UniServ Academy – Experiential Learning Cycle What? Do I know the facts or information ? (KNOWLEDGE) How? Am I able to do it? Can I do it? (SKILL) Why? Do I want to do it? (or) What’s in it for me? (or) Why it needs to be done? (ATTITUDES) Key Principles of Training Adults:

UniServ Academy – Experiential Learning Cycle Applying (Planning More Effective Behavior) Generalizing (Inferring Principles About the “Real World”) Processing (Discussion of Patterns and Dynamics) Publishing (Sharing Reactions and Observations) Experiencing (Activity, “Doing”) The Experiential Learning Cycle

UniServ Academy – Experiential Learning Cycle Experiencing Making products Role playing Problem solving Analysis of case materials Self-disclosure discussion Writing Lecture Publishing “Sharing” adjectives of people’s feelings or free association Subgroup sharing “What we saw/how we felt” Posting reports (newsprints) Interviewing pair - talk about what you saw and how you felt Circle check, or go around the group Applying Consult in pairs or trios about “Back Home” situations Develop goals and action steps to do back home Make “contacts” to each other about doing something Role play back home situations Generalizing Discuss/list statements of “What I learned” Journaling “What I learned” Identify through discussion in large group key terms or ideas Processing Process observers reports Theme discussions Sentence completion: “My motivation was…”, “I saw…” Questions/reaction sheets Discussion of behavior A Sample of Types of Activities (Techniques) Used in Each Segment of the Experiential Learning Cycle

UniServ Academy – Experiential Learning Cycle Lecture A statement of ideas, information Publishing Ask participants what was the most important idea that was expressed (depending on numbers, have everyone say it, or have pairs or small groups report after discussion). Applying In pairs (or teams from the same local), have participants figure out how to use these ideas “back home”. Report this out to the total group. Generalizing In large group, ask the question “So what?” Then list the statements made that explain what they learned from the lecture. Processing In large group, discuss what ideas seemed to come up the most, why, and what seemed to get ignored and why. A Sample of The Kinds of Activities Used to Support a Lecture in the Experiential Learning Cycle