community, induced positive changes and had a significant impact to my
county, the university, and the youth development profession. I have dedicated time to multiple
groups, organizations, events, activities, and programs within the county to ensure that 4–H is a
recognized youth development program.
Highlights of my service narratives include:
Service to STEM education within the state of West Virginia demonstrates the effectiveness of
service outside of the county. The 4–H Agent, as an integral ... Show more content on
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In Kanawha County, teen leaders have completed over 4,000 volunteer hours to Kanawha County
through the Health Ambassador Program, 4–H Discovery Overnight Event, Engineering Day, day
and residential camps, and at fairs and community events. Additionally Teen Leaders in three
counties have also gained citizenship knowledge through experiential education trips.
West Virginia Statewide Afterschool Network is a stronger more viable organization with a new
governance document and afterschools in West Virginia now have for the first time voluntary
afterschool quality Standards. As a member of the committee that completed the governance
document and afterschool standards, my service to this organization has improved afterschool
quality in my county and state.
My role as Co– County Contact for the nationally–acclaimed Energy Express Summer program has
provided two nutritious meals, increased reading skills, and provided books to over 400 children in
Kanawha County during the past six

Reflection on the development of academic and professional...
Reflection on the development of academic and professional skill in year one
In this paper I am going to reflect on my professional and academic skills development throughout
my first year at University. I began this course as a mature student hungry for education and a fresh
challenge. During semester two, I found university quite hard as I am currently having family
problems; as a result I had to learn to balance university life, part time job and regular trips back
home (and that is Bulgaria).
At these times, in compound business environment and growing competition, to be able to compete
on the job market you need to possess outstanding skills and be always a step ahead of others. Being
a good learner and constantly developing one's ... Show more content on Helpwriting.net ...
Actuality getting involved in such type of professional conversations improved my level of
communication and taught me how to behave in a professional manner. Also I would like to say that
communication is a dual practice, you not only get to talk and build on your communication skill
but, you also get to listen and by it become an understanding supportive person. One of the
drawbacks in my communication skill enhancement is that I don't think it works well in UK, in this
multicultural university I have struggled to communicate effectively with students and teachers. This
can be explained by Hoftsede's structure of cultural dimensions (Hofstede, Hofstede, and Minkov,
2010). In his framework he explains the world as complex of diverse nations and people, who act,
think and perform differently (Hoftsede et al., 2010). To overcome this difficulty I was supported by
my colleagues at university.
Team–working
My duties as an assistant manager included a lot of team work. The planning of an occasion meant
that more people will have to work in close cooperation. These duties helped me in the developing
of team–working skills. I have gone even further in improving my skills by engaging in tutorials
which are based on team–work. I used Team Life Cycles to expand my observation and skills on
team–working. The Life Cycle presents clear structure and directions on how teams ought to

Coop 12 Research Paper
They key objective of the Coop 12 program is to give you a taste of a career choice that you have an
interest in. Since I knew that I want to become a Registered Nurse I was placed at the South
Cumberland Community Care Center and at the Parrsboro Regional Elementary School in the grade
Primary/ One class. In the time of 100 hours I needed, I spent most of those hours at the hospital.
There had been a variety of different jobs that I was able to do at the hospital, more than I was able
to do at the elementary school. In the next couple paragraphs I will explain the experience I had
gained during my placements and how they had given me the extra support for my decision on my
future career. My experience also had many good sides and bad sides ... Show more content on
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The placements helped me discover which branch of nursing that really interests me. Through going
to the hospital and the elementary school it has made me realize that I would like to go into the
emergency department or pediatric nursing. I have many educational and career goals that I would
like to accomplish. I have applied to two different universities for the Bachelor of Science in
Nursing, if accepted into either ST Francis Xavier University or the University of Prince Edward
Island I will try and work my hardest to accomplish my education to become a Registered Nurse.
The Bachelor of Science in Nursing is a four year program that includes many labs and technical
practices that get you ready for the real world of nursing. My top goal for my future career is to
complete the four years of university to become a Registered nurse. My placements in the Coop
program has been a very enjoyable time. It has allowed me to discover my true interest for the job as
a registered nurse and the hospital community, it also has confirmed my passion for the care of
others especially children. The Coop program is a class that you need to have control over your time
and be able to motivate yourself to complete that 100 hours

