Learning Theories Behind Experiential Learning

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Introduction
Give the pupils something to do, not something to learn; and the doing is such a nature as to demand thinking or the intentional noting of connections; learning results naturally. (Dewey, 1916, p. 160)
Throughout this assignment, I will explore the theory behind Experiential Learning, specifically Kolb’s learning cycle and how this learning theory can impact the adult learner. Additionally, I will look at how I can include Experiential Learning strategy within the classroom, especially within the Royal Australian Navy (RAN). Finally, I will discuss my personal learning experiences and the link to Race’s seven factors to underpinning successful learning and how they consolidate with Experiential Learning (2010).
Kolb, (as cited by Marin, 2005, p. 855), defines learning as the process whereby knowledge is created through the transformation of experience. Experiential Learning Theory is a constant development of obtaining new knowledge and skills through the accomplishment of a task, and assimilating these new skills with preceding experience resulting in a deeper level of knowledge and understanding, this later part is achieved through reflection. Boreham (1987) draws significant attention on reflection (as cited by Healey & Jenkins, 2000, p. 3) who suggest the term 'learning from experience ' really means learning from reflection on experience."
Dewey suggest experiences must continuously occur in permanence with prior experiences in the process of human

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