Transcript Learning the Experiential Way

Learning the
Experiential Way
Heads-On, Hands-On
The Power of Experiential Learning
Performance Outcomes
for this program
Upon completing this training, learners will
be able to:
Name and define the steps in an
experiential learning cycle.
Correctly match a series of typical
questions to the appropriate step of the
experiential learning cycle
Distinguish between content and its
related skill set
Describe how a particular body of
content (with which they are
familiar) can be presented in a series
of experiential learning cycles
Express willingness and confidence in
personally using experiential learning
methodology with youth
Describe how an experiential learning
cycle differs for K through 3rd, 4th
through 6th, 7th through 9th, and 10th
through 12th grade audiences.
Kolb’s Experiential
Learning Model
Experience
The activity, perform it
Do
Share
Apply
What was learned to a similar
or different situation;
practice
The results, reactions,
observations publicly
Apply
Reflect
Process
Generalize
To connect the
experience to the realworld examples
By discussing, looking at the
experience, analyze, reflect
Do
Experience (Doing)
 The leader describes the activity before telling
or showing how to do it. Encourage youth to ask
questions such as, “What do you expect to see?”
The facilitator or teacher is focusing the
learner’s attention or setting the stage for the
learning experience.
 The youth experience the activity, or “Do it”.
Except for basic instructions, the youth “do”
before being told or shown how.
 Doing questions: How is it working? What else
might your try? What might make it easier?
Reflect
Sharing and Processing
Share what happened
The leader develops questions that they
will ask the students about their
experience and their reaction to it
Youth share the results, reactions, and
observations publicly.
Sharing questions: What did you do?
What happened? What was the most
difficult? What was the easiest?
Reflect
Sharing and Processing
Leader develops questions that will ask
about something the learners considered
important
The youth will process by discussing,
looking at the experience, analyzing,
reflecting
Processing questions: What problems or
issues seemed to occur over and over?
What similar experiences have you had?
How did you feel when. . . .?
Apply
Generalize and Apply
Generalize is the “So What”
Leaders will develop questions that will ask
students how the experience related to
their own lives.
Youth generalize to connect the
experience to real-world examples. These
prompt the learners to consider how what
was learned can be used in other situations
Generalizing questions: What did you
learn about yourself through this
activity? What did you learn about
(the life skill, i.e., making decisions)?
How does this activity relate to real
life and not just to this activity?
How did you go about deciding what
to do?
Apply
Generalize and Apply
Apply is the “Now What”
The leader develops questions that ask the
students how they could use what they
learned in similar or different situations.
The youth apply what was learned and
practice.
Applying questions: What is another
situation in which this skill can be used?
How will the issues raised by this activity be
useful in the future? How will you act
differently in the future as a result of this
activity?
Skills needed by
facilitators of Experiential
Learning
Focus—get the attention of the group
Observation—pay attention not only to
what the youth are doing but also to how
they are doing it
Questioning—each step of the model calls
for different types of questions
Support and Feedback—it is important to
interact positively and believably with the
learners
Debriefing– make sure that all the
important opportunities for learning are
pursued.
Dotty M. Burrows
Extension Educator
4-H Youth Development
Carroll County