Summary Of Experiential Learning

Dale’s Cone of Experience is a model that incorporates several theories related to instructional design and learning processes, according to Anderson (2006), In the 1960s, Edgar Dale theorized that learners retain more information by what they “do” as opposed to what is “heard”, “read,” or “observed”. His research led to the development of the Cone of Experience. Today, this “learning by doing” has become known as “experiential learning” or “action learning”.

The purpose of this paper is to demonstrate my experiential learning of personal and social adjustments when confronted with life-changing events and the mechanisms utilized to effectively cope from traumatic experiences. The components supporting this piece include: confronting the problem, learning to adapt and cope, cultivating self-worth, the importance of a support system and over time change influencers. To support my understanding of personal and social adjustments, I will use the content of this paper to speak as evidence of my experiential learning derived from confronting a long-term spiritual abuse situation and process of unraveling and coping from its affects.

Speaking of interactive exercises, Dr. Alt also prepares several experiential learning exercises that really help you internalize the information you learn during lecture. Although it is embarrassing, I must admit that I was a bit of an introvert that often found himself in awkward social situations that were almost exclusively caused by a culture gap. I grew up in Korea and coming to the United States was a bit of a culture shock for me. I quickly learned how different Western and Asian cultures really were in terms of humor and etiquette. This is unquestionably the reason behind why, of all the experiential learning exercises, the Cultural Awareness activity left the largest impact on me.

My time at university so far has introduced me to the skills needed to excel as a degree student. I have developed the skills I previously attained and have also learnt of areas in need of further improvement; through this I have equipped myself for my future university years to come.

The purpose of this research is to figure out if second grade students learn the NGSS standard of biodiversity within an the taiga ecosystem, more effectively through outdoor experiential learning (Field trips) compared to direct instruction with in the classroom. This will determine if outdoor experiential learning is an essential component for teachers to include in their curriculum.

Rooted within the coursework would be the guiding pedagogy of experiential learning. The course was created to guide the learners through Kolb’s phases of experiential learning and provide techniques that allow for active engagement. In addition to the application of experiential learning, the pedagogy of traditional subject matter theory was utilized. Subject matter theory emphasizes course content, and that students learn by attending lectures, doing reading assignments, and completing the required coursework (INSERT CITATION.)

A big proponent of ESL learning, what my case study consists of, can be compared to David Kolb’s framework of experiential learning. Kolb’s experiential learning cycle features four stages: the concrete experience, reflective observation, abstract conceptualisation, and active experimentation. The first stage, concrete experience, involves doing or having an experience. The second stage, reflective observation, involves reviewing or reflecting on the experience. The third stage, abstract conceptualisation, involves concluding or learning from the experience. The fourth stage, active experimentation, involves planning or trying out what you learned. ISLA, which stands for Immersion for Spanish Language Acquisition, facilitates a supportive environment for Hispanic children to learn and explore in Spanish. ISLA mission is to provide cost-free heritage language classes, taught 100% in Spanish, include literacy, science, arts, and outdoor education, as well as cultural programs to nurture each student’s unique cultural heritage and multicultural experience. This past year ISLA took 103 Latino students and their families on a 2-day immersive camping trip to Morrow Mountain State Park, provided English classes for forty ISLA parents, and launched HUGS (Helping You Grow in Spanish) music and Spanish Immersion class for infants and toddler. I also would take various “adventures” into the forests that surrounded the ISLA camp. My case study consisted of children ranging from 5-13

Reflection is the method of analysing an activity with a view of changing an existing approach or adopting a new perspective on an experience (Nguyen et al 2014). Boyd and Fales (1983) state “that this process is central to understanding the experiential learning process”. According to Trottier (2015) Open Source Intelligence (OSINT) is the process of an organisation gathering and analysing information that is available to anyone. Websites and applications dedicated to Social media is one of the most popular in OSINT for information generation and wide spread dissemination; security and intelligence agencies can capitalise on these opportunities to covertly study, things such as terrorist group behaviour, cultural contexts and recruiting platforms (Zeng et al, 2010). The British Army employs small investigative teams that conduct an OSINT capability to deliver a similar effect.

My experiential learning took place at East High School with 11th grade students. East High School is located at 1600 City Park Esplanade, Denver CO, 80206. The school is reachable at (720) 423-8300 or online at http://east.dpsk12.org/. The school is closely located off of Colfax and 17th (East High,n.d.). According to US News, East High School is ranked #19 in Colorado. The school has a student body of 2,500 students. In East High, 72% of the student body participate in AP classes, while also having a 53% rate for minority enrollment. They also have 35% are ranked for being economically disadvantaged, overall results all the school receives a 90% graduation rate of the student body. They comprehensive as one of the top schools in the district in Mathematics and English state testing (“Top High Schools,” 2016).

People are not known for the plans that they have, they are known for the things that they accomplish. In saying this the Field Period opportunity provided by Keuka College has put me in many situations to appreciate and acknowledge this difference. At the Eastern Farm Workers Association, when given the chance to learn the true value of donated labor it was never unnoticed. However, this method was one that required total membership involvement, consequently leading the organization to unforeseen consequences such as decreased efficiency and  overall all outreach. Following this same ideology, P.E.A.C.E proved to be an organization that provided a uniquely different but predictable approach to fixing societal inequality

Running track probably benefited me more than most people. When I ran track I just didn’t benefit from the physical exercise, but track benefitted me in many other ways I didn’t come to realize until I did a little self examination on myself. Looking back I realized track didn’t just make me more powerful physically. It also learned that it made me more powerful mentally. Through track I also learned how competitive I am. If I didn’t run track I don’t know if I’d be as physically and mentally powerful, or if I’d be as competitive.

The morning ritual for millions of Americans is waking up in the morning and drinking their favorite blend of coffee. What would happen if you didn’t drink coffee and changed this routine? How would you react? What would you do instead? What would you realize? Habits have this insurmountable power that can shape every aspect of our lives. From the way we dress, to what we eat, to how we communicate can all reflect back to comfort, personality, and routine with controlling aspects in our lives. We act this way because society believes it is acceptable or we dress this way to remain professional in the workplace. It’s possible this thought process could be translated towards culture since this identifiable factors can relate to our

Experiential approach to learning can be an extremely effective form of learning, especially for adults. Confucius said “Tell me, and I will forget. Show me and I may remember” and that saying still applies to today as many adults learn better by experience than they do by the traditional chalk and talk (Conlan, Grabowski & Smith, 2012). The following essay will discuss how to utilize experiential learning in a heavy equipment construction company. It will illustrate how to facilitate student employee learning by doing.

“For the things we have to learn before we can do them, we learn by doing them.” ― Aristotle, The Nicomachean Ethics. Experiential learning is more than watching a teacher in the classroom; it is learning about the passion of education and how to provide students with the tools and inspiration they need to excel. During my experiential learning, I was in three different classrooms: kindergarten, first grade, and second grade. Each classroom was arranged differently to accommodate the students, the kindergarten classroom was arranged more like a Montessori classroom with activities on shelves. The first grade classroom was traditional style with a large carpet for whole group discussion and grouped desks for collaborative and individual work. The second grade classroom was also traditional style with the addition of flexible seating, as well as a large carpet for who group learning. In the kindergarten classroom, they focused on sight words and forming sentences. The first grade classroom mainly consisted of learning about living things and how animals use their structures to get food, as well as individual time for handwriting. The second grade classroom worked mostly on the expanded form of numbers and finding more than one solution to solve a problem, as well as practicing math facts, time, and spelling/writing narratives. The majority of students in all the classrooms were achieving at or above grade level. The students that I worked with in kindergarten were having

These modes are only responsive to certain contexts. Thus, the learning process is portrayed as a learning cycle where the learner assumes each of the four domains; experiencing, reflecting, thinking, and acting (Kolb & Kolb, 2005). The recursive process is responsive to each other; the learner, learning experience, and on the content learned. Immediate or concrete experiences are the impetus for observations and reflections. Without these learning would be impossible even at the very beginning. Later on, reflections then can be assimilated in the old experience and deduced it into abstract concepts from which new implications for action are drawn. These new implications are then used for active experimentation, which leads to new concrete experiences (Kolb & Kolb, 2005). With the production of new concrete experiences it already leads us into a complete cycle of learning under David Kolb's Experiential Learning