Every day we get excited about experiences - observing, encountering or being part associated with an occurrence that figures our knowledge "some will be the product of cultural mores and social objectives, still others are new, different and challenging" (Boud, Keogh, & Walker, 1985). The day-to-day procedure for learning from experience becomes experiential learning (using experience for learning) "experiential learning theory describes a holistic integrative point of view on learning that combines experience, conception, cognition, and behaviour" (Kolb, 1984, p. 21). Experiential learning is the act of learning gained from the activities an individual has been involved with or has experienced. Experiential learning theories have been developed to describe the methods where experiential learning is gained. This point of view on learning 'experientially' emphasizes the central role that experience plays in the learning process (Kolb, 1984). "Learning is described as an activity whereby concepts derive from and continuously modified by experience, no two thoughts are ever before the same as experience always intervenes" (Kolb, 1984, p. 26) or the "product of representation after experience, with the type of the representation and the grade of the knowledge being significant to overall learning" (science immediate, 2005). Although experiential learning is differentiated from other settings of learning, knowledge is gained from a combo of methods such as behavioural learning, although behavioural learning ideas deny any role for conscious and subjective experience in the training process (Kolb, 1984). Education is the work of imparting or learning and this may be gained in many different ways. Any method of learning that knowledge should be explored, to provide a much better understanding of how we learn.
There a wide range of theories about how precisely knowledge is gained. Experiential learning theorists have categorised learning into two types - Cognitive and Experiential. Cognitive learning is the knowledge that is gained from actively participating to memorise information - making a mindful choice to learn the information. Learning within an experiential situation engages the subconscious mind and comes from the act to do - participation might not exactly be required for an experience to be engaged in. How knowledge acquisition occurs, determines the techniques that are used to deliver information or situations which could form a learning experience. Learning theorists have attempted to specify experiential learning and produced many models to examine the stages of learning experienced in various experiential learning cycles. Each model uses different stages to regulate how the knowledge is gained from the experience. These range from single levels models - where the experience itself is enough for learning to two, three four or more phases. All have been used to further refine learning gained experientially and explain the operations that are participating. David Kolb, John Dewey and Bert Juch are theorists have attemptedto identify experiential learning with these models. As more research is conducted the models provided, are changed to further make clear how knowledge is gained or imparted. Therefore provides teachers and students with tools designed to boost the knowledge writing process. This statement will concentrate on the Bert Juch, 4 stage model.
Analysis of the learning cycle
As shown in the diagram above, every one of the stages revolve around the interior do it yourself. Juch recognises that the subject cannot learn from the experience unless the interior self is included. Not all experience may be valid learning activities and there may be no knowledge gained by the topic from their engagement in an experience. I've approached the debate of these phases by placing the thinking phase near the top of the model or as a starting point. All experiential learning models are cyclic in some way, whether the circuit is closed as in cases like this or wide open as in the case of a 5 phase model that explores transference as part of the knowledge continuum. By positioning the 'Thinking' phase as a starting place I am using 'Considering' to illustrate that account is given to the methodology before a choice is made by an individual to become in an experience.
Phase 1 - Thinking
"Cogito ergo amount (I believe, therefore I am)" - Ren Descartes
The 'Thinking' phase basically considers the thought operations prior to an individual taking any action towards making a decision or choice. Concern is directed at the risk involved versus the possible rewards. Regarding previous experiences, thoughts & results and weighing them up against the known or recognized rewards or outcomes, determines an individual's participation in an experience. The 'Thinking' stage may be instigated with a prior learning experience or contact with a thought, idea or ideal not previously considered. Resultant opportunities, objectives or outcomes are form area of the decision making process.
"The Red Bull Trolley Grand Prix" was advertised during January and Feb of this calendar year. Having a past involvement with other incidents of a similar aspect my thoughts were influenced by my past positive experience. The effect of my prior experience and the recognized benefits of continued participation galvanised my thoughts. Weighing up the professionals and negative aspects, investment of money and time versus the enjoyment and possible accolades, against my earlier experience was important in the decision making process. The knowing of the work and limited timeframes involved certainly triggered me to consider your choice more carefully than I might have without earlier knowledge of the function. The 'Wondering' period is continual throughout the training cycle as ideas and situations are assessed as individual components, area of the overall experience. There's a seamless overlapping continuation in to the 'Planning' phase.
Phase 2 - Planning
"A failure to plan is an idea to are unsuccessful" Unknown
A plan reduces uncertainty, boosts understanding and improves efficiency. A plan might take a split second or a lot longer to formulate which is a part of the experience overall or forms an experience within itself. Having an idea however, does not necessarily mean that it is a good plan. In the 'Planning' phase, parameters are considered and a way and way for achieving desired targets is decided. You can find as many parameters as there are programs, ideas or principles and many theorists have attempted to determine planning as it applies to a specific activity. The basic concept of planning is dealing with the problem and applying the thoughts prepared before placing them into a construction so an objective may be achieved. The framework is able to be shown to others, altered to realise expansion within the experience or enable contingencies which could arise. The primary point of conjecture within any conversation about planning is the addition or exclusion of parameters that may have an impact on the results. Including more variables raises timeframes and reduces efficiencies but might provide more detail allowing problem image resolution at earlier phases throughout the experience. Equally a failure to include factors may also mean that timeframes and efficiencies are afflicted adversely.
Experience gained prior to engaging in the 'Planning' period can permit the planner to negate possible problems. Whenever a trip is performed and there is absolutely no spare tyre, getting a chiseled tyre means you spend quite some time privately of the street waiting for a vehicle to go by then trying to get you to definitely stop who might be able to help! In saying that, planning by another member of your group ensured that there was enough alcoholic beverages to provide the needs of these who were obligated to wait for assistance. Plans can be overcomplicated or over simplified and can greatly impact the results of the knowledge for those included.
Phase 3 - Doing
'Doing' is the proposal phase where the participants to the experience engage in the knowledge itself. Involvement might not be physical participation; proposal may be actively listening or looking at the event. Proposal within an experience denotes the subject's mental, physical, religious or emotional connection with the event. Equally attendance will not denote proposal and the subject might not exactly gain any knowledge. Knowledge acquisition occurs if the subject becomes a participant in some way.
Experiential learning cycles.
Select a routine that resonates along.
Think about the components. Break down the techniques. Discuss the various components using 3 personal references to spell it out the cycle used - recreation/sport/culture.
Highlight each of the components with references to your own experiences.
What is experience?
What is education?
What is reflection?
Incorporate 3 articles that are summarised to show examples of the learning experiential style reviewed.
Bert Juch Experiential learning Cycle
Carl Rogers - liberty to learn
Self initiated learning lasts longer
Learners engagement in experience
Relevance to learner
Self driven - control of stream of knowledge
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