Analysis Of David Kolb 's Theory Model
In 1974, American educational theorist, David Kolb, published his learning theory model. He
believed "learning is the process whereby knowledge is created through the transformation of
experience" (Kolb 1984). His model included a four stage cycle where a learner engages in an
activity, reflects on the encounter, gains skills or knowledge from the experience, and then
implements the new abilities (Figure 1a). This is the process of experiential learning. It is an
engaged and active process promoting learning by doing.
The experiential learning model has been quite successful in higher education. It serves as a bridge
between the classroom and the professional world. Benefits to students include confidence and
clarity about career ... Show more content on Helpwriting.net ...
The project utilizes a virtual team approach with members remotely located in various locations.
This presents unique challenges, but virtual teams in real world contexts are able to overcome
barriers in similar ways to face to face teams. It is suggested to develop virtual work spaces where
team members have clear goals, are required to communicate with each other, and accept the
possibility of working with current team members again in the future (Thorley 2016). Much of the
project work is coordinated through conference calls. The team at SUU acts as note takers on these
calls.
Note taking is a mentally demanding task. Time urgency in selecting key points and recording them
while trying to comprehend new information places significant demands on components of working
memory. Note taking requires more effort than reading or learning (Piolat et al 2005). This task
presented challenges for the assigned note takers. Many of the calls focused on programming
decisions, developmental challenges, and strategic goals of the application. Often, the subject matter
of calls was complicated due to unfamiliar topics discussed using technical terminology. It was also
a new assignment for the note takers to take notes on professional calls for others to reference. Their
previous note taking experience was limited to taking notes for personal use in an academic setting.
Upon first assignment of note taking, the research assistants would listen to the call live

Experiential Learning And Interculturality In Teacher...
may add to the awareness of the problems but not contribute to a change. Illeris (2014) indicated
that creating or imposing motivation on others is a mistake. Motivation that can spark
transformative learning, and therefore lead to a change, is grounded in people and it should be
discovered first. Faculty, staff, and students have different agendas and their interests are not
aligned. It would be interesting to examine what would motivate the parties to have a dialogue.
Dervin, F. (2017). "I find it odd that people have to highlight other people's differences – even when
there are none": Experiential learning and interculturality in teacher education. International Review
of Education, 63(1), 87–102. https://doi.org/10.1007/s11159–017–9620–y This research illustrated
how teacher students can develop intercultural understanding and construct "self–other" through
experiential learning. Dervin (2017) faulted educators for distancing from the real world when
teaching about other cultures. Educators use books and films in their classes instead of arranging
and practicing human interactions between representatives of other cultures. The author stated that
Foucault's ideas about the role of intellectuals to question societies, shake habits and act fit well
intercultural and experiential learning. Answering the question about the purpose of intercultural
learning the author presented his own concept and term – "diverse diversities". He said that cultural
differences

The Kolb Experiential Learning Theory (1984) Drives A Large
The Kolb Experiential Learning theory (1984) drives a large component of my instructional plans.
According to Kolb (1984), a person learns through experience and discovery. This theory is built
around a learning cycle that involves 4 principles: 1) concrete experience, 2) reflective experience,
3) abstract conceptualization, and 4) active experimentation. Educators initially provide learners
with opportunities to use concrete resources in learning about new concepts. Students then review
their learning and reflect on the experience. This is followed by the opportunity to form abstract
ideas using the new concepts and finally testing the concepts in new circumstances and situations.
The following is an example of my application of ... Show more content on Helpwriting.net ...
In support of the Kolb learning cycle, I employ the principles of Mayer's Multimedia Cognitive
Theory (2014) and provide my students with a wide variety of resources that support the fourth
grade curriculum. According to Mayer (2015), students learn better with multimedia messages
designed to reflect the workings of the human mind. The theory is based on 3 principles: 1) we
receive messages best when they are delivered through two channels (audio/visual), 2) each of these
channels has a limited capacity for delivery, and 3) learning is a process that takes place through
filtering, organization, integration of knowledge based on prior knowledge.
Our school has a subscription to IXL, an online math program that provides extensive opportunities
for practice through effective and engaging audio–visual activities. Each student has an individual
account. The program follows Nova Scotia math outcomes and is divided by grade level and math
strand. I assign specific activities within the corresponding math strand. I am able to track student
achievement levels in successfully demonstrating understanding of determining area through this
program. IXL is an effective tool that provides the practice needed to enable students to move the
new math concept of determining area from reception through processing to long term memory.
I also use the constructivism model as an extension to determining the area of a rectangular surface.
Through constructivism, students construct their

