Experiential Learning is promoted in CBSE Affiliated schools. It is one of the effective approaches of teaching and learning.

1. Experiential Learning
Session By
Dr. Nicholas Correa
Principal New Horizon Public School &
Executive Director, New Horizon Group of Schools

3. Experiential learning is the process of learning through
experience or learning by doing. Students of any age group can
learn a concept effectively through role play, filed trips,
experiments and various other group activities.

4. Experiential learning first immerses the learners in an experience, followed by
reflection about the experience to develop new skills, new attitudes or new ways of
thinking. Experiential learning allows students to see how their learning applies to
life outside the classroom.
Therefore experiential learning is a process through which students develop
knowledge, skills, and values from direct experiences outside a traditional academic
setting.

5. Experiential learning enables children to pursue their own areas
of interest and to work through problems as they arise in real-life
situations.
For example role play enables children expressing different ways
of social or emotional situations.

6. The general concept of experiential learning is very ancient. The
ancient Vedic education was all about learning through experience.
Even the great Greek philosopher Aristotle said, “ For the things
we have to learn, before we can do them, we learn by doing them”.

7. The modern concept of experiential learning was first
explored by John Dewey and Jean Piaget, among others.
As the name suggests, experiential
learning involves learning from experience.

8. Well-planned, supervised and assessed
experiential learning programs can stimulate
academic inquiry by promoting -
interdisciplinary learning,
civic engagement,
career development,
cultural awareness,
leadership,
and other professional and intellectual skills.

9. Learning which is considered "experiential"
contains all the following elements:
1. Reflection, critical analysis and synthesis.
2. Opportunities for students to take initiative,
make decisions, and be accountable for the
results
3. Opportunities for students to engage
intellectually, creatively, emotionally,
socially, or physically
4. A designed learning experience that includes
the possibility to learn from natural
consequences, mistakes, and successes

10. According to Professor D.A Kolb,
Experiential Learning can be
defined as "the process whereby
knowledge is created through the
transformation of experience.
Knowledge results from the
combinations of grasping and
transforming the experience.“
Kolb's Learning Styles and Experiential Learning Cycle

11. David Kolb published his learning styles model in 1984 from which he developed his
learning style inventory.
Kolb's experiential learning theory works on two levels: a four-stage cycle of learning and
four separate learning styles. Much of Kolb’s theory is concerned with the learner’s
internal cognitive processes.
Kolb states that learning involves the acquisition of abstract concepts that can be applied
flexibly in a range of situations. In Kolb’s theory, the impetus for the development of new
concepts is provided by new experiences.
“Learning is the process whereby knowledge is created through the transformation of
experience” (Kolb, 1984, p. 38)

12. The Experiential Learning Cycle
Kolb's experiential learning style theory is typically represented by a four-stage
learning cycle in which the learner 'touches all the bases'.

13. 1. Concrete Experience - a new experience or situation is encountered, or a
reinterpretation of existing experience.
2. Reflective Observation of the New Experience - of particular importance are
any inconsistencies between experience and understanding.
3. Abstract Conceptualization reflection gives rise to a new idea, or a
modification of an existing abstract concept (the person has learned from their
experience).
4. Active Experimentation - the learner applies their idea(s) to the world around
them to see what happens.

14. Effective learning is seen when a person
progresses through a cycle of four
stages: of
(1) having a concrete experience followed
by
(2) observation of and reflection on that
experience which leads to
(3) the formation of abstract concepts
(analysis) and generalizations
(conclusions) which are then
(4) used to test hypothesis in future
situations, resulting in new experiences.

15. Kolb (1974) views learning as an integrated process with each stage
being mutually supportive of and feeding into the next.
It is possible to enter the cycle at any stage and follow it through its
logical sequence.
However, effective learning only occurs when a learner can execute
all four stages of the model.
Therefore, no one stage of the cycle is effective as a learning
procedure on its own.

16. Learning Styles
Kolb's learning theory (1974) sets out four distinct learning styles, which are based
on a four-stage learning cycle (see above). Kolb explains that different people
naturally prefer a certain single different learning style.
Various factors influence a person's preferred style. For example, social
environment, educational experiences, or the basic cognitive structure of the
individual.
Whatever influences the choice of style, the learning style preference itself is
actually the product of two pairs of variables, or two separate 'choices' that we
make, which Kolb presented as lines of an axis, each with 'conflicting' modes at
either end.

17. A typical presentation of Kolb's two continuums is that the east-west axis is called
the Processing Continuum (how we approach a task), and the north-south axis is
called the Perception Continuum (our emotional response, or how we think or feel
about it).

