Probably my most favorite thing I learned throughout my entire doctoral program was how to take any instruction or any activity and connect it to a learning theory. My first experience with this was in an assignment in my learning theories course. Take a theory, explore it and explain it to the class. Simple enough right? I chose Experiential Learning Theory (EL) because I wanted to know about experience-based learning. I jumped over the theory and went right to the implementation and practice. I dove in and discovered why learning about the theory was so beneficial – you cannot understand the application and process, nor follow research-based practices, if you do not know and understand the research behind it. EL was my first experience with this.
One of the leading researchers behind EL is Dr. David Kolb. He is also one of the co-founders for Experience Based Learning Systems Inc where researchers look into ways to bring experiential and experience based learning to life.
Experiential Learning theory (EL) focuses on the need to provide authentic experiences and the learning experiences surrounding it to our students. While Kolb focused on adult learning, I would hypothesize EL could apply to the younger learner as well. We start by providing a concrete, authentic experience. From that experience the learner immediately reflects on the experience and the brain begins to comprehend what just happened. The learner then generates new knowledge, and finally experiments with that new knowledge. This leads to the learner asking more questions and having another concrete, authentic experience to continue the learning process.
If we learn by doing, then we also learn from reflecting on that learning experience. Experiences alone do not teach – it is through the reflection that we come to grips with the experience, apply it to old knowledge, and build new knowledge. Authentic experiences combined with reflection time could possibly equal to deeper learning experiences.
What does this mean for the classroom? We have to provide our students with reflection time. This can be in the moment, immediately after an experience, or at the end of the experience. I personally feel that the more reflection time we give the better. Does this mean we stop the experience so much that the experience itself ceases to exist? Absolutely not. What it does mean is that we provide guidance for reflection throughout the experience and ensure our students have that reflection time.
One idea: guiding questions throughout the experience at specific spots. These can be predetermined moments or determine based on how students are responding to the experience in the moment. I love the virtual reality app Google Expeditions. It’s an amazing app that allows students and teachers to explore nearly 1000 locations and scenes. The app provides a script for teachers to follow on the history or specifics of the view. There are times I read the script to students. There are also times where I do not overload their brains and simply let them explore. I guide them in the reflection by asking “What do you see?” “Where is that?” “What do you think that can do?” “Why do you think that is there or looks like that?” Even with the script, I stop the reading and ask guiding questions to provide that immediate reflection time.
I cannot stress enough reading the research behind this learning style. Creating experiences are not going to be helpful if you do not structure your instruction to meet your students needs and give time for reflection and growth. If you have the time, I really recommend checking out the Experience Based Learning Systems Inc website. He posts his research and updates on experiential learning and the theory behind it.
Baker, A.C., Jensen, P.J., & Kolb, D.A. (2002). Conversational learning: An experiential approach to knowledge creation. Westport, CT: Quorum Books.
Boyatzis, R.E., Kolb, D.A., & Mainemelis, C. (2000). Experiential Learning Theory: Previous Research and New Directions. In Sternberg, R.J., & Zhang, L.F. Perspectives on Cognitive, Learning, and Thinking Styles. New Jersey: Lawrence Erlbaum, 2000.
Experience Based Learning Systems, Inc. Retrieved August 27, 2016. http://learningfromexperience.com
Image: Kolb, D.A. Retrieved on August 28, 2016. http://learningfromexperience.com/about
Kolb, A.Y., & Kolb, D.A. (2008). The Learning Way: Meta-cognitive Aspects of Experiential Learning. Simulation & Gaming, 40(3), 297-327.
Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall
Smith, T.E., & Knapp, C. (2011). Sourcebook of Experiential Education: Key Thinkers and Their Contributions. New York: Routledge.
Categories: Learning Theories, Presentations, Uncategorized
Teaching in the 22nd Century 
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