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The use of an experiential learning model provides Guides and Participants with a way to clarify the normally fuzzy processes of personal growth and learning. By breaking down an experience into distinct stages Guides and Participants will have a better understanding of the experience, test new skills, and apply new learning. MAG applies the 4 Stage Experiential Learning Model to facilitate adventure-based learning outcomes. The 4-stage Experiential Learning Model is widely used and generally accepted in the industry as an effective experiential learning methodology. This model is based on the work of David A Kolb as published in his 1984 book titled “Experiential Learning: Experience as the Source of Learning and Development.” (Kolb, 1984)
The steps in the 4 stage model are; Experiencing, Reviewing, Concluding, and Planning. In addition, the Transfer of Learning represents an outcome and/or input related to external factors and influences. Whilst the 4 Stage Experiential Learning Model is the primary methodology applied, all MAG programs are customized to meet the client's specific needs. Therefore alternative and/or additional experiential learning methodologies may be applied to suit specific needs. The steps of the 4 Stage Experiential Learning Model are:
- Planning
Involves the actions and discussion of the group and facilitator prior to the activity. Group consensus and shared goals are key elements in the planning step.
The Guide facilitates the planning discussions and activities to ensure the best chance of achieving the desired outcomes. Framing and frontloading techniques may be applied by the Guide
2. Experiencing
2. Experiencing
Involves engaging in an authentic experience where the outcomes may be uncertain (from the Participants' point of view), physical, emotional, and/or social challenges are involved and there is scope for learning new skills and/or developing personal traits.
The Guide Guides and supervises the activity to ensure the safety of the participants and maintain focus on the themes and desired learning outcomes.
3. Reviewing
3. Reviewing
Involves the facilitation of a discussion and/or provision of reflection time to encourage Participants to focus on how the experience has influenced them with reference to the desired learning outcomes and/or themes presented during the pre-activity briefing.
The Guide facilitates a group discussion to allow participants an opportunity to articulate their thoughts and experiences to others in the group.
Reviewing is primarily conducted as a whole group activity, however individual and/or sub-group reviewing techniques may also be used.
4. Concluding
4. Concluding
Involves the use of models or frameworks (including the funneling debrief, metaphoric or isomorphic framing, and direct frontloading) to draw conclusions based on individuals and the group's experience. These conclusions are often transferred to the planning stage.
The Guide facilitates a discussion or activity to clearly articulate the conclusions of the group and/or offer individuals time to consider their own personal conclusions.
Last Update Date: 22/05/23
Updated By: Lesley
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