Learn by Doing
Hands - On Approach
A hands-on approach is the key to our success in helping teams bring lasting results.
We believe that by using our programs as models we can set a solid foundation for discussion and processing which allows your group to hone in on its strengths and bring your goals to reality.
The Experiential Learning Model
(Taken from The Encyclopedia of Educational Technology)
The Experiential Learning Model is a learning theory that emphasizes the role that experience plays in learning. The model explains the process of learning through four stages and four learning styles used by the learner to be most successful.
Learning Stages
Experiential Learning Theory, developed by David A. Kolb, is different from other behavioral and cognitive theories of learning. It is called “experiential” because it focuses on the critical role that experience plays in learning. Based on the learning models of Lewin, Dewey and Piaget, Kolb was able to use the common characteristics of each model to explain the theory of experiential learning.
Learning is a process, not a set of behavioral outcomes. It is also emphasized that ideas are not fixed, but are formed and altered through experience. Borrowing certain aspects of each model, Kolb concluded that the learning cycle works through four stages. Learners can start at any of the stages, but must follow each one in sequence thereafter.
The first stage, concrete experience, is when the learner experiences the activity himself or herself. This stage can also be referred to as the “feel” stage. The second stage, reflective observation, is when the learner reflects on the experience they just had, otherwise referred to as “observe.” The third stage or “think” stage, abstract conceptualization, is when the learner attempts to create a theory or model of what they have just reflected on. The fourth stage is often active experimentation, or “do” when the learner actually does the learning using their model or theory they created for the next experience.
Learning is a process, not a set of behavioral outcomes. It is also emphasized that ideas are not fixed, but are formed and altered through experience. Borrowing certain aspects of each model, Kolb concluded that the learning cycle works through four stages. Learners can start at any of the stages, but must follow each one in sequence thereafter.
The first stage, concrete experience, is when the learner experiences the activity himself or herself. This stage can also be referred to as the “feel” stage. The second stage, reflective observation, is when the learner reflects on the experience they just had, otherwise referred to as “observe.” The third stage or “think” stage, abstract conceptualization, is when the learner attempts to create a theory or model of what they have just reflected on. The fourth stage is often active experimentation, or “do” when the learner actually does the learning using their model or theory they created for the next experience.
Learning Styles
As the learner moves throughout the above stages, they may also use different learning styles within each stage. These learning styles are the conditions under which learning is best for the individual. These styles are listed below:
- Assimilators: those who learn best when they put information into a logical, sound form – they combine active conceptualization with reflective observation, or think and observe
- Convergers: those who learn when provided with practical ideas or theories – they combine abstract conceptualization and active experimentation or think and do
- Accommodators: those who learn best through hands-on experience – they combine concrete experience and active experimentation, or feel and do
- Divergers: those who learn best when they can watch and gather information – they combine concrete experience and reflective observation, or feel and observe
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Copyright 2010 TEAM EFFECT Inc - All rights reserved
Copyright 2010 TEAM EFFECT Inc - All rights reserved
