# data[].attributes.headline
8 Things to Know about the Experiential Learning Cycle

# data[].attributes.subject
8 Things to Know about the Experiential Learning Cycle

# data[].attributes.body
With reference to Alice and David Kolb (Experience Based Learning Systems. LLC), the eight things to know about the experiential learning cycle are:

1. learning is an endlessly recurring cycle

2. experiencing is necessary for learning

3. the brain is built for experiential learning

4. the dialectic poles of the learning cycle are what motivate learning

5. learning styles are different ways of going around the learning cycle

6. full cycle learning increases flexibility and development

7. teaching around the learning cycle with dynamic matching of teaching roles

8. the learning cycle can be a rubric for holistic, authentic assessment.

With this knowledge, I believe I can implement experiential learning more effectively when I start teaching MYP or DP learners in the near future.

# data[].attributes.body
I think experiential learning is about a hand-on learning approach. It means students could gain knowledge and skills through their practice and experience and reflection. In traditional teaching and learning approach, students receive knowledge and information based on what teachers taught to them. But in IB, learners engage in real world tasks, problem solving activities, to think, to learn, and to gain knowledge. This process ask students to have critical thinking way, and it helps students to dive deeper and build practical skills. Experiential learning allows students to learn from both successes and failures. It is particularly effective in fostering independence, collaborations and a deeper connections between theory and practice.

# data[].attributes.headline
Experiential Learning and Kolb's 4 Pillars.

# data[].attributes.subject
Experiential Learning and Kolb's 4 Pillars.

# data[].attributes.body
Kolb focuses on four concepts of experiential learning: action, reflection, conceptualization, and application. Each of these four pillars work together to support each other. For example, action is the phase that come before reflection, but it is also the key initiator of experiential learning.

Due to the nature of experiential learning, it is crucial that the teacher does not lose focus of the overall goal of the outcome, while also preparing for any dilemmas that may organically arise. Equally important is the position that the students address the dilemmas on their own, and then reflect on their conclusions.

# data[].attributes.attachment_link.readable_text
Learning by doing-through project-based learning or role plays based on the news, for example-can boost student engagement.

Imagine that you've restructured your classroom as a mock state legislature. You have tasked your students with writing and passing a new law regarding the use of a forest located on state-owned land. While some groups of students run branches of the state government, others represent interest groups-for example, an environmental advocacy group, local businesses, and concerned residents. Your students are so engrossed in their goal and roles that they're no longer aware that they are, in fact, learning a lot about how laws are passed and how conflicts can be resolved.

Your students are engaged in experiential learning-building knowledge by doing. Experiential learning can refer to simulations, role plays, project-based learning, or any other immersive educational experience.

According to David Kolb, a typical experiential learning cycle consists of four stages: action, reflection, conceptualization, and application. The experience, or action, serves to anchor students in a common context that they can then reflect on together. During or after the reflection phase, the teacher helps students identify and name their observations as specific knowledge or skills. In the last phase, students apply what they've learned to new contexts.

Experiential activities like the one above, which are inspired by real-world problems and require significant collaboration, are important because they represent a particularly authentic form of learning. They also ensure that students-not the teacher-do the intellectual heavy-lifting of extracting meaning from experience.

While planning for experiential learning can be an exciting challenge, it can also be difficult to know where to begin. To help teachers get started, the tips here focus on planning for the action and reflection phases.

4 Tips for Getting Started With Experiential Learning

1. Begin with the end in mind: Before diving into the nitty gritty of planning an experiential activity, it's important to have a clear vision for how the activity fits into your course, unit, or lesson. That's why clearly defining an activity's overarching purpose and goals should be the first step in your planning process.

These goals need not be limited to academic objectives-they can include social and emotional goals for your students. For example, while your academic goal may be for students to understand how laws are passed, your social and emotional goal may be for them to learn and practice conflict resolution skills. Finally, consider whether engaging in an experiential activity is actually the most appropriate way for students to achieve these goals.

2. Keep your radar up for interesting and authentic dilemmas: Once you've identified the goals of your activity, you're ready to begin crafting it, but not just any activity will do. A distinguishing feature of experiential activities is authenticity. So ask yourself: What are the real-world situations in which real people struggle with these concepts and skills? And how can I recreate those situations in my classroom or school?

Educators can draw such situations from external sources, like the news, as well as their own lives. The most committed experiential educators are constantly searching for potentially educational situations, a strategy that Zachary Herrmann refers to as "keeping your radar up in search of interesting problems." Teachers store these up, ready to use at the right time.

Storing interesting problems this way can create an enormously generative instructional resource, especially since each problem can be spun in a number of ways. For example, a news story about a debate over natural resources might inspire a simulation designed to teach students about persuasive writing and speaking, the legislative process, or cost-benefit analysis. So choose a situation that is relevant and interesting to your students, and then spin it to align with your purpose and goals.

3. Leave room to accommodate students' reactions and emerging ideas: Part of what makes experiential activities so exciting and so intimidating is the impossibility of predicting where students will take them. While some students will follow the activity guidelines closely, others will want to push the envelope; while some will find it easy to synthesize and articulate what they're learning, others will struggle to identify the latent lessons. How will your activity respond to a wide variety of potential reactions and responses?

One strategy is to prepare multiple plans that you can implement and reconfigure in response to students' reactions and emerging ideas. Because choosing among these plans requires understanding how students are interacting with and interpreting the experience, ongoing formative assessment-both observations and checks for understanding-is essential for effective experiential learning.