18. Kolb believed that we cannot perform both variables on a single axis at the
same time (e.g., think and feel). Our learning style is a product of these two
choice decisions.
It's often easier to see the construction of Kolb's learning styles in terms of
a two-by-two matrix. Each learning style represents a combination of two
preferred styles.

19. The matrix also highlights Kolb's terminology for the four learning styles;
diverging, assimilating, and converging, accommodating:
Active
Experimentation
(Doing)
Reflective
Observation
(Watching)
Concrete Experience
(Feeling)
Accommodating
(CE/AE)
Diverging
(CE/RO)
Abstract
Conceptualization
(Thinking)
Converging (AC/AE) Assimilating
(AC/RO)

20. Knowing a person's (and your own) learning style enables
learning to be orientated according to the preferred method.
That said, everyone responds to and needs the stimulus of all
types of learning styles to one extent or another - it's a matter of
using emphasis that fits best with the given situation and a
person's learning style preferences.

23. Diverging (feeling and watching - CE/RO)
These people are able to look at things from different perspectives. They are sensitive. They prefer to
watch rather than do, tending to gather information and use imagination to solve problems. They are
best at viewing concrete situations from several different viewpoints.
Kolb called this style 'diverging' because these people perform better in situations that require ideas-
generation, for example, brainstorming. People with a diverging learning style have broad cultural
interests and like to gather information.
They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts.
People with the diverging style prefer to work in groups, to listen with an open mind and to receive
personal feedback.

26. Assimilating (watching and thinking - AC/RO)
The Assimilating learning preference involves a concise, logical approach. Ideas and
concepts are more important than people.
These people require good clear explanation rather than a practical opportunity. They excel
at understanding wide-ranging information and organizing it in a clear, logical format.
People with an assimilating learning style are less focused on people and more interested in
ideas and abstract concepts. People with this style are more attracted to logically sound
theories than approaches based on practical value.
This learning style is important for effectiveness in information and science careers. In
formal learning situations, people with this style prefer readings, lectures, exploring
analytical models, and having time to think things through.

29. Converging (doing and thinking - AC/AE)
People with a converging learning style can solve problems and will use their learning to find
solutions to practical issues. They prefer technical tasks, and are less concerned with people
and interpersonal aspects.
People with a converging learning style are best at finding practical uses for ideas and
theories. They can solve problems and make decisions by finding solutions to questions and
problems.
People with a converging learning style are more attracted to technical tasks and problems
than social or interpersonal issues. A converging learning style enables specialist and
technology abilities.
People with a converging style like to experiment with new ideas, to simulate, and to work
with practical applications.

31. Accommodating (doing and feeling - CE/AE)
The Accommodating learning style is 'hands-on,' and relies on intuition rather than
logic. These people use other people's analysis, and prefer to take a practical,
experiential approach. They are attracted to new challenges and experiences, and
to carrying out plans.
They commonly act on 'gut' instinct rather than logical analysis. People with an
accommodating learning style will tend to rely on others for information than
carry out their own analysis. This learning style is prevalent within the general
population.

38. Educational Implications
Both Kolb's (1984) learning stages and cycle could be used by teachers to critically
evaluate the learning provision typically available to students, and to develop more
appropriate learning opportunities.
Educators should ensure that activities are designed and carried out in ways that offer each
learner the chance to engage in the manner that suits them best.
Also, individuals can be helped to learn more effectively by the identification of their lesser
preferred learning styles and the strengthening of these through the application of the
experiential learning cycle.
Ideally, activities and material should be developed in ways that draw on abilities from each
stage of the experiential learning cycle and take the students through the whole

39. Methods of experiential learning:
Experiential learning activities are often viewed as impractical, and
potentially unfeasible.
Research has shown that the metacognitive skills used by students
while participating in the experiential learning activities enable them
to assess their true level of understanding and mastery of the subject
matter.

40. Method:1: Incorporating simple experiential activities in class.

41. 1. Determining the objectives:
This is the first step of integrating experiential learning into the
classroom.
Teacher must figure out skills students need to acquire and content they
need to understand.
This will help the teacher design experiential activities which line up with
teacher’s goals for the class.

42. 2. Select an activity which helps meet those
objectives:
Teacher must select an activity that meets the
educational goals she has set for her students.
For instance, if a teacher is teaching the democratic
process, she can hold a mock election.
If a teacher is teaching economics, teacher can put
students in groups, give them a budget, and tell them
to spend their funding on a business idea.
Then, have them determine how they’ll turn this
startup into a thriving business.

