experiential learning powerpoint presentation

KOLB’S EXPERIENTIAL LEARNING THEORY (KELT)

Brooke Doughtie

Jaclyna Perez

Michelle Wisdom

A learning theory and instructional design model

• Key Elements
• The learning process
• The learner types

KELT Compared to Vygotsky’s Social Development Theory

• Similarities
• Differences

Unit Plan Using KELT

Unit Plan References

Summary of KELT

According to Kolb, learning takes place through experience. There are four stages of learning, and “each stage provide[s] a step of experiential learning” (Vinales, 2015, p. 456). The four stages are: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb then identifies learning styles based upon the preferred combination of stages: divergers (concrete experiences and reflection observations), assimilators (reflective observation and abstract conceptualization), accommodators (abstract conceptualization and active experimentation), and convergers (active experimentation and concrete experiences) (Gooden, 2009, p. 58).

Key Elements of KELT

• “Experiential learning theory [is] a holistic integrative perspective on learning that combines experience, perception, cognition, and behavior” (Kolb, 1984, p. 21).
• “Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38).
• The theory is rooted in the work of Dewey, Lewin, and Piaget (Kolb, 1984, p. 21).
• There are four stages but “the process [of learning] can begin at any of the stages and is continuous” (Dunn, 2002, p. 2).
• There are four different learning styles, but “individuals often use different combinations of learning mode, hence no one mode identifies an individual’s learning style” (Gooden, 2009, p. 58).

The four stages of the experiential learning process.

Concrete experience: Learning takes place through active participation.

Observation and reflection (reflective observation): Learning takes place through watching a model or mentor and then objectively thinking about what happened.

Abstract conceptualization: Learning takes place through the creation of an idea or a theory OR reviewing the concepts.

Testing concepts in new situations (active experimentation): Learning takes place through testing/experiments.

(Dunn, 2002, p. 2) and (Vinales, 2015, p. 456)

(Vinales, 2015, p. 456)

The four learning styles of the experiential learning model.

Divergers learn through experience and research/observations.

Assimilators learn through connecting information and formulating their own conclusions.

Convergers learn through formulating concepts and applying them.

Accommodators learn through experience and active involvement in experiments.

(Gooden, 2009, p. 58)

Both Kolb’s experiential learning theory and Vygotsky’s social development theory recognize that:

• Learning takes place through interaction
• Learning/development is dependent upon outside forces
• Learners need time for the personal internalization or reflection of new information
• The learner is an “active” participant in the learning process
• Learning is connected to prior knowledge

The monarch butterfly life cycle and its impact on the environment

1). Students will be able to describe the changes a Monarch butterfly undergoes during its life cycle through investigating and recording their observations of a classroom butterfly house.

2). Students will identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem (specifically the removal of the Monarch Butterfly)

3). Students will create a sustainable solution for increasing the Monarch Butterfly population and implement this plan.

• Picture cards (with a photo of either the sun, a secondary producer or a tertiary producer)
• Macbooks (one per group)
• iPads (one per group)
• iPods (one per group)
• Class butterfly house
• Eggs, Caterpillars, Milkweed (collected locally by teacher and students)
• Additional milkweed to be added as necessary for the feeding caterpillars
• Plants for butterfly garden (to be determined after student research)
• Gardening tools will be borrowed as needed

TEKS ( 19 TAC Chapter 112, Subchapter A., 2010)

3.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and method conduct science � inquiry. The student is expected to:

A. collect, record, and analyze information using tools and materials to support observation of habitats of � organisms such as terrariums and aquariums.

3.9 Organisms and environments. The student knows that organisms have characteristics that help them survive and can � describe patterns, cycles, systems, and relationships within the environments. The student is expected to:

A. observe and describe the physical characteristics of environments and how they support populations and � communities within an ecosystem;� B. identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the � ecosystem such as removal of frogs from a pond or bees from a field; and � C. describe environmental changes such as floods and droughts where some organisms thrive and others perish � or move to new locations.

3.10 Organisms and environments. The student knows that organisms undergo similar life processes and have structures � that help them survive within their environments. The student is expected to:

A. explore how structures and functions of plants and animals allow them to survive in a particular environment;� C. investigate and compare how animals and plants undergo a series of orderly changes in their diverse � life cycles.

Methodology

This unit allows for the student to interact in each of the different stages as well as the four different learning styles of Kolb’s Experiential Learning Theory.