This doesn't mean that you leave it entirely up to students to determine the direction of the activity-having a clear understanding of the activity's purpose and goals will help you determine when students veer too far off track and how to redirect them.

4. Reflection is the key to success: Reflection is essential if students are to extract the full benefit of experiential learning, so be sure to provide ample space and structure for this process. Ask students early and often to articulate what they're learning in relation to the academic and social and emotional objectives. You can also have students reflect on data that you collect as you observe them engaging in the activity, such as the number of times each group engages in negotiation. Such reflections not only serve as valuable formative assessments but also help students make meaning along the way.

# data[].attributes.attachment_link.title
Getting Started With Experiential Learning

# data[].attributes.attachment_link.description
Learning by doing-through project-based learning or role plays based on the news, for example-can boost student engagement.

# data[].attributes.headline
The Reggio Emilia approach is Experiential Learning

# data[].attributes.subject
The Reggio Emilia approach is Experiential Learning

# data[].attributes.body
As someone who teaches at a Reggio Emilia school, this video is a nice introduction to the student-centered learning approach these schools employ. I am envious of this school's "third teacher", or the learning environment. I am going to steal some of these space ideas for my classroom.

If you want to learn more about this approach, I recommend The Hundred Languages of Children.

# data[].attributes.attachment_link.title
A Student-Driven Approach to Experiential Learning

# data[].attributes.attachment_link.description
See how a Reggio Emilia-inspired elementary school in Australia fosters student interests to spark curiosity and joy in learning.

# data[].attributes.body
Three different educators attempt to define experiential education. The takeaway: it is not easily defined. All three essays hint at the same conclusion. Steve Chapman, in the first essay jokingly says it is better to read a book about it than to simplify it into a set of adjectives. He says it is more a of a style than a content. His outline of the role of a teacher stands out. For him, a teacher should provide a minimum of necessary structure, help students make connections, and should have an objective and teach towards it.

The second essay by Pam McPhee is brief but poignant. She simply says that the answer is not important, and that the asking of the question encourages learning.

Lastly, Bill Proudman begins by telling us what it is not. It is not learning by doing. He goes on to call it a set of relationships: learner to self, learner to teacher and learner to learning environment.

# data[].attributes.body
This article talks about how teachers can support their students throughout the experiential learning. It reminded me of my CAS activities when I was a DP student. The experience of teaching Japanese to students in my school made me want to become a teacher, as I truly enjoyed the process of planning classes that are both enjoyable and meaningful for my students.

# data[].attributes.attachment_link.readable_text
Learning by doing-through project-based learning or role plays based on the news, for example-can boost student engagement.

Imagine that you've restructured your classroom as a mock state legislature. You have tasked your students with writing and passing a new law regarding the use of a forest located on state-owned land. While some groups of students run branches of the state government, others represent interest groups-for example, an environmental advocacy group, local businesses, and concerned residents. Your students are so engrossed in their goal and roles that they're no longer aware that they are, in fact, learning a lot about how laws are passed and how conflicts can be resolved.

Your students are engaged in experiential learning-building knowledge by doing. Experiential learning can refer to simulations, role plays, project-based learning, or any other immersive educational experience.

According to David Kolb, a typical experiential learning cycle consists of four stages: action, reflection, conceptualization, and application. The experience, or action, serves to anchor students in a common context that they can then reflect on together. During or after the reflection phase, the teacher helps students identify and name their observations as specific knowledge or skills. In the last phase, students apply what they've learned to new contexts.

Experiential activities like the one above, which are inspired by real-world problems and require significant collaboration, are important because they represent a particularly authentic form of learning. They also ensure that students-not the teacher-do the intellectual heavy-lifting of extracting meaning from experience.

While planning for experiential learning can be an exciting challenge, it can also be difficult to know where to begin. To help teachers get started, the tips here focus on planning for the action and reflection phases.

4 Tips for Getting Started With Experiential Learning

1. Begin with the end in mind: Before diving into the nitty gritty of planning an experiential activity, it's important to have a clear vision for how the activity fits into your course, unit, or lesson. That's why clearly defining an activity's overarching purpose and goals should be the first step in your planning process.

These goals need not be limited to academic objectives-they can include social and emotional goals for your students. For example, while your academic goal may be for students to understand how laws are passed, your social and emotional goal may be for them to learn and practice conflict resolution skills. Finally, consider whether engaging in an experiential activity is actually the most appropriate way for students to achieve these goals.

2. Keep your radar up for interesting and authentic dilemmas: Once you've identified the goals of your activity, you're ready to begin crafting it, but not just any activity will do. A distinguishing feature of experiential activities is authenticity. So ask yourself: What are the real-world situations in which real people struggle with these concepts and skills? And how can I recreate those situations in my classroom or school?

Educators can draw such situations from external sources, like the news, as well as their own lives. The most committed experiential educators are constantly searching for potentially educational situations, a strategy that Zachary Herrmann refers to as "keeping your radar up in search of interesting problems." Teachers store these up, ready to use at the right time.

Storing interesting problems this way can create an enormously generative instructional resource, especially since each problem can be spun in a number of ways. For example, a news story about a debate over natural resources might inspire a simulation designed to teach students about persuasive writing and speaking, the legislative process, or cost-benefit analysis. So choose a situation that is relevant and interesting to your students, and then spin it to align with your purpose and goals.

3. Leave room to accommodate students' reactions and emerging ideas: Part of what makes experiential activities so exciting and so intimidating is the impossibility of predicting where students will take them. While some students will follow the activity guidelines closely, others will want to push the envelope; while some will find it easy to synthesize and articulate what they're learning, others will struggle to identify the latent lessons. How will your activity respond to a wide variety of potential reactions and responses?

One strategy is to prepare multiple plans that you can implement and reconfigure in response to students' reactions and emerging ideas. Because choosing among these plans requires understanding how students are interacting with and interpreting the experience, ongoing formative assessment-both observations and checks for understanding-is essential for effective experiential learning.

This doesn't mean that you leave it entirely up to students to determine the direction of the activity-having a clear understanding of the activity's purpose and goals will help you determine when students veer too far off track and how to redirect them.

4. Reflection is the key to success: Reflection is essential if students are to extract the full benefit of experiential learning, so be sure to provide ample space and structure for this process. Ask students early and often to articulate what they're learning in relation to the academic and social and emotional objectives. You can also have students reflect on data that you collect as you observe them engaging in the activity, such as the number of times each group engages in negotiation. Such reflections not only serve as valuable formative assessments but also help students make meaning along the way.

# data[].attributes.attachment_link.title
Getting Started With Experiential Learning

# data[].attributes.attachment_link.description
Learning by doing-through project-based learning or role plays based on the news, for example-can boost student engagement.

# data[].attributes.headline
Kolbの経験学習の4段階は論文などを見てい

# data[].attributes.body
Kolbの経験学習の4段階は論文などを見ていると小難しそうに見える気がするけど、実は思ったよりもシンプルですぐに実践に活かせるモデルだと思う。それよりもむしろ、最初の「具体的な経験」にどう導いていくか、その道筋をどうデザインするかも大切で、それも教師の腕の見せどころだと思う。

When looking at Kolb's four stages of experiential learning in academic papers and such, it can seem rather complicated, but in reality, I think it’s simpler than expected and can be applied in practice quite easily. More importantly, I believe that how we lead learners to that initial “concrete experience” and how we design that pathway is also crucial—and that, too, is where a teacher’s skill comes into play.

GPT-4o "Please rewrite this into English, do not add any information and do not change the tone and intent of the author." 25 April 2025

# data[].attributes.headline
If it's not Experienced, it isn't Learned

# data[].attributes.subject
If it's not Experienced, it isn't Learned

# data[].attributes.body
Not only to know something...

but to make it a part of yourself.

This is what David A. Kolb calls true learning.

It is real learning.

It is felt learning.

It comes from and becomes our living experience.

Or as Kolb puts it more definitively

in his seminal book on this subject:

“Learning is the process whereby

knowledge is created through

the transformation of experience.”

As an informal education facilitator --

never a formal teacher, never in classroom --

it has been my privilege to facilitate learning

(and to learn naturally myself) in Kolb's more

vibrant, tangible and consequential way.

For the last seven years, I've been working with young creative people from vulnerable communities in Cambodia on experience-based media projects, including a musical feature film about the artists murdered in the Khmer Rouge genocide a generation ago.

You can check out some of our incredible work here: www.minoract.org

The music video linked to this padlet was produced for the OHCHR (the United Nations' main body for the protection and promotion of human rights) and created with hundreds of young folks from dozens of NGOs, social impact organizations and vocational schools for marginalised youth.

While I did not produce this work in the official capacity of a formal educator (I am a "creative director"), it turned out that what we were doing was moving through the phases of Kolb's experiential learning cycle. We created a Concrete Experience for young people to both Actively Experiment with and Reflectively Observe their fundamental human rights.

The 75 paintings in the film were made in a week long community workshop with diverse rights holders in a dusty rural arts school set up in the wake of the civil war, near the border of Thailand. Each painting brings to life an idea expressed in the articles of the Universal Declaration of Human Rights. These works of social justice art were put together into a massive building size installation for the entire town to come and experience and then featured in a music video made by with the community.

In developing Global South countries like Cambodia, human rights education is usually transmitted through "syringe style mechanisms" (books, leaflets, lectures). These top-down interventions are funded by Western soft powers like US AID or SIDA (Sweden's development arm), State powers who measure their "results" with technocratic outcome reports (a quantitative study on how many students received how many hours of instructions on this many human rights).

In our project, in our "learning space" as Kolb calls it, young people cried. They laughed, they got their hands covered in paint and glue, they got passionate, they got outspoken, they knew they were safe and so they even got angry, they said, "I never knew I had the right to imagine a different life for myself, I never knew these rights were about me."

You don't have to be a teacher to practice experiential learning, and you don't have to be a student either.

Experience, and reflect on that,

think and act on that...

That's all you have to do.

To change the world.

# data[].attributes.body
I have always been curious about the concept of the power of play when it comes to enhancing children's learning and development. For them to be able to experience a healthier and freer learning environment, they must be bound in the four corners of the classrooms.

I have heard of forest kindergartens in Japan and would like my daughter to experience attending such a school. However, I haven't found any near our area.

Children are less distracted and more focused when it comes to their daily tasks. Being outdoors has a positive impact when they are restricted to just sit still and be quiet. Since outdoor is most of the time connected to play, children are encouraged to do things even without extrinsic motivation.

Teachers also encouraged to be creative and flexible in delivering the different learning experiences when outdoors. Instead of using worksheets and the board, they get to use the natural resources around them and be more curious and inquisitive. This leads to students become critical thinkers and problem solvers as well.

