Experiential Learning

1. EXPERIENTIAL LEARNING
TCP
, SIENA COLLEGE INC., QC
MR. LUIS DESUYO
MR. RICHARD NARRA
Facilitating Learner-Centered Teaching

2. EXPERIENTIAL LEARNING
 What is Experiential Learning?
 Who is the Proponent of this theory?
 Importance of EL
 The Stages of its cycle
 Nine Keys for experiential Learning
 Personal Experience
 Possible methods to be used in
Experiential Learning Strategy
About
Cycle
Method
s

3. WHAT IS EXPERIENTIAL LEARNING?
Experiential Learning is the process of learning
by doing. By engaging students in hands-on
experiences and reflection, they are better able
to connect theories and knowledge learned in
the classroom to real-world situations.
Kent State University

4. WHAT IS EXPERIENTIAL LEARNING?
“the strategic, active engagement of students in
opportunities to learn through doing, and reflection
on those activities, which empowers them to apply
their theoretical knowledge to practical endeavours
in a multitude of settings inside and outside of the
classroom.”
Simon Fraser University

5. The Proponent
Beginning in the 1970s, David
A. Kolb helped develop the
modern theory of experiential
learning, drawing heavily on the
work of John Dewey, Kurt Lewin,
and Jean Piaget. Experiential
learning has significant teaching
advantages.
David A. Kolb

6. The Proponent
“Experiential learning is distinct from rote
or didactic learning, in which the learner
plays a comparatively passive role … [and
is] related to but not synonymous with
other forms of active learning such as
action learning, adventure learning, free-
choice learning, cooperative learning,
service-learning, and situated learning.” David A. Kolb

7. THE PROPONENT
 “experiential learning is
equivalent to personal change
and growth”
 Feels that all human beings
have natural propensity to
learn; the role of the teacher is
to facilitate such learning
Carl Rogers

8. “teaches students to examine their actions and their
thoughts processes, and even their emotional responses.”
WHY IS EXPERIENTIAL LEARNING
IMPORTANT?

9. “Learning is the process
whereby knowledge is
created through the
transformation of
experience”
(Kolb, 1984).
THE EXPERIENTIAL LEARNING CYCLE

10. 1. Balance content and process
NINE KEYS FOR EXPERIENTIAL LEARNING
2. Create a safe space
3. Make it meaningful
4. Keep a big picture perspective
5. Build in reflection

11. 7. Make re-examination of values possible
NINE KEYS FOR EXPERIENTIAL LEARNING
8. Model meaningful relationships
6. Create an emotional investment
9. Exploring comfort zones
Chapman, McPhee & Proudman, 1995

12. Personal Experience
Artificial Insemination
for swine production
Deworming of small
ruminant Rectal palpation for
large ruminant

13. EXPERIENTIAL
LEARNING METHODS
MR. LUIS
DESUYO

14. Fieldtrips
EXPERIENTIAL LEARNING METHODS
Narratives
Conducting Experiments
Simulations
Games
Storytelling
Focused Imaging
Field Observations
Role Playing
Model Building
Survey

15. Fieldtrips
A fieldtrip is an educational
procedure by which the
learner obtain first hand
information by observing
places, objects, phenomena
and processes in their
natural setting.

16. Fieldtrips Purpose
 Offer an opportunity for
students to get exposure to
“real” people and events.
 Opportunity to make
connections with others.
 Visit people and places that
are not normally exposed to
during the school day.

17. How to do it (Fieldtrips)
 Be clear about what field trip
will the accomplish
 Prepare students for the
learning
 Have a debriefing session for
students to share their learning
when they return to the
classroom

18. Narratives
Narrative essays are told from a defined
point of view, often the author's, so there is
feeling
Specific and often sensory details provided
to get the reader involved in the elements
and sequence of the story.

19. Narratives Purpose
relies on personal experiences
often in the form of a story
Includes all convention of story telling: plot, character,
setting, climax, and ending
usually filled with details that are carefully selected to
explain, support, or enhance the story
All of the details relate to the main point the writer is
attempting to make.

20. How to do it (Narratives)
The writing in your essay should be
lively

21. EXPERIMENTS
Methodical trial and error procedure carried
out with the goal of verifying, falsifying, or
establishing the validity of a hypothesis.
Experiments provide insight into cause-and-
effect by demonstrating what outcome
occurs when a particular factor is
manipulated

22. SIMULATIONS
The teacher controls the
parameters of this "world"
and uses it to achieve the
desired instructional results.
Instructional scenarios
where the learner is placed
in a "world" defined by the
teacher.

23. Enjoyable, motivating activity
SIMULATION ADVANTAGES
Element of reality is compatible with principles of
constructivism
Enhances appreciation of the more subtle aspects
of a concept/principle
Promotes critical thinking

24. Preparation Time
SIMULATION DISADVANTAGES
Cost can be an issue
Assessment is more complex than same traditional
teaching methods

25.  Promote concept attainment through experiential
proactive
ITS PURPOSE (SIMULATION)
 Effective at helping students understand the nuances of
a concept or circumstance.
 Students are often more deeply involved in simulations
than other activities.

26.  It provides the
opportunity for
children to work out
their feelings.
GAMES / PLAY
 Play builds social skills

27.  conveying of events in words,
images and sounds, often by
is to improvisation or
embellishment.
STORYTELLING
 One reason for storytelling
capture a moment or
event and immortalize it
 Storytelling should have the
ability to transport the listener
to another time or place

28.  Imaging enables students to:
• relax and allow their
imaginations to take them on
journeys
• “Experience” situations first
hand
• Respond with senses to the
mental images formed.
FOCUSED IMAGING
 imaging exercises nurture
and develop student’s
creative potentials
 Imaging provides focus and
an opportunity for open-
minded exploration of new
concepts in all areas of study

29. Field observation is a variant of field
research that attempts to observe a
targeted person or a group of
targeted persons in their
environment in order to gain
insights into behaviour, activities
and processes. It is used in
numerous fields such as
psychology, educational science or
sociology.
FIELD OBSERVATION

30. • In role playing, students act out
characters in a predefined "situation".
ROLE-PLAYING
• allows students to take risk-free
positions by acting out characters in
hypothetical situations.
• can help them understand the range of
concerns, values, and positions held by
other people.

31. • involves the creation of models either from
kits or from materials and components
acquired by the builder.
MODEL BUILDING

32. • The purpose of a survey
depends what the survey is
used for.
• It is a method of gathering
information from a
selection of individuals.
SURVEYS

34. REFERENCES
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https://opentextbc.ca/teachinginadigitalage/chapter/4-4-models-for-teaching-by-doing/