• The Anticipatory set allows for a Concrete Experience and brainstorming between students and students and teacher. This envelops the Diverging set.
• Day 1 continues with a Concrete Experience , hands-on lesson. They must attempt to use their prior knowledge of food chains/webs and then work together to complete the problem. They must be practical in how they approach the problem, thus utilizing the Accommodating features of Kolb’s theory.
• Days 2-7 are the heart of the lesson. While Reflective Observation plays a key role in researching their project, it can be argued that all four of the learning styles are used here. Students must recognize the potential problem with the decreasing Monarch butterfly population ( Diverging ) and they must develop theories as to why this is happening; which they cannot know unless they research more information about the Monarch butterfly ( Assimilating) . This process then lends well to reasoning, being logical and solving problems ( Converging ). The collaborative group organizational structure completely encompasses the Accommodating style as getting things done, and being adaptable are skills the students must utilize to move forward with their project.
• Days 8 - 13 focus primarily in the stage of Abstract Conceptualization . The students are expected theorize ways in which they can make a positive impact on the Monarch butterfly population. This portion is highly associated with the learning style, Converging. Students must reasonably create a solution, while showing that they understand the information that they previously researched.
• Days 14 - 18 is the culmination of their efforts. Here they participate in Active Experimentation . It is now time to use everything they have learned and put it into a real-world experience. As this project is on-going, the learner must employ the Assimilating learning strategy to follow through with the garden they create. The keynote presentation will bring their project together and serve as an overall reflection for the student, the teacher and those with whom it is shared.

Required Prior Knowledge

Food chains/webs

Daily Lessons

Anticipatory Set.

Imagine a world without butterflies. How do you think this would affect you? (Additionally, there is a collapsible butterfly house containing monarch caterpillars in the classroom. Students can make observations and record their findings during the 4-6 week period).

Students are each given a card with a picture. They are not to show anyone else. The card contains either a sun, a secondary producer, a tertiary producer and a decomposer. (The PRIMARY producer is omitted). Students are assigned the task of forming a food chain with classmates. After a few minutes, the teacher will call students back and ask what happened? Discussion to follow: what happens when an animal is omitted from the food chain? Why is this important?

Students are assigned to small collaborative groups. Each group is assigned a Mac laptop, IPad, and IPod. Students will use the aforementioned technology for research, logging data via the Journey North app ( Annenberg Learner Journey North 2016) , taking pictures and ultimately creating a keynote presentation which will be brought before administration as a request for minor funding of this project.

Teacher introduces various websites (including Guadalupe River State Park (2016) Facebook group, Texas Parks and Wildlife (2016), PBS (Wild Kratts 2012), National Wildlife Federation (2015), and Native Plants (Wild Ones 2016) for students to research the importance of the Monarch Butterfly. In addition, a private classroom Facebook account is created in order to post updates regarding the classroom butterfly progress, as well as to connect to the local Guadalupe River State Park. The teacher then facilitates learning by assisting students as they compile research about the Monarch Butterfly, including: what it eats, its life cycle, why its population has dramatically reduced, and what implications does this have on our ecology.

Days 8 – 13.

Students will then formulate solutions for increasing the Monarch Butterfly population. Students will search out an area of the school in which to plant a butterfly garden and hang feeders. They will develop a plan of action for what materials are needed and appropriate to the development of the Monarch Butterfly species. Students will determine a maintenance schedule for garden upkeep as well as monitoring and reporting as part of the Monarch watch station. The Monarch Joint Venture (2015a) will help guide students in the process for creating an appropriate Monarch butterfly garden.

Days 14 – 18.

Students will create an appropriate Monarch Butterfly garden and register with the state to participate as members of the Monarch Watch Program (Monarch Joint Venture, 2015b). Classroom Monarch Butterflies to be released into the garden.

Monarch Butterfly Keynote Presentation Rubric

Carroll, J. A. & Wilson, E. E. (2008). Acts of teaching: How to teach writing . Portsmouth, NH: Teacher Ideas Press.

Dunn, L. (2002). Theories of Learning [PDF]. Learning and Teaching Briefing Papers Series. Oxford Centre for Staff and Learning � Development. Retrieved from http://academic.regis.edu/ed205/Theories%20of%20Learning.pdf

Ertmer, P. A. & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design � perspective. Performance Improvement Quarterly, 26(2), 4 3-71.

Gooden, D. J., Preziosi, R. C., & Barnes, F. B. (2009). An examination of Kolb's learning style inventory. American Journal of Business � Education, 2(3), 57-62. Retrieved from http://files.eric.ed.gov/fulltext/EJ1052793.pdf

Humphrey, K. R. (2014). Lessons learned from experiential group work learning, social work with groups. Social work with groups , 37(1), � 61-72 12p. Doi: 10.1080/01609513.2013.816919

Knowles, M. (1996). Adult learning. The ASTD Training and Development Handbook . R.L. Craig, ed. New York, McGraw-Hill.

Kolb, D.A. (1984). Experiential learning, 20-38. Englewood Cliffs: Prentice-Hall. Retrieved from http://academic.regis.edu/ed205/kolb.pdf

Schneider, P., & Watkins, R. (1996). Applying Vygotskian developmental theory to language intervention. Language, Speech & Hearing � Services In Schools , 27 (2), 157-170 14p. Retrieved from EBSCOhost.