I hope more and more forest schools will open in the years to come. This would also mean that professional development and training should be given to teachers to be able to sustain these programs. We also need to consider that safety of children when outdoors especially when it comes to wild animals and/or near aquatic ecosystems.

# data[].attributes.attachment_link.readable_text
What happens when kindergartners spend almost their entire school day outside, even through a harsh Canadian winter? When two teachers from Pierre Elliott Trudeau Elementary School (PETES), in Gatineau, Quebec, dubbed a tiny park near their urban schoolyard "the magical forest" and started taking their small charges there daily, the learning adventures began. They say this approach has resulted in fewer distractions, better inclusion for all students, and more effective learning.

To learn more about the research behind the practices seen in the video, check out the links below.

The American Academy of Pediatrics' report on how play enhances development in young children (2018)

Kayleigh Skene, Christine M. O'Farrelly, Elizabeth M. Byrne, Natalie Kirby, Eloise C. Stevens, and Paul G. Ramchandani's meta-analysis and review on whether guidance during play can enhance children's learning and development in educational contexts (2022)

Rachel Parker, Bo Stjerne Thomsen, and Amy Berry's article on learning through play at school (2022)

Enrico Sella, Monica Bolognesi, Emma Bergamini, Lucia Mason, and Francesca Pazzaglia's comprehensive review of studies on the psychological benefits of attending forest school for preschool children (2023)

Jeff Mann et al.'s systematic review of studies about the effects of nature-specific outdoor learning on schoolchildren's learning and development (2022)

Susan Strife and Liam Downey's article suggesting a new direction for race- and class-based environmental inequality research on childhood development and access to nature (2009)

Orla Kelly, Karen Buckley, Lauren J. Lieberman, and Katrina Arndt's paper describing a framework for inclusion of Universal Design for Learning (UDL) in outdoor learning (2022)

# data[].attributes.attachment_link.title
The Benefits of Taking Kindergarten Outdoors

# data[].attributes.attachment_link.description
By exploring outside their classroom-and even their schoolyard-two teachers found their students' learning potential became boundless.

# data[].attributes.body
In the video at the bottom of this site entitled, '8 Things to Know About the Experiential Learning Cycle (FULL)' several interesting points were made that opened my eyes to the benefits of ELT. Namely, to effectively implement and promote ELT in your classroom, educators should not only ask, "What should my students know?" but aim to encompass: "How can I help my students learn skills and knowledge and be able to transfer what they've learned in a real life context?" The ELT focuses on several dynamic learning styles which teachers should strive to tap into in order to help each student learn best. However, in order to reach students with different learning styles, it is essential to understand the subject matter, material and the 'bigger picture.' How did David Kolb's Experiential Learning Cycle and theory influence (or were influenced by) the IB philosophy? Since Experiential Learning is at the heart of the PYP, especially in the EYP, I imagine Kolb's theory is highly significant in IB PYP curriculum development and teaching.

# data[].attributes.attachment_link.title
What Is Experiential Learning? - Institute for Experiential Learning

# data[].attributes.attachment_link.description
David A. Kolb's Expe­ri­en­tial Learn­ing The­o­ry is a pow­er­ful foun­da­tion­al approach to all forms of learn­ing, devel­op­ment and change.

# data[].attributes.headline
8 Things To Know About the Experiential Learning Cycle

# data[].attributes.subject
8 Things To Know About the Experiential Learning Cycle

# data[].attributes.body
Through the eight qualities, I understood that experiencing allows us to initiate reflection and learning, so being stuck with a problem can be a opportunity for learning experience. Another thing is that the brain is built for experiential learning, and the sensory cortex, back integrative cortex, motor cortex, and frontal integrative cortex to activate the same as the Experiential Learning Cycle. It is interesting that even though we can learn so much from the experiential process, yet many of educational system still keeps the traditional way of memorization and teacher-centered. I thought one of the reasons of difficulty of implementation is to consider the match of learning approach with the matter as this video indicates in teaching roles. I like to learn more about the teaching and learning process of experiential learning. Mai

# data[].attributes.attachment_link.title
8 Things To Know About the Experiential Learning Cycle (FULL)

# data[].attributes.body
This video clip explains the theory of reflection in two steps.  In the first step, it uses the simple wordings such as "do→think→conclude→adapt" and "do again→think again→conclude again→adapt again".  In the second step, it introduces David Kolb and how he named these stages as "concrete experience→reflective observation→abstract conceptualization→active experimentation".

Although the number of stages included in them are different, this is very similar to the constructivist approach of “asking (inquiry) →action(doing) →reflection(thinking).”  Although we don’t really notice it in our daily lives, we are all living through this cycle day after day. My hope is that rather than a cycle, I hope it is shaped as a spiral so that we are getting better and better over time.

# data[].attributes.headline
Tanner Heaven: Kolb's Learning Cycle Explained with Example

# data[].attributes.subject
Tanner Heaven: Kolb's Learning Cycle Explained with Example

# data[].attributes.body
This video explains Kolb's Reflective Cycle and the four different learning styles associated with it. Although learning about the reflective cycle was interesting, I enjoyed the explanation about the different learning styles as I was wondering where I could fit. If I were to pin myself to this model, I would be on the "doing" axis in either converging or accommodating. I feel I learn best by the act of doing (especially through trial and error) then thinking or vice versa. I might be a little bit in the category of diverging, too. However, I connected the least with the assimilating category as the practical application of what I learned is a high priority for me.