Using Gibbs Reflective Cycle In Coursework
Using Gibbs' Reflective Cycle
Gibbs' Reflective Cycle (or Gibbs' Reflective Model)
Gibbs' reflective cycle is a theoretical model often used by students as a framework in coursework
assignments that require reflective writing.
The model was created by Professor Graham Gibbs and appeared in Learning by Doing (1988).
It looks like this:
Action plan
If it arose again what would you do? Descripiton
What
happened?
Conclusion
What else could you have done?
Feelings
What were you thinking and feeling?
Analysis
What sense can you make of the situation? Evaluation
What was good and bad about the experience? Gibbs' reflective cycle has 6 stages. They are usually
given the following headings:
1.
2.
3.
4.
5.
6.
Description
Feelings
Evaluation ... Show more content on Helpwriting.net ...
Reconsider the things that went badly and write what you think this lead to (consequences of
action).
Think about what could have been done to have avoided these negative consequences.

Reconsider the things that went well and write why you think they went well (causes of action).
Reconsider the things that went well and write what you think this lead to (consequences of action).
Think about how this positive action could have been further improved.
Think about your contribution to the experience and say how useful it was and why it was useful
(did a previous experience help you? can you compare it to a previous experience?).
If you were unable to contribute to the experience say why.
Think about other people present during the experience and try to assess whether their reactions
were similar or different to yours. Try to say why they were the same or different. this part is
analytical, it does not describe, it tries to explain the causes and consequences of things that
happened, it asks questions like why?, so what? and what

Leadership As A Vision For An Organization
Leadership is one of the most comprehensively researched processes in the behavioral sciences,
because the success of all economic, political, and organizational systems depends on the effective
and efﬁcient guidance of the leaders (Barrow 1977). Therefore, to better understand the success of
an organization, study its leaders.
Great leaders create a vision for an organization, articulate the vision to the followers, build a shared
vision, craft a path to achieve the vision, and guide their organizations into new directions (Banutu–
Gomez and Banutu–Gomez 2007; Kotter 2001). According to Schneider (1987), the most important
part in building an organization with a legacy of success is the people in it.
Servant leaders are identifiable by certain characteristics, including the commitment to listen, to
empathize, to look at the big picture in any situation, to communicate clearly and to grow
community. Any one of those characteristics would be seen as important in the service to others.
Every characteristic of a Servant Leader can be developed. Once developed, and put into practice,
the Servant Leader gains the trust of others, which leads to inspiring followers. Inspired followers
are the key to transforming an organization. (Carroll, 2005)
Hunter (1998) maintains that "you manage things, you lead people" (p.28). Servant leadership is
based on authority which stems from a trust relationship established when needs are identified and
met. A servant leader utilizes the tools of

Background And Significance Of The Development Of Future...
Background and Significance Throughout the process of the development of future professionals for
various organizations the origin of their foundation and success can often times be directly attributed
to a successful internship experience. According to the National Society for Internships and
Experiential Education (NSIEE) an internship is any carefully monitored work or service experience
in which an individual has intentional learning goals and reflects actively on what he or she is
learning throughout the experience. (Gilbert, 1995) In the broadest sense, internship development
encompasses the whole process of increasing the knowledge and the capabilities of the people of our
society. (White, 1972) In most ... Show more content on Helpwriting.net ...
Talent does not necessarily make itself known without the proper environment and cultivation.
Additionally, it is clear that internships not only improve the quality of human resources; it also
increases these resources by bringing to light motivations and skills within the individual that might
otherwise be considered uncultivated and undeveloped. Throughout the research conducted the
ultimate goal is to establish an efficient and effective internship program that will benefit the
organization and the intern as well. The purpose of the implementation of an internship program
within the selected organization is due to the lack of a formal process or structure for the intern
when direct inquiries are made to the employer. The research throughout this endeavor will be
conducted through the utilization of books, journals, and written surveys, and credible internet
sources.
Literature Review The National Association of Schools of Public Affairs and Administration
(NASPAA) Committee on Public Service Internships have developed general guidelines and
learning goals for effective management of public service internship programs. (Chauhan, 1978)
The committee for NASPAA has, as declared that the mission of a public service internship should
provide the student with a work experience to give him or her a realistic exposure to an
organizational bureaucratic environment. (Chauhan, 1978) According to Chauhan (1978) ultimately,
the experience of having