Vinales, J. J. (2015). The learning environment and learning styles: a guide for mentors. British Journal Of Nursing, 24(8), 454-457 4p. � Doi: 10.12968/bjon.2015.24.8.454

Wink, J. and Putney, L (2002). A vision of Vygotsky . Boston, MA: Allyn and Bacon.

19 TAC Chapter 112, Subchapter A. (2010). Texas Essential Knowledge and Skills for Science Subchapter A. Elementary. Retrieved from � http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html

Annenberg Learner Journey North. (2016). A Global Study of Wildlife Migration and Seasonal Change . Retrieved from � https://www.learner.org/jnorth/

Guadalupe River State Park-Texas Parks & Wildlife. (2016). Facebook Page . Retrieved from https://www.facebook.com/� Guadalupe-River-State-Park-Texas-Wildlife-166576733436020/

Monarch Joint Venture (2015a). Create Habitats for Monarchs. Retrieved from http://www.monarchjointventure.org/� get-involved/create-habitat-for-monarchs/

Monarch Joint Venture (2015b). Monarch Watch: Monarch Waystation Program. Retrieved from http://www.monarchwatch.org/� waystations/certify.html

National Wildlife Federation (2015). O’Mara, Collin. NWF President’s View: A New Call to Action to Help Monarchs. Retrieved from � https://www.nwf.org/News-and-Magazines/National-Wildlife/News-and-Views/Archives/2015/� NWF-Presidential-View-Action-for-Monarchs.aspx

Texas Parks & Wildlife. (2016) The Monarch Butterfly. Retrieved from http://tpwd.texas.gov/huntwild/wild/wildlife_diversity/� texas_nature_trackers/monarch/

Wild Kratts (2012). Raising Monarch Butterflies. Retrieved from http://www.pbs.org/parents/wildkratts/activities/� raising-monarch-butterflies/

Wild Ones (2016). Wild for Monarchs. Retrieved from http://www.wildones.org/learn/wild-for-monarchs/

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Experiential Learning

This resource provides an overview of experiential learning, a process where students learn through hands-on experiences and reflection. It explains how experiential learning works, highlighting the integration of knowledge, activity, and reflection. It gives examples of various forms of experiential learning, including internships, service learning, and undergraduate research and introduces guidance on how it can be implemented.

Experiential learning is an engaged learning process whereby students “learn by doing” and by reflecting on the experience. Experiential learning activities can include, but are not limited to, hands-on laboratory experiments, internships, practicums, field exercises, study abroad, undergraduate research and studio performances.

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.

Learning that is considered “experiential” contain all the following elements:

• Reflection, critical analysis and synthesis.
• Opportunities for students to take initiative, make decisions, and be accountable for the results.
• Opportunities for students to engage intellectually, creatively, emotionally, socially, or physically.
• A designed learning experience that includes the possibility to learn from natural consequences, mistakes, and successes.

How does it work?

Kolb’s (1984) cycle of learning depicts the experiential learning process (see figure below).  This process includes the integration of:

• knowledge—the concepts, facts, and information acquired through formal learning and past experience;
• activity—the application of knowledge to a “real world” setting; and
• reflection—the analysis and synthesis of knowledge and activity to create new knowledge” (Indiana University, 2006, n.p.).

What does experiential learning look like?

Experiential learning  has the following elements  ( Association for Experiential Education , 2007-2014):

• Experiences are carefully chosen for their learning potential (i.e. whether they provide opportunities for students to practice and deepen emergent skills, encounter novel and unpredictable situations that support new learning, or learn from natural consequences, mistakes, and successes).
• Throughout the experiential learning process, the learner is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative, and constructing meaning, and is challenged to take initiative, make decisions and be accountable for results.
• Reflection on learning during and after one’s experiences is an integral component of the learning process. This reflection leads to analysis, critical thinking, and synthesis (Schon, 1983; Boud, Cohen, & Walker, 1993).
• Learners are engaged intellectually, emotionally, socially, and/or physically, which produces a perception that the learning task is authentic.
• Relationships are developed and nurtured: learner to self, learner to others, and learner to the world at large.

During experiential learning,  the facilitators role is to :

• Select suitable experiences that meet the criteria above.
• Pose problems, set boundaries, support learners, provide suitable resource, ensure physical and emotional safety, and facilitate the learning process.
• Recognize and encourage spontaneous opportunities for learning, engagement with challenging situations, experimentation (that does not jeopardize the wellbeing of others) and discovery of solutions.
• Help the learner notice the connections between one context and another, between theory and the experience and encouraging this examination repeatedly.