43. 3. Ask students to reflect on the activity.
Teacher must challenge her students to take time to consider the lesson they’re meant to
learn.
This can be done individually by asking students to write in journals or respond verbally,
or they can reflect in a group discussion. Teacher can ask few direct questions to help
them get to the point.
In the example about democratic process, teacher can ask questions like, “How do you
think this outcome will affect citizens or businesses?” For the economics project above,
teacher can ask something like, “How does the concept of supply and demand impact the
efficacy of your business plan?
For struggling students, teacher can ask something specific like, “Do you think the
election of this candidate will lead to changes in legislature regarding education?”

44. 4. Apply the activity directly to the lesson.
Teacher can conduct a quiz or any other relevant activity or otherwise directly
address the topic she is teaching.
The goal of experiential learning is to improve the students’ comprehension of
the topic, so teacher must make sure students have actually learned the topic by
applying her lesson directly to an assignment or test.
For instance, school Management extends the school time by twenty minutes
for secondary classes, students can write an analysis regarding the effect of extra
class time and how it affect their learning ability.

45. 5. Reinforce what was learned in the activity.
Now that your the students have completed the in-class experiential learning
assignment, reflected on how it relates to the course, and directly applied their
learning to the topic, it’s time to reinforce the subject matter.
In the example of economics teacher can ask students to consider the economic
ramifications on existing businesses.
If they were going to use their money to open a book store, teacher can ask them to
consider whether or not their new business would impact profit.

46. Method: 2: Utilizing advance Project Based Learning:

47. 1. Create a project that teaches core principles.
In most cases, these are group learning experiences or learning projects can also
be assigned to individuals depending on their specific educational needs.
For younger classes teacher can use a simple project like having students make a
picture books about a history lesson. Teacher must give time for younger students
to work as a group during class, or let them do a project on their own.
In middle or secondary classes students, can practice leadership and time
management skills by having them meet outside class.

48. 2. Provide specific standard proformas:
Teacher can give students a rubric at the start of the project, for clear
understanding of teacher’s expectations.
If rubrics is not used, the project must be kept simple. Teacher must make an
outline of each step in the project.
For example, a rubric for the debate project teacher may include researching
topics, writing the speech, delivering the speech, and answering questions
following the presentation.

49. 3. Analyze what students learn:
Following the group project, teacher must take time to assess students’
comprehension of key ideas.
This can be done in a number of ways like giving a quiz, assigning a written essay,
explaining what they learned from the project or simply conducting a class
discussion about how the project is related to the lesson plans.

50. 4. Reflect on the lessons of teamwork:
If a teacher chooses a group project, it is important to build in an opportunity for
students to assess their experience with the group.
Many students struggle to work together, high achieving students may struggle
to relinquish power over their grades to their peers. At the end of the assignment
teacher can ask each student in the group to evaluate the other’s performance and
their own.
Teacher can ask students to outline their personal contribution to the project.
Then, request an outline of the contributions of the other group members.

51. 5. Provide an opportunity for students to reflect on the process:
After each experiential lesson, teacher must allow her students to self-reflect
on their learning process.
Teacher can ask students to write a short reflection about the experience, any
issues that may have arisen, and provide feedback about their experience.
Teacher can create a questionnaire with questions such as:
 How did the experiential learning process go for you?
 What did you learn in terms of subject matter?
 What helped you learn this material?
 What was challenging about this process?
 What was easy about this process?
 What do you want to improve for the next lesson?

52. Method:3: Taking Learning outside the class:

53. 1. Make a museum or zoo your classroom.
Teacher can use community museums, zoos, or historical sites as an
interactive classroom for experiential learning.
Teacher must talk to the curators or Managers of the sites before the visit for
making a good plan. Teacher with the assistance of the guides or the officials
of the site must use the concepts/topics on display to teach the students about
a given subject.
For example, for biology, a visit to a zoo can be planned and teacher can
discuss how the animals adapt to their habitats. For history lesson on the
war, teacher a field trip to a battle site nearby can be arranged and teacher
can discuss the battle that occurred there, and its impact.

54. 2. Assign a trip to the theater.
If teacher is teaching drama or theatre in literature , she must arrange to see a
performance. It can be a professional show, local amateur theater performance or
simply seeing the school play.
Just attending the performance is not a complete experiential learning. Teacher
must ask students to write a review or complete a quiz following the show, or
discuss the performance as a class.
In some cases, you can work with theaters to schedule a question and answer
session for the class with the performers and directors of the show.

55. 3. Visit nearby shops, restaurants, or parks.:
Teacher can incorporate a walk in a nearby park or trip to a local store or
restaurant into a class lesson.
For instance, if the students are studying economics, they can visit several
local stores and compare prices on specific items.
A trip to a local park can be turned into a civic lesson by discussing who
runs the park, how the park is funded, and where the funding comes from,
etc.