The University of Waterloo´s Experiential Education to...
In recent years the cost of tuition at a traditional college has seen a large increases while at the same
time graduates of these schools are finding it increasingly difficult to find a job, much less a job
pertaining to the field they studied. To college institutions, the question arises of whether or not the
education experience that they provide increases the success of its graduating students. An increase
in personal financial investment in higher education from the private sector is a clear indicator that
those seeking higher education see their decision to do so as an economic investment. The
increasing number of today's students are seeking to concentrate their studies in subjects they
consider relevant to their futures, and that ... Show more content on Helpwriting.net ...
Other freshman, even if they think they have decided on a vocation, will change their minds during
college. One study found that between one–third and two–thirds of all undergraduates fall into this
category. Even students who come with clear vocational plans need to test their ambitions against
hard evidence. On the other hand students will choose to go to a technical school have the potential
to be so concerned about their careers that, once vocational education gains a foothold in the college
they may well neglect other purposes of undergraduate education in their eagerness to take any
course that promises to give them a competitive edge in the struggle for success and financial
security.
Experiential education aims to connect liberal education with practice applicable to the workplace
environment through institutionally sponsored internships, community service projects and study
abroad programs. In this academic setting, students will naturally discover an understanding of
organizational structures and protocol within a professional working environment. Examples may
include the ability to be assertive in a meeting; to disagree pleasantly; to know when to interrupt and
when not to; to understand the flow of discussion and how to change people's minds; to attract
mentors; to understand situations; to discern what can change and what can't. Instructional research
demonstrates that learning activities which require learners to

Personal Narrative: Weeklong Experiential Education
I spent most of my summer after junior year working. I had heard about a summer intensive that I
was interested in, so I took on two jobs to cover the cost of the program. The program was a
weeklong experiential education expedition with Marlboro college, focused on sustainable food or
farming in Vermont. I wasn't sure what to expect going in– I had some vague interest in agriculture,
but didn't know much about it at all. I mostly wanted to get a sense of my interest in it and to
participate fully while I was there. A few of the people there I knew from a previous program I had
done with the college, but otherwise everything about the experience was new.
When I got there, I turned in my phone and was completely disconnected from my life at

Transformational Change Project Summary
Summary
The transformational change project (TCP) to be implemented in alternative education part of
Riverside County Office of Education is the creation and implementation of project–based learning.
As part of the TCP a leadership team was created to guide the process. To come up with goal
statements, the leadership team was asked the question "What needs to be accomplished with this
issue/element in order for the TCP to be successful?" After careful analysis and discussion the
leadership team decided that the creation of project–based lesson plans that addressed the various
grade levels in the classroom would be needed in order for the TCP to be successful.
Conducting and completing the SWOT exercise the leadership team consider the following topics:
Teacher buy in
Trust of students
Student ... Show more content on Helpwriting.net ...
After careful deliberation, they decided that they wanted to create a process of implementation with
a feedback loop in which teachers and staff discuss and reflect on each lesson. Documentation
would be written down of what worked, and what did not work, and modifications could be done for
the upcoming lessons. By crating this process of implementation staff can course correct as
implementation of project–base learning takes place. To accomplish this the leadership team came
up with three goals statements: Goal Statement One "By June 24, 2017 eight project–based lessons,
that incorporate differentiation for three to four different grade level standers, will be created and
aligned with our units of study in Mathematics and English Language Arts."
After careful analyses the team selected three strategies to be worked on for the 2016–2017
academic year.
1. Teachers create lessons that aligned with units of study.
2. Train teacher on implementation of project–based lesson.
3. Selection of unit of study lesson that would be appropriate to incorporate a project–base

Simulation Of Nursing Education : A Literature Review
Simulation in Nursing Education: A Literature Review
Teachers are champions of learning. They work endlessly to push students to succeed and grow.
They teach them to be better readers, writers, mathematicians, scientist, historians and artists.
Teachers are constantly evaluating what they can do to help their students learn and to achieve
personal goals, life goals, and become productive members of society. However, not all learners
have the same learning style and not all teachers have the same teaching methods. Learning styles
are the result of a learners preferred ways of learning and taking into consideration the learning
environment (Lisko & O'Dell, 2010). It is important for students to know and understand their own
learning ... Show more content on Helpwriting.net ...
As stated in the article by Lisko & O'Dell (2010), Kolb maintained that not all learners and learning
styles are fixed, and therefore, grouping people into a specific learning style should be avoided.
Kolb's experiential learning model creates a learning style that emphasizes not only the importance
of reflecting on one's experiences, but also learning from those experiences (Vinales, 2015).
According to Kolb's theory, experiential learning is dependent not only on the inclusion of all
elements of learning but also on the learner's awareness of these elements.
Kolb's Experiential Learning Cycle
The four stages of the experiential learning cycle are concrete experience, reflective observation,
abstract conceptualization, and active implementation. Concrete experience is where learners
immerse themselves in new experiences. Reflective observation is the process where learners will
observe practices and skills from roles models that the learner will then make sense of the
observation. Abstract conceptualization is the process where the learner creates ideas and integrate
them into logical theory. The last stage is active implementation which is the process where the
learner is able to implement what is learned (Lisko & O'Dell, 2010). Nursing students learn more
through experience. Integration of new experiences with past experiences is important for nursing as
it is a means to learn through the

The Positive Relationship Between Communication And...
Service learning represents a new paradigm within higher education. Service learning, as defined by
Jacoby (1996), is "a form of experiential education in which students engage in activities that
address human and community needs together with structured opportunities intentionally designed
to promote learning and development" (p. 5). Service learning combines community involvement
with academic instruction and provides students with the opportunity to enhance their understanding
of course content by having them actively experience the subject matter being studied. As Applegate
and Morreale (2006) noted, "Service learning is what happens when students are afforded the
opportunity to practice what they are learning in the disciplines, in community settings where their
work benefits others" (p. x). Research has shown that service learning has a direct and positive
relationship with the study of communication (Applegate & Morreale, 2006; Craig, 1989; West &
Turner, 2007). Craig (1989) argued that there is a natural affinity between communication and
service learning. According to Applegate and Morreale (2006), "service learning deepens
understanding of communication practice . . . while the study of communication informs service
learning" (p. xii). The terms community and communication have the same Latin origin. The Latin
term for community is communis; the Latin word for communication is commūnicāre, which means
to share. Communities are formed by employing symbols to

Importance Of Experiential Learning
Experiential learning as a creative approach to the modern curriculum is an effective tool in
engaging the children to become efficient learners. The process of learning through stimulated
experiences can be done both in and outside of schools, it is fun for the children that still meets
criteria of the curriculum, however it is the reflection on these experiences that give children a
deeper understanding and supports their future learning. 'When planned and implemented well,
learning outside the classroom contributed significantly to raising standards and improving pupils'
personal, social and emotional development.' (OFSTED, 2008) Through the first section of this
assignment I will explore the need for creativity in the education today ... Show more content on
Helpwriting.net ...
In Kolb's theory on the experiential learning cycle he states that "Learning is the process whereby
knowledge is created through the transformation of experience" (Kolb, 1984, p. 38). He shows that
learning should obtain concepts that children can apply to different situations and lessons and that
their creation of these new concepts is created through new experiences.
However, despite Kolb's learning model being widely quoted in the development of a creative
curriculum it has also been critiqued for not being effective in education by being too narrow and
unable to facilitate other factors of a child's learning. "Several commentators suggest that the
learning styles are too simplistic and, whilst they fit neatly into Kolb's cycle, they fail to take
account of ways of learning other than experiential." (Forrest, 2004) Forrest explored in Train the
Trainer issue 12 that Kolb's model is an equal set of 4 learning stages, but it doesn't fit in with
'people's reality' and so his model only fits with his ideas and can't be applied to other learning tools
other than experiential. Earlier, in 2004, Chris Loynes similarly critiqued the model by