# data[].attributes.attachment_link.title
Kolb's Learning Cycle Explained with Example

# data[].attributes.headline
A 4 Step Approach to Planning Collaborative Experiential Learning

# data[].attributes.subject
A 4 Step Approach to Planning Collaborative Experiential Learning

# data[].attributes.body
This article outlines the four important stages that teachers should consider when introducing Collaborative Experiential Learning in their classrooms: Determine the purpose, Establish the context, Orchestrate the experience, and Facilitate the debrief.

I believe that Phase 3 and Phase 4 are the most challenging yet crucial among them. Depending on the timing and manner of intervention, a teacher's intervention can either foster student growth or lead students to rely on the teacher. Therefore, teachers need to observe students carefully and understand them well on a daily basis. Reflecting on one's own experiences is also important. In classroom activities, it's common for things to end once they're done. By taking time for reflection after activities, we can deepen our learning and apply it to the next step.

-Masami

# data[].attributes.body
Experiential learning impresses with its cycle of thinking, experiencing, reflecting, and thinking again. I appreciate how this method emphasizes the learning process, valuing each step from theory to practice and back to reflection. It's clear how using real-life examples can make learning more effective and memorable by connecting abstract concepts to tangible experiences.Erina

# data[].attributes.body
After reading the article entitled, ‘What is Experiential Learning?’ I felt that this type of learning was really something that young children could really benefit from. In Japan, so much of Early Education is based on rote memorization and sitting/listening passively to lessons or ideas explained… think of the growth of each young mind if they could be exposed to EL from age 3, 4, 5. The article also highlighted the benefits and complexities when EL is applied to adults and professionals. Ultimately, Kolb’s ‘Experiential Learning Cycle’ is something that when effectively implemented, can lead a person to learn something in a more concrete way… not just from memorization or testing.

# data[].attributes.attachment_link.description
Experiential learning is learning by doing. In the field of L&D (Learning and Development) this is a powerful methodology to enable participants to identify their own development needs. Experiential Learning tasks are engaging and effective. Find out how to deliver first-rate soft skills development…

# data[].attributes.attachment_link.embed_code
What is Experiential Learning?

# data[].attributes.headline
A 4-step approach to planning collaborative experiential learning

# data[].attributes.subject
A 4-step approach to planning collaborative experiential learning

# data[].attributes.body
This article contains very valuable information about actually planning lessons. It also reminds me of the most exciting feelings I had when working on my lesson plans.

As this article also states, I found it important to first set a goal and then come up with activities that I hoped would achieve that goal.

As a teacher, I really liked thinking about activities that would make learning fun for the children. On the other hand, it was difficult for me to see whether the activities were really effective in achieving the children's learning goals and what was happening inside the children through the activities.

It was not easy to set and plan learning objectives and activities without inhibiting the children's own creative ideas and methods. It was almost impossible for me to plan meticulously for all the many lessons that took place each day.

These difficulties could be improved with experience. In addition, I believe that teachers can plan more effective lessons for their pupils if they have more time to reflect on their teaching, an environment in which they can consult with their colleagues and build relationships in which they can receive honest feedback from their students.

I am keen to learn more about how this works in IB schools.

# data[].attributes.attachment_link.title
A 4 Step Approach to Planning Collaborative Experiential Learning

# data[].attributes.attachment_link.description
Teachers can guide high school students to be active participants in their learning by having them work together on authentic tasks.

# data[].attributes.body
This is the video which David Kolb, who advocated the Kolb experiential learning cycle, talks about the main ideas of experiential learning.

The big idea I got from this video is that the experience is the center of learning.

While watching this video I had an exciting aha moment. I realized that IB and experiential learning also connects in the way that they will be able to control and take initiative on their learning. This is a very important element to promote agency and student centered learning.

-Asuka

# data[].attributes.body
This article describes what Experiential Learning is. It looks into the principles of Experiential learning, structures to make its education possible, and also about the theory.

I found these aspects of Experiential learning meaningful;
-In EL, there are no barriers due to age, education, experience, ability, background or culture.
-Focus on the learning process rather than outcomes

-The resulting experience and knowledge is applicable in wider contexts

Those points have commonalities with IB programmes, in a ways that it is (should be) open to everyone, assessing skills and process, and focuses in conceptual understanding. Also it related to the idea of being constructivist, since Experiential learning is a way to identify changes and implement that for better choices.

We can find so many crucial connections between Experiential learning and IB. This indicates the effectiveness of IB having experiential practices.

-Asuka

# data[].attributes.attachment_link.description
Experiential learning is learning by doing. In the field of L&D (Learning and Development) this is a powerful methodology to enable participants to identify their own development needs. Experiential Learning tasks are engaging and effective. Find out how to deliver first-rate soft skills development programmes...

# data[].attributes.body
The page "What is Experiential Learning?" from the the Institute for Experiential Learning provides a summary of experiential learning, its benefits, and how it differs from traditional learning methods.

Experimental Learning could be defined as through experience and reflection. It entails actively engaging with the outside world, connecting theory and practice, and using information and abilities in practical settings. This kind of teaching usually entails activities such as role-playing, simulations, and outdoor learning.

The advantages of experience learning include improved motivation, engagement, and memory. Additionally, it encourages critical thinking, problem-solving, and aids in learners' growth in self-awareness and understanding of their place in the bigger picture. In contrast to traditional learning techniques like reading and lectures, experiential learning is learner-centered and places a strong emphasis on active engagement. Additionally, it acknowledges that everyone has a unique learning style and preference and that learning is not a linear process.

