“The process of learning from experience is ubiquitous, present in human activity everywhere all the time.” (Kolb & Kolb, 2017, p. 11)<\/p><\/blockquote>\n
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The Experiential Learning Cycle<\/strong><\/h2>\nAccording to Kolb\u2019s model of experiential learning, effective learning occurs in four stages (Fig. 1): concrete observation, reflective observation, abstract conceptualization, and active experimentation.<\/p>\n
- Concrete experience<\/a><\/dt>
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The learner encounters a new experience or engages in a reinterpretation process of an existing experience. The concrete experience could be anything – for example, a field trip, or a placement.<\/p>\n
Sample in-class activities<\/a><\/p>\n<\/p><\/dd>
<\/div>\n- Reflective observation<\/a><\/dt>
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Reflection is an essential part of learning from experience.The learner reviews and reflects on the new experience and identifies any inconsistencies between experience and understanding.<\/p>\n
Sample reflection prompts<\/a><\/p>\n<\/p><\/dd>
<\/div>\n- Abstract conceptualization<\/a><\/dt>
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Through the reflective process, the learner creates a new idea\/concept or modifies an existing abstract concept \u2013 analyzing the concepts and forming conclusions and generalizations.<\/p>\n
In the reflection process, learners are invited to make connections between their experience and academic content. Reflection prompts include questions like, How did this experience change your understanding of [concept]? Based on your understanding of [concept], was the experience what you expected?<\/p>\n
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<\/div>\n- Active experimentation<\/a><\/dt>
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The learner plans and tries out what was learned and is able to apply the new knowledge to other situations \u2013 conclusions and generalizations are used to tests hypothesis and thus the learner engages in new experiences.<\/p>\n
Ideally, learners would complete the full learning cycle by engaging in opportunities to put their learning into practice in a new activity. This “stacking” of activities can help to reinforce shifts in knowledge, skills, and attitudes.<\/p>\n
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<\/div>\nIt is possible for the learner to enter at any of these four stages and follow them through their sequence to acquire new knowledge. For effective learning to occur, the learner should complete all four stages of the model and no one stage can stand alone as a learning procedure.<\/p>\n
![\"\"](\"https:\/\/carleton.ca\/experientialeducation\/wp-content\/uploads\/EL-Cycle-Kolb-Kolb-2017-image-1-400x339.jpg\")
The Experiential Learning Cycle (Kolb & Kolb, 2017)<\/p><\/div>\n
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Benefits of Experiential Learning<\/h2>\n
♦\u00a0 Makes learning relatable.<\/strong> Students build on and make connections between new and existing knowledge and skills.<\/p>\n♦\u00a0 Increases the effectiveness of learning.<\/strong> Students engage in critical thinking, acquire problem solving skills, and engage in decision making.<\/p>\n♦\u00a0 Links theory to practice.<\/strong> Students put theory into practice and make generalizations they can apply to future experiences.<\/p>\n♦\u00a0 Develops skills for lifelong learning.<\/strong> Students develop essential transferable skills through reflection, conceptualization, and planning for next steps.<\/p>\n♦\u00a0 Assists in memory retention.<\/strong> Students learn more deeply through both feeling and thinking.<\/p>\n♦\u00a0 Increases students\u2019 engagement.<\/strong> Students collaborate and support each other\u2019s learning.<\/p>\n♦\u00a0 Caters to various learning styles.<\/strong> All students have the opportunity to succeed in an inclusive classroom.<\/p>\nSee Ryerson University’s summary of key scholarly findings<\/a> about experiential learning.<\/p>\n<\/p>\n
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Learn More<\/h2>\nJournals<\/strong><\/p>\n
- Concrete experience<\/a><\/dt>
<\/p>\n
The learner encounters a new experience or engages in a reinterpretation process of an existing experience. The concrete experience could be anything – for example, a field trip, or a placement.<\/p>\n
Sample in-class activities<\/a><\/p>\n
<\/p><\/dd>
- <\/div>\n
- Reflective observation<\/a><\/dt>
<\/p>\n
Reflection is an essential part of learning from experience.The learner reviews and reflects on the new experience and identifies any inconsistencies between experience and understanding.<\/p>\n
Sample reflection prompts<\/a><\/p>\n
<\/p><\/dd>
- <\/div>\n
- Abstract conceptualization<\/a><\/dt>
<\/p>\n
Through the reflective process, the learner creates a new idea\/concept or modifies an existing abstract concept \u2013 analyzing the concepts and forming conclusions and generalizations.<\/p>\n
In the reflection process, learners are invited to make connections between their experience and academic content. Reflection prompts include questions like, How did this experience change your understanding of [concept]? Based on your understanding of [concept], was the experience what you expected?<\/p>\n
<\/p><\/dd>
- <\/div>\n
- Active experimentation<\/a><\/dt>
<\/p>\n
The learner plans and tries out what was learned and is able to apply the new knowledge to other situations \u2013 conclusions and generalizations are used to tests hypothesis and thus the learner engages in new experiences.<\/p>\n
Ideally, learners would complete the full learning cycle by engaging in opportunities to put their learning into practice in a new activity. This “stacking” of activities can help to reinforce shifts in knowledge, skills, and attitudes.<\/p>\n
<\/p><\/dd>
- <\/div>\n
It is possible for the learner to enter at any of these four stages and follow them through their sequence to acquire new knowledge. For effective learning to occur, the learner should complete all four stages of the model and no one stage can stand alone as a learning procedure.<\/p>\n
The Experiential Learning Cycle (Kolb & Kolb, 2017)<\/p><\/div>\n
<\/p>\n
<\/p>\n
<\/p>\n
Benefits of Experiential Learning<\/h2>\n
♦\u00a0 Makes learning relatable.<\/strong> Students build on and make connections between new and existing knowledge and skills.<\/p>\n
♦\u00a0 Increases the effectiveness of learning.<\/strong> Students engage in critical thinking, acquire problem solving skills, and engage in decision making.<\/p>\n
♦\u00a0 Links theory to practice.<\/strong> Students put theory into practice and make generalizations they can apply to future experiences.<\/p>\n
♦\u00a0 Develops skills for lifelong learning.<\/strong> Students develop essential transferable skills through reflection, conceptualization, and planning for next steps.<\/p>\n
♦\u00a0 Assists in memory retention.<\/strong> Students learn more deeply through both feeling and thinking.<\/p>\n
♦\u00a0 Increases students\u2019 engagement.<\/strong> Students collaborate and support each other\u2019s learning.<\/p>\n
♦\u00a0 Caters to various learning styles.<\/strong> All students have the opportunity to succeed in an inclusive classroom.<\/p>\n
See Ryerson University’s summary of key scholarly findings<\/a> about experiential learning.<\/p>\n
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<\/p>\n
Learn More<\/h2>\n
Journals<\/strong><\/p>\n