The document summarizes the author's experience making concrete cube samples using various construction materials and coatings. They documented their process using Gibbs' Reflective Theory and identified stages of exposure, participation, identification, internalization, and dissemination based on Experiential Taxonomy. While facing criticism during the process, the author was able to gain firsthand knowledge and transfer that knowledge to others. Going forward, they plan to involve more staff members to facilitate collaborative learning and eliminate criticism through a shared experience.

1. Investigative Learning for Knowledge
Transfer
Celia B. Seaton
I.D. : 20132032

2. Introduction
The following slides are how I will share my
challenging but inspiring learning
experience.
I will take you through the processes of my
reflection and my course of action; all
reinforced by theories.
Hope my experience inspires you!

3. How it all began…
Making concrete squares
with Mortar Tec
in a cookie sheet
Silicone Coating applied to membrane and
shingle.
Workspace relocated. Director, trying to cut
Zinc sheet with office
scissors.
Me, realising epoxy hardens
and takes container’s shape.
Roller was stuck in epoxy and
everything hardened.

4. How it all began…
I documented my
experience, having
reflected on it using
Gibbs Theory of
Reflection.
Pull out Chart I
made of Gibbs
Reflective Theory.
Notes on Gibbs
Theory.

6. Gibbs Theory of Reflection
Six Stages
1. Description: What Happened?
2. Feelings: What do you think/ feel about it?
3. Evaluation: What were the positives/
negatives?
4. Analysis: What sense can you make of it?
5. Conclusion: what else could you have done?
6. Action Plan: What will you do next time?

7. Reflecting
o My experience began in preparation for the upcoming
Jamaica Manufacturer’s Association Expo.
o I pitched the idea of making cube shaped product samples
to two of three directors at work.
o The idea was discussed , given approval and the necessary
resources were made available.
What Happened

8. Reflecting
What Happened
 I faced much criticism during the process.
 Persons who weren't interested harshly criticized
while I worked.
 Others jumped in to make a mess of my task.
 Products started draining on other faces of the
cube despite taping out and preparation.

9. Reflecting
Feeling
 I was very enthusiastic and excited initially and
anticipating a successful outcome.
 I gained firsthand knowledge of how the products work
and react to each other as well as various surfaces.
 I felt discouraged by the criticisms and wanted to lock
away so I could work in peace.
 At times I was frustrated and angry because the process
took days; sometimes failed and the criticism continued.

10. Experiential Taxonomy
 “a functional vehicle for providing the
complete classification of human activity
from the moment the learner is exposed
to the possibility of an experience to its
highest level of completion” (Steinaker &
Bell, 1979:19)

11. Reflecting
Evaluation
 My reaction to the initial stages of the task was typical;
that of enthusiasm and excitement.
 My reaction when things got worse was normal.
 What was good is that I didn’t externalise my anger or
frustration.
 I found that I even improvised and adapted as the task
progressed.
 I started explaining product applications to persons who
had questions and made changes when the samples
did not come out as expected.

12. Experiential Taxonomy
Evaluation
 “sequence to the learning-teaching act which
begins when a learner is first exposed to a learning
experience and continues to the point where the
learner has internalized it and is disseminating to
others”
http://www.qub.ac.uk/elearning/public/mttl/Introduction/ExperientialTaxonomy/

13. Reflecting
Evaluation
 I was given freedom to test the products on various
surfaces.
 Having learned through trial and error in my
experiments, I became knowledgeable on how the
products worked.
 And so I realized I was transferring the knowledge I
gained from carrying out my tasks.

14. Reflecting
Evaluation
Exposure
Participation
IdentificationInternalization
Dissemination
I realised I was going
through the five stages of
Experiential
Taxonomy, developed by
Norman W. Steinaker and
M. Robert Bell in 1979.
I also came to make the
connection- Experiential
Learning by David Kolb and
Experiential Taxonomy are
similar and speak to
Constructivist processes of
learning.

15. Reflecting
Analysis
Criticism can affect persons positively or negatively.
My experience was positively influenced by the criticism after all. I
was able to use this as motivation.
This may be resultant of my strong sense of self and self efficacy. I had
a goal and was determined to achieve it.
The fact that I was able to transfer my knowledge meant persons
may have been criticizing due to lack of information and were
perhaps seeking knowledge.

16. Reflecting
Conclusion
This experience was beneficial as I gained firsthand knowledge of
how the products we sell, actually work.
I saw my experience benefiting others as well. The work crew, the
office staff and those who were just curious, gained from my
experiential learning.
I was able to transfer my knowledge. These persons can even further
disseminate the information.
Were I to redo this experience, I would invite other staff members to
participate so they too can have firsthand knowledge. This would also
eliminate the criticisms as we would all learn together.
“Experience is the teacher of all things”
– Julius Caesar

17. Reflecting
Action Plan
In the future, the staff can be more involved in the process.
The directors can look into hosting training sessions or workshops to
facilitate the process.
Their input can be beneficial. The activity will aid in
communication, camaraderie and integration of staff members. It will
also help develop already existing experiences and knowledge.
This way there will be greater transfer of knowledge and the learning
experience will be more beneficial.
“Tell me and I forget, teach me and I may
remember, involve me and I learn.”
– Benjamin Franklin

18. Reflecting
Action Plan
The above quote by Benjamin Franklin has much truth in it. It is the
involvement of the learner in the process that will give rise to
learning.
Involvement goes just beyond doing; involvement means
engagement. Having a relationship or genuine interest as it relates to
a particular situation. Being engrossed in the activity, that one is able
to relate to and identify with it.
It is safe to say based on my experience, reinforced by David Kolb
and Gibbs’ theories, that experience is a great teacher. Experiential
Taxonomy takes this a step further, as the knowledge can now be
transferred and or disseminated.
“Tell me and I forget, teach me and I may
remember, involve me and I learn.”
– Benjamin Franklin