The page also provides a brief history of experiential learning, tracing its origins to the work of John Dewey in the early 20th century. It also describes how experiential learning has been applied in various fields, such as education, business, and healthcare.

Last but not least, the page provides some useful advice for integrating experiential learning into teaching and learning, such as outlining specific learning goals, presenting chances for reflection, and promoting feedback. It also emphasizes the significance of reflection following experiential learning activities to make sure that students can apply what they have learnt in various contexts and make sense of their experiences.

# data[].attributes.headline
8 Things To Know About the Experiential Learning Cycle (Video)

# data[].attributes.subject
8 Things To Know About the Experiential Learning Cycle (Video)

# data[].attributes.body
This video introduces the Experiential Learning Cycle and states that it is an easily adaptable framework to use in educational settings. It dives a little into the history and research behind it.

The idea behind the cycle is a process of exchange from one's internal world to one's external environment. We receive information through concrete experience and abstract conceptualization which is then transformed through reflective observation and active experimentation. The cycle repeats and evolves with increased depth and understanding.

One part of the video that I found interesting was the research of Zull. He believes that learning from experiences leads to actual physical changes in the brain. He found that specific regions in the brain were involved in the modes of the learning cycle.

I also enjoyed the part about different learning styles. I agree with Kolb that the recognition of learning styles allows flexibility in education. There are many benefits to knowing students learning styles. You can tailor your teaching methods to suit individual learners which in turn increases engagement. It also allows for better communication and increases self awareness. What I hadn't really thought about was the fact that an individual's learning style can change depending on the subject they are studying. Now reflecting on my own learning, the way I like to studying language is very different from the way I prefer to study this IBEC course. Thus I realise how important it is to engage all learning style types to give more dynamic/holistic lessons.

# data[].attributes.headline
Experiential learning is a powerful way to help people identify changes required to their skills, attitudes and behaviours, then implement those changes for better performance.

# data[].attributes.subject
Experiential learning is a powerful way to help people identify changes required to their skills, attitudes and behaviours, then implement those changes for better performance.

# data[].attributes.body
This article goes into depth about experiential learning. It is an approach to learning that involves actively engaging in an experience or activity to gain new knowledge, skills, or insights. In this type of learning there are no barriers due to age, education, experience, ability, background or culture. It emphasizes direct, hands-on experience as the primary source of learning, and focuses on the process of learning rather than the outcome. Success is measured through a behavioural change.

There are four steps in the learning cycle developed by David A. Kolb and are as follows:

1. Concrete Experience: the learner experiences a new situation or activity, either through observation or hands-on experience.

2. Reflective Observation: the learner reflects on the experience and seeks to understand it in a deeper way.

3. Abstract Conceptualization: the learner begins to form generalizations and theories about the experience.

4. Active Experimentation: the learner applies what they have learned to a new situation or context.

Learners may go through the cycle multiple times as they continue to learn and develop.

It is an interesting approach and the first time for myself to hear about this. I'm interested to know if it is being used actively in a school setting and if so how they are implementing this.

# data[].attributes.headline
MTa Learning: What is Experiential Learning?

# data[].attributes.subject
MTa Learning: What is Experiential Learning?

# data[].attributes.body
A little snippet of what I got from this article is something that I have recently heard again and again during my school professional development. This is the concept that the process matters more than the outcome. In the province of British Columbia, there have been recent talks about the motion to end letter grades up until high school (grade 10). Initially I wasn't sure what to make of it but then I realize that it will have wonderful benefits to students all over the province. Through this measure, teachers will only need to report whether a student understands and not how well they score in tests. There are numerous students in my class, for example, who comprehend very well but might not perform very well on tests. This move to gradeless report card and more on assessing proficiency will make reporting simpler and encourage growth mindset among students.

# data[].attributes.body
I think the video is trying to express that experiential learning puts students at the center of the process and make learning truly meaningful and long-lasting. It's interesting to think because I thought that ALL learning is meant to be student-centered these days. I think a more realistic thing to say would be that, a teacher must try their best to facilitate experiential learning whenever they can. Even in-class project-based and inquiry-based learning are considered valuable experiential learning.
On another note, as a person who has experienced the long teacher practicum, no other time has my education degree offered a better time for learning and growth. It definitely speaks to the benefits of experiential learning.

# data[].attributes.body
This was a really interesting read for me, since I had mostly assumed that experiential learning was just any kind of learning that happens through experience. However apparently, the is experiential learning, and then there is 'Experiential Learning' as conceived by Lewin, Dewey, Piaget and Kolb. While these theorists all have a slightly different conception of what the process entails, they basically all see it as a four step process in which the learner has a concrete experience and is then able to learn from it through thinking/reflecting, which leads them towards abstract thought and theories, which finally leads them to experiment in some way and further refine their skill or behavior or knowledge. Essentially, it seems to be the scientific method for everyone.
I really like this conception of learning as it seems very natural. As this article states, nobody taught you any theory of how to walk, you taught yourself through a process of refinement. While this does seem like it would be a very time consuming method of learning, involving a great deal of trial and error, I think that things learned this way would be hard to forget and could be well incorporated into our daily lives. For example, I feel like this is the way we learn to be in relationships with others and our experiences in this relationships and how we interpret them have a huge influence on the way we interact with people thereafter.

