Experiential Learning Cycle
One of the most influential scholars to study experiential education has been David Kolb. Kolb's experiential learning cycle model begins with a concrete experience, followed by observation and reflection or the "What Happened?" stage. The third step is abstract conceptualization and generalization, also known as the "So What?"stage. It is a synthesis of the most recent experience with previous knowledge, experiences, and feelings. The final step before the cycle begins to repeat itself is experimentation or "Now What?" in which the learner tries and evaluates the new concepts or values.
Concrete Experience
A very wide definition is used for concrete experience. It could include events ranging from a single initiative to a much larger collection of events. For example, it might mean a single game in a season, a whole season, or even an athlete’s entire career. While generally it will mean an event that just occurred, it could also mean an event which took place years ago.
Observation and Reflection
To truly learn from experience you must first use your senses to collect observations (on the action, environment, personnel, etc.) from the event. These observations are critical because they become the data upon which the experience will be analyzed. These observations are generally objective – just the facts. This the “What Happened?” stage.
You must also take the time to reflect or to contemplate the observations. Reflection can emphasize in solo meditation, writing, in talking with a peer or friend, or in a group debrief. Reflection becomes more subjective and leads without any clear boundaries to the next step of abstract concepts and generalizations.
Like any data, observation and reflection need to be recorded. This can be done in journals, as homework, or in formal papers. Talking about your observations and reflections in shared discussion with classmates, roommates, teammates, co-workers, or friends can also enhance learning.
Abstract Concepts and Generalizations
It is important that your learning from experience does not stop at reflection (like it does in too many schools and programs). After reflection, as an inductive exercise, you must also attempt to draw conclusions, principles, or theories. Kolb classifies this as the abstract concepts and generalization stage, but an easier way to understand it is the "So What?" stage. Why was experience important? What is the significance of it to you as a student, as a future professional, and as a member of a community?
Of course, you are not a blank slate. You also have previous experiences as well as learning from classes (and the rest of your life), upon which this most recent experience is overlaid. These theories and principles that are already part of your knowledge base are tested and changed, validated, or reflected. This step is then really a synthesis in which you assimilate the learning from the experience into current knowledge. It is also important to realize that learning is not just cognitive. Skills and values are also developed, tested, and /or assimilated.
Like the observation and reflection stage, it is important that this synthesis is recorded, whether in a journal, as a homework assignment, or as a formal paper. Synthesis is also enhanced by meditation, discussion between you and fellow participants of the experience, and group debriefs.
Experimentation
The final step of Kolb’s model is experimentation, also known as "Now What?". In this stage you consider then test implications of the new concepts. This can also include an assessment or evaluation component. Are your new concepts, values, or skills correct or better? When you test them do they work? How are you different because of the experience: Based on this experience, how would you view (or behave in) a future situation? This state is followed by a new concrete experience in which you can put the new learning directly to use.
Frontloading
Frontloading is a step that Kolb does not discuss, but which can be very helpful stage prior to the "Experience." Frontloading, or pre-reflection, is a preparation step that occurs just before the experience. Frontloading can range from a short reading, to a quick briefing prior to engaging in a half-hour class exercise, to a full lecture, to a one-on-one advising session with your advisor as you prepare for a Field Period®.
Frontloading is important for several reasons. Frontloading accelerates learning, allowing you to consider the potential lessons of the upcoming experience. It also provides a framework to understand the unfolding experience. Experiences can be overwhelming, with sensory overload, and the experiences can be simply too exciting or emotional for you to do anything but “survive”. Frontloading prepares you for the experience, providing scaffolding to help organize thinking and thus learning.
Because the teacher takes a more directive role in frontloading, this can make the learning less experiential. However, frontloading also helps emphasize learning during the experience, rather than just afterwards (in reflection, synthesis, and experimentation). Thus it paradoxically can make learning even more experiential.
When most experiential educators discuss frontloading, they mean teacher or facilitator lead frontloading. However, frontloading can also be done by you as a student as you read assignments, journal your expectations, hopes, or fears, or have a discussion with classmates or friends.
Why Experiential Education Is Effective
In addition to national studies, here at Keuka College the power of experiential learning has been seen through more than half a century of Field Periods. One only has to ask our recent graduates, alumni, or those who hire our graduates, to recognize the methodology’s effectiveness. However, recognizing that the method works still begs the critical question, “why is it so effective?” Several reasons include, but surely are not limited to:
Students are required to take initiative to be active learners and to be responsible and accountable.
To become active learners students have to engage in higher-order thinking tasks such as analysis, synthesis, and evaluation.
Students help to direct the learning and they are engaged; they perceive the learning to be authentic, further encouraging commitment.
Experiential techniques involve the cognitive, affective, and physical domains of learning, allowing success through a variety of learning styles.
Feedback is rapid, direct, and concrete.
There are consequences to actions, furthering the perception that the learning is authentic.
Opportunities exist for experimentation with new theories, behaviors, attitudes, skills in chosen and somewhat controlled settings.
Students are encouraged to work with others in a community, thus learning interpersonal and relational skills.
The learning environment generally resembles the “real” world learning environment into which students will graduate.