Some forms  of experiential learning include (Indiana University, 2006; Moore, 2010):

• Internships  – A more broad term used to describe experience-based learning activities that often subsume other terms such as cooperative education, service-learning or field experiences.  It is often a credit-bearing, free-standing activity in a student’s field of interest not connected to a theoretical course.  It is usually assessed by a faculty member and supervised by an employer who is not a faculty member. The student may work with practicing professionals, complete a project, attend public events, interview and observe constituents and employees.  The student may or may not be paid for this experience.  When attached to a classroom course, a student may spend several hours a week volunteering in an agency, supporting co-curricular activities, shadowing a professional in the field, or observing people in their natural environments. Key to this form of experiential learning is some type of guided reflection. The mission of this experience may be to support the integration of theory and practice, explore career options, or foster personal and professional development.
• Service learning  – This term is used to denote optional or required out-of-classroom community service experiences/projects attached to courses or a separate credit bearing experience.  The location may be the broader community outside the university or one embedded in co-curricular activities. In these experiences, students participate in an organized service activity that meets identified community needs and reflect on the service activity to better understand course content and gain a broader appreciation of the discipline and an enhanced sense of civic responsibility.
• Cooperative education  – Mostly a part of professional programs, students gain practical relevant work experience over a period of multiple terms that intersperse their coursework.  Students alternate work and study, usually spending a number of weeks in study (typically full-time) and a number of weeks in employment away from campus (typically full-time). Alternatively, cooperative education may occur when students simultaneously attend classes part-time and work part-time during consecutive school terms in an intentionally planned and coordinated way. Students receive academic credit for cooperative education when the experiences meet the criteria for credit (i.e., faculty supervision, reflective components, evidence of learning). The purpose of these programs is to build student’s career skills and knowledge.
• Clinical education  – This is a more specifically defined internship experience in which students practice learned didactic and experiential skills, most frequently in health care and legal settings, under the supervision of a credentialed practitioner.  It is often is a separate credit-bearing course tied to a related theoretical course or a culminating experience after a sequence of theoretical courses.
• Student teaching  –  This experience is specific to students in pre-professional and pre-service teacher education who are gaining required and evaluated experience in supervised teaching.
• Practicum  –  A relative of the internship, this form of experiential learning usually is a course or student exercise involving practical experience in a work setting (whether paid or unpaid) as well as theoretical study, including supervised experience as part of professional pre-service education.
• Undergraduate research experience  – Students function as research assistants and collaborators on faculty projects.
• Community-based research  – Faculty and students cooperate with local organizations to conduct studies to meet the needs of a particular community.  Students gain direct experience in the research process.
• Field work  – Supervised student research or practice carried out away from the institution and in direct contact with the people, natural phenomena, or other entities being studied. Field work is especially frequent in fields including anthropology, archaeology, sociology, social work, earth sciences, and environmental studies.
• Study abroad  – Students usually engage in courses at higher education institutions in another country.  The experiential learning component is the cultural immersion which provides novel challenges for navigating living in a new place.  The coursework connected to a study abroad can also include internships and service-learning experiences.

Research on experiential learning

Expand to view research.

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010).  How learning works: 7 research-based principles for smart teaching.  San Francisco, CA: Jossey- Bass.

Association for Experiential Education. (2007-2014). Retrieved from  http://www.aee.org/ .

Bass, R.  (2012, March/April). Disrupting ourselves: The problem of learning in higher education.  EDUCAUSE Review, 47(2).

Boud, D., Cohen, R., & Walker, D. (Eds.). (1993). Using experience for learning.  Bristol, PA: Open University Press.

Indiana University. (2006). Experiential learning notations on Indiana University official transcripts. Retrieved from http://registrar.iupui.edu/experiential-learning.html.

Kolb, D. A. (1984).  Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

Lave, J., & Wenger, E.  (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University.

Linn, P. L., Howard, A., and Miller, E. (Eds). (2004). The handbook for research in cooperative education and internships. Mahwah, NJ: Lawrence Erlbaum Associates.

Moore, D. T. (2010). Forms and issues in experiential learning. In D. M. Qualters (Ed.) New Directions for Teaching and Learning (pp. 3-13). New York City, NY: Wiley.

Schon, D. (1983).  The reflective practitioner:  How professionals think in action.  New York City, NY: Basic books.

The University of Texas at Austin College of Natural Sciences. (2013). Freshman Research Initiative Retrieved from  http://cns.utexas.edu/fri .

Wurdinger, D. D., & Carlson, J. A. (2010).  Teaching for experiential learning:  Five approaches that work.  Lanham, MD: Rowman & Littlefield Education.

Last updated: July 5, 2024.

You may also be interested in:

Experiential learning resources for faculty: introduction, reflection for experiential learning, designing experiential learning projects, assessment for experiential learning, experiential learning for undergraduate students, experiential learning for graduate students, partnerships in experiential learning: faq, teamwork and experiential learning.

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Experiential Learning Theory

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