# data[].attributes.headline
A 4-Step Approach to Planning Collaborative Experiential Learning

# data[].attributes.subject
A 4-Step Approach to Planning Collaborative Experiential Learning

# data[].attributes.body
This article suggests four steps to planning experiential learning activities:

- Determine the purpose
- Establish the context
- Orchestrate the experience
- Facilitate the debrief

Two things that stood out to me in these suggestions was that collaborative activities should be "worthy" of collaboration, and that when teachers intervene in students' group work, it should be in a way that helps students solve future problems (as opposed to relying on the teacher more). I think considering which activities are worthy of collaboration is especially powerful.

When I was in graduate school, I wrote my capstone on collaborative learning, and I found that roles in teams can be helpful. If an activity is assigned for the purpose of practicing collaboration, I imagine assigning/choosing roles for each student in a group would be a natural course of action. In some group work activities I remember from my student career, roles didn't always seem necessary to me, so I think this is something to consider carefully when planning collaborative activities. In other words, perhaps one way an activity can be worthy of collaboration is if it provides clear and suitable group roles.

# data[].attributes.body
This document outlines the learning outcomes of service as action in the MYP. This document must have been written within the past two years, because it specifically mentions the pandemic in reference to service as action.

To me, the most interesting thing about this document was the fact that it discussed service as learning in the context of the pandemic. For example, following COVID-19 prevention guidelines is considered a kind of direct service. The document also provides reflection questions to help students think about things such as what kinds of strengths they have demonstrated during the pandemic.

I like that current service as action documents include current events like the pandemic. This is a once-in-a-century event, and I think providing a space for students to reflect on their experiences during this time is incredibly valuable. I'm curious to know how action such as the reflection questions could help students' mental health. Many students have gone through hard times during the pandemic, and mental health crises among children and teens have worsened because of that. Maybe service as action processes can be a way that schools can help students understand their experiences and grow from them.

# data[].attributes.body
Kolb's learning cycle is indeed useful. I have been doing it even before knowing the term for it and I believe most of us do. I had this experience where I did a Total Physical Response (TPR) activity with my 3rd year junior high school students since this approach was so effective with my 5th year grade school students in the previous lesson I had with them. At the end, I grasped that what I did with them should not have been done the same way I did it with my grade school students because they had a far different level of energy from my elementary students and they were already teenagers (note: they were even Japanese so it was natural for them to feel shy). They felt awkward to move which was actually the TPR’s technique so they would remember the set of vocabulary better. I had a concrete experience (do), then the reflective observation (think), next was the abstract conceptualization (conclude), and active experimentation (adapt). For active experimentation, I realized that I had to think of another activity that involved TPR approach but with less awkward movements.

# data[].attributes.body
Experiential Learning makes me think of my 6th year grade school students and junior high school students who go to "internship". For a day or two, they are assigned to places where they can be involved in doing a particular job they are interested in. One of my students told me that she has dreamt of becoming a pediatric nurse since she experienced taking care of babies at a hospital where she had her "internship". And I believe that this is the beauty of experiential learning. It does not just help students learn different types of jobs by having the opportunity to experience them but it also serves as an eye opener whether something suits them or not. It gives them something to look forward to in their future career.

# data[].attributes.headline
Service as Action in the MYP in different modes of teaching and learning

# data[].attributes.subject
Service as Action in the MYP in different modes of teaching and learning

# data[].attributes.body
I often hear from high school and college students in the U.S. about their experiences volunteering at homeless shelters or animal shelters.
Perhaps it is due to my lack of knowledge, but I do not think that young people are as active in volunteer activities in Japan as they are in the United States.

The document says that through service activities, students will be able to

-become more aware of their own strengths and areas for growth
- undertake challenges that develop new skills
- discuss, evaluate and plan student-initiated activities
- persevere in action
- work collaboratively with others
- develop international-mindedness through global engagement, multilingualism and intercultural understanding
- consider the ethical implications of their actions

About 10 years ago, I was teaching Japanese to a high school boy. I was what is called a private tutor. At the time, I was ignorant of and uninterested in the American educational system. He was the youngest of two male siblings. His two older brothers were in the Ivy League in the U.S., which meant that he would inevitably have to attend an Ivy League university. He complained to me when he was getting used to my relationship with him. I recall him saying something to the effect that he had to do runnings he didn't like and take care of abandoned dogs at an animal shelter, which he didn't really like or care about, in order to get into college.
He was studying Korean as well as Japanese and had gone to school in Korea as an exchange student. I don't know if he was really interested in those languages.  If he was doing it out of a sense of obligation, I wondered if he was really experiencing a good learning experience.　(I suppose it is better to do something than nothing...)

# data[].attributes.body
David A. Kolb says, "The experiential learning process has two goals. One is to learn more about a particular subject, and the other is to learn about one's own learning process."

Last year I took a year-long online course on Japanese language education. I feel that I was able to learn the process of learning as well as the details of the topic as Kolb describes.

The course was in the form of a flipped classroom, with a week of self-study and weekly classes that consisted mainly of discussions. Before Corona, online courses were not offered that often, so I had not had the opportunity to take a training course specifically for "Japanese language education" for a while, and I came to the course with many questions in my mind. One of the things I had secretly imposed on myself was to immediately put into practice what I had learned. And I thought the most important thing was to judge for myself whether it was really effective.
That meant using the online tools used in that course in my own classes, and of course learning theory (how to assess, use rubrics), this flipped classroom style of learning, and many other things that I was able to actually apply in my own classes.