Community Engagement : A Form Of Experiential Education
Community engagement pedagogies are synonymous with service learning. Engagement projects
are the ones that combine learning goals and community service to enhance both student growth and
common good. The National Service Learning Clearinghouse defines it with a teaching and learning
strategy that integrates meaningful community service combining instruction and reflection to
enrich the learning experience, teach civic responsibility and strengthen the communities. (The
National Service Learning Clearinghouse, n.d.) The quote below from Vanderbilt University's Janet
S. Eyler (winner of the 2003 Thomas Ehrlich Faculty Award for Service Learning) and Dwight E.
Giles, Jr. defines it as "a form of experiential education where learning occurs through a cycle of
action and reflection as students. . . seek to achieve real objectives for the community and deeper
understanding and skills for themselves. In the process, students link personal and social
development with academic and cognitive development. . . experience enhances understanding;
understanding leads to more effective action". (Vanderbilt University, 2015) Community
engagement is incorporated into a course or series of courses by way of a project that has both
learning and community action goals. This project is designed via collaboration between the
community and the classroom. This service learning project gave give me an opportunity to apply
course content to community–based activities. Thus giving me

My Learning Autobiography : An Explanation Of Prior...
Learning Autobiography
This autobiography will suffice as an explanation of prior academic learning that I've acquired over
a 31–year span of my work and educational lifetime. My learning autobiography will display how
I've been promoted through the ranks of each company I spent the most time with, gaining lasting
knowledge along the way, it is here that I will demonstrate my experiential learning. Throughout my
career, there have been many opportunities for me to partake in on–the–job–training and workshops
to get the skills that have allowed me to strengthen my abilities of professionalism. With the
training, I've acquired you will get a grasp of how I got the information that I have applied to real–
life situations and have developed consequently thereof.
In 1985, when I began my career with Acme Markets Inc., I set forth with fresh eyes where I could
be molded because this was my first place of employment. My first position held was as a bagger at
the retail store, and moving on to cashier within a few weeks, this was my customer service
experiential learning. Still looking for more growth I pursued a position as a router within the
transportation department. Here is where I learned how to study a map to connect roads and
highways to allow the drivers to ascertain the numerous destinations they were sent to reach for
deliveries or pickups. The access to computers, then was not as it is today, so all of this was done
somewhat manually where I entered the information from

Adult Students Learn Differently Than Children
Adult students learn differently than children. While children have to ability to absorb information,
adults have so many responsibilities going on that may distract and slow down the learning process.
Children are open–minded and less encumbered by life's daily activities such as; family, friends,
social obligations, and past experiences. Past experiences may impact the way an adult thinks, acts,
and processes information. As adults grow older the aging process may slow down learning
(elearningindustry.com). The positive thing with the adult learner is their maturity, desire and
commitment to learn something new. Many people may not have had the opportunity for technology
advancement as today's children have. The adult learner may be reliant on pencil and paper while
today's society uses electronic technology. They also may be more practical, motivated, and able to
prioritize the needs in their lives. We (me included) have to determine where we are, where we want
to be, and how to get there. Unfortunately, we may have become creatures of habit, so learning
something new may take a little longer for us to grasp. Traditional methods may not work for us so
we have to find other means of comprehension. Several notable people have studied human
behavior and developed several theories about the adult learner that may help instructors as well as
the adult learner. An American educator, Michael Knowles, developed the Andragogy and Adult
Learning Theory. Andragogy is

Kolb 's Cycle Of Experiential Learning
Kolb's Cycle of Experiential Learning
I have always believed that we learn by our own experiences. I think that this belief that I have lived
by is why I was so intrigued by this particular learning theory. I will be discussing Kolb's Cycle of
Experiential Learning. I will explain the definition of this particular type of learning style and how it
explains how as an individual one learns. I will be describing the four different stages of Kolb's
learning cycle and Kolb's four different learning styles. I will also discuss how this learning style
will essentially help me with lifelong learning beyond my BAAS degree in a personal and
professional manner.
David Kolb is an educational theorist that helped develop the Experiential Learning Model in the
early 1970's it was then published in 1984. The basic assumption for Kolb's cycle is that this type of
learning is built on the idea that a person's preference of learning can be described with two different
levels: a four stage cycle of learning and four types of learning styles. He defines that learners
experience a cycle of experiences, these experiences then lead to reflections, and we then take these
experiences and build upon them to create new experiences. In Kolb's Cycle of Experiential
Learning theory he states "Learning is the process whereby knowledge is created through the
transformation of experience" (Kolb, 1984, p. 38). What I enjoyed about Kolb's Cycle of
Experiential Learning method is that not only does it let one

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