Title: Experiential Learning Theory

There are many learning theories used in education. A great course applies multiple theories, some at the same time. The focus of this presentation is the Experiential Learning Theory (ELT).

Learning Objectives

Thinking Activity

Thinking Activty

Q: THINKING ACTIVITY

These questions are not being counted as a grade. This is merely an exercise to engage your brain! When you are done typing in your answer, select the "Check" button and then "Feedback" button to compare your answer.

Describe an example of experiential learning.
A: A common misconception is hands-on activities are experiential learning. A lesson that engages students actively and hands-on does not mean it is experiential.

Experiential Learning Misconception

A common misconception is hands-on activities are experiential learning. A lesson that engages students actively and hands-on does not mean it is experiential. For example, having students mimic an instructor while they demo applying a splint to an unstable wrist injury using a SAM splint. While hands-on, information is transferred from the instructor to the student.

Oftentimes, information is transferred from instructor to student in a manner resulting in information overload.

Experiential Learning Theory

So, what is experiential learning? View the slides below by using the navigation arrows under the slide deck.

Experiential Learning Theory

Applying Experiential Learning Theory In Classes

How can the Experiential Learning Theory be applied in classes? View the slides below by using the navigation arrows under the slide deck.

Application

How can the experiential learning theory be applied to enhance the splinting lesson example used earlier in this lesson? Assume that the instructor had the students mimic the same splint being demoed. Click on the information icons in the image below to view how to move students through the experiential learning cycle.

Have students apply their learnings to a new situation. This could be done in another round of splinting or in a drill where they have to splint a different body part and/or have different splinting materials to work with.

Small Group Activity: Approximately 30 minutes before lunch....

1. Create small groups (2-3 students).
2. Have groups pick a body part to splint.
3. Limit materials to items they would carry on a backpacking trip. Do not allow them to use a SAM splint. This presents a "challenge".
4. Have students splint someone in their group.
5. Go to lunch....groups must take care of their patient during lunch. This presents another "challenge".

Class exercise: Instructors break down splints in front of entire class providing feedback and soliciting reflection learnings from each group. With the class, faciliate a conversation that helps students draw connections between their experience and reflections. What elements made the splint comfortable, complete, compact, and easy to monitor and care for the patient? What elements did not work or made it difficult to monitor and care for their patient?

Small Group Activity: After lunch, have each group assess their splint for comfort, completeness, and compactness without breaking down their splint. They should also assess their ability to monitor and take care of their patient during the lunch break. What worked well? What did not work well?

Growth Mindset

While the Growth Mindset model is not a part of the Experiential Learning Theory, it is integral to moving through the cycle. Stress the importance of role modeling and encouraging students to embrace the growth mindset. Being stuck is okay. Failing is okay. It is a fundamental part of transforming information.

Instructors need to cultivate this mindset in class. A great question to ask during the course introduction is, “What makes you human?” to start planting this seed. Positive reinforcement when students share reflections about mistakes made fosters the Growth Mindset. Remind students that despite making mistakes, their overall performance is improving as they transform their experiences into meaning and apply their learnings to new experiences.

Instructor Roles

View the slides below by using the navigation arrows under the slide deck.

Educator Roles

Our role as an instructor does not only include transferring knowledge to students. We must learn to be dynamic and adopt different types of roles to help students move through the learning cycle. Advance to the next slide to learn more.

Check for Understanding

True/False Question

Q: Hands-on activities are considered experiential learning.
A: false
If wrong: Incorrect! Experiential learning involves more than just participating in an experience.

Multiple Choice

Q: During what stages do students receive information?
- Concrete Experience (correct)
- Reflective Observation
- Abstract Conceptualization (correct)
- Active Experimentation

Multiple Choice

Q: During what stages do students transform information? Check all that apply.
- Concrete Experience
- Reflective Observation (correct)
- Abstract Conceptualization
- Active Experimentation (correct)

Multiple Choice

Q: How can instructors encourage students to move through the experiential learning cycle? Check all that apply.
- Foster the growth mindset. (correct)
- Shame students when they make a mistake.
- Adopt different types of educator roles. (correct)
- Discourage mistakes.

References

Experience Based Learning Systems. (2019, August 3). 8 Things To Know About the Experiential Learning Cycle [Video]. Youtube. https://youtu.be/v74nRbWSNqk

Experience Based Learning Systems. (2019, August 3). The Cycle of Learning From Experience [Video]. Youtube. https://youtu.be/v74nRbWSNqk

Kolb, D. A. (2015). Experiential learning: experience as the source of learning and development (Second edition.). Pearson Education, Inc.