The experience was the same experience as the girl in this Kolb's video who had bad eyesight and was unaware of it, and when she put on her glasses, she could see things that she could not see before.
I, too, felt as if I had been in the dark for a long time and then a light came on.

So, when considering this experiential learning this time, the question is how will students find a place to put it into practice? Will it be done voluntarily? What kind of suggestions will be given by the teachers? I would like to see more examples of practice in the future.

# data[].attributes.attachment_link.readable_text
David A. Kolb's Experiential Learning Theory is a powerful foundational approach to all forms of learning, development and change. Experiential learning describes the ideal process of learning, invites you to understand yourself as a learner, and empowers you to take charge of your own learning and development.

The way you learn is the way you approach life in general. It is also the way you solve problems, make decisions, and meet life's challenges. Learning occurs in any setting and continues throughout your life. The experiential learning process supports performance improvement, learning and development.

"There are two goals in the experiential learning process. One is to learn the specifics of a particular subject, and the other is to learn about one's own learning process."
- David A. Kolb

In How You Learn Is How You Live: Using Nine Ways of Learning to Transform Your Life, David Kolb and Kay Peterson elaborate on the Experiential Learning Theory and how it can be used by educators, corporate teams, leaders and individual lifelong learners.

The mission of the Institute of Experiential Learning is to commit to releasing the untapped potential in individuals, teams and organizations through the deliberate and transformative process of experiential learning.

And watch our Learning Explainer video on what experiential learning is all about:

David Kolb's work on the experiential learning cycle is among the most influential approaches to learning. The experiential learning cycle is a four-step learning process that is applied multiple times in every interaction and experience: Experience - Reflect - Think - Act.

It's a learning process initiated by a concrete experience, which demands reflection, review and perspective-taking about the experience; then abstract thinking to reach conclusions and conceptualize the meaning of the experience; leading to a decision to act, engaging in active experimentation or trying out what you've learned.

This cycle is so natural and organic that people engage in it without being aware that they are learning. It happens almost effortlessly all the time and is constantly transforming our lives. Most people have preferences for the way they use this learning cycle, focusing on some modes more than others.

The way in which we navigate the learning cycle varies from person to person. Due to personality, educational specialization, professional career, culture, and adaptive competencies, people develop preferences for how they use the learning cycle. The Kolb Experiential Learning Profile (KELP) describes nine different ways of navigating the learning cycle by learning styles. We lead with our preferred style and default to it when we are on automatic pilot or under stress.

Learning styles are different than other typologies that describe inherent traits. Learning styles are habits or steady states of learning and living involving a preference on some modes of learning and underutilization of others.
Learning styles also provide a framework for understanding others whose approaches are different from yours. Being aware of your own learning style tendencies and knowing the preferred learning styles of those with whom you interact help foster productive interactions, teamwork and relationships.

Experiencing: When using the Experiencing style, you are engaged, connected, warm and intuitive. You excel in teamwork and establish trusting relationships with others. You are comfortable with emotional expression.

Imagining: When using the Imagining style, you are caring, trusting, empathetic and creative. You demonstrate self-awareness and empathy for others. You are comfortable in ambiguous situations, and you enjoy helping others, generating new ideas and creating a vision for the future.

Reflecting: When using the Reflecting style, you are patient, careful and reserved, allowing others to take center stage. You listen with an open mind and gather information from a variety of sources. You are able to view issues from many perspectives and identify underlying problems and issues.

Analyzing: When using the Analyzing style, you are structured, methodical and precise. You plan ahead to minimize mistakes, integrate information to get the full picture, and use critical thinking to understand situations. You are methodical as you analyze details and data.

Thinking: When using the Thinking style, you are skeptical, structured, linear and controlled. You use quantitative tools to analyze problems and frame arguments with logic. You know how to communicate ideas effectively and make independent judgments.

Deciding: When using the Deciding style, you are realistic, accountable and direct. You find practical solutions to problems and set performance goals. You are able to commit to one focus.

Acting: When using the Acting style, you are on time, assertive, achievement oriented and courageous. You commit to goals and objectives and find ways to accomplish them under a deadline. You are able to implement plans with limited resources.

Initiating: When using the Initiating style, you are outgoing, spontaneous and able to shrug off losses or "failure" in favor of trying again. You actively seize opportunities and participate without holding back.

Balancing: When using the Balancing style, you identify blind spots in a situation and bridge differences between people. You are resourceful and can adapt to shifting priorities.

Read more about Learning Styles.

# data[].attributes.attachment_link.title
What Is Experiential Learning? - Institute for Experiential Learning

# data[].attributes.attachment_link.description
(Video by Alice Y. Kolb.) David A. Kolb's Expe­ri­en­tial Learn­ing The­o­ry is a pow­er­ful foun­da­tion­al approach to all forms of learn­ing, devel­op­ment and change. Expe­ri­en­tial learn­ing describes the ide­al process of [...]

# data[].attributes.headline
Experiential learning - Wakelet collection

# data[].attributes.subject
Experiential learning - Wakelet collection

# data[].attributes.body
Resources to support this topic

# data[].attributes.attachment_link.title
Wakelet – Save, organize and share content

# data[].attributes.attachment_link.description
Save, organize and share content from across the web with Wakelet. Save articles, videos, images, Tweets and more, organize them into stunning collections, and revisit them anywhere, anytime.