1. Experiential Learning Theory
You are doing this!
But,
Why and How does it work?
In reality the Army National Guard trains soldiers in the same way we train ANG dependent youth, through experiences! Our orders are truly the same; assist in the ongoing development of resilient, readied, and retained soldiers via the ongoing development of resilient, readied and retained soldier dependents.

2. Learning through the Experiential lens
“is the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming the experience.”
David A. Kolb (1984, p41)
David A. Kolb is the equivalent to the ‘God Father’ of Experiential Learning Theory, and remains at the forefront continually making modifications.
This process is portrayed as an idealized learning cycle or spiral where the learner “touches all the bases”—experiencing, reflecting, thinking, and acting—in a repetitive process that is sensitive to the learning situation and what is being learned. Learning arises from the resolution of creative tension among four learning modes.

3. Take Note:
1) The focus is on the process of adapting and gaining knowledge and NOT on the outcome.
2) Knowledge does not stand by itself, it is a process of transformation constantly being created and recreated.
The BIG assumption is that we are naturally able to learn and that learning involves the relationship between knowledge acquisition & knowledge transformation.
“Knowledge acquisition”? The act of acquiring knowledge.
“Knowledge Transformation” The act of interpreting and applying knowledge that has been acquired
Being mindful that personal knowledge is in a constant state of flux, continually being molded by new experiences
An individuals perspective on a given experience is changed due to acquired and transformed knowledge gained from past experiences. Even if at face value it seems to be a repeat experience.
As Heraclitus said “No man ever steps in the same river twice, for it’s not the same river and he’s not the same man.”
3) The subjective and objective versions of every experience are transformed by learning

4. Origins of Kolb’s Theory
As our has evolved and the species that reside on it have, so has our outlook on how we learn.
Just as the archaeopteryx is the link between dinosaurs and birds, Experiential Learning has orgins.
Kolb’s Theory has three major influencers Kurt Lewin, John Dewey, and Jean Piaget, as well as his own observations and research.

5. Lewinian Model of Action & Laboratory Training
Origins
Lewinian Model of Action & Laboratory Training
(Kurt Lewin, 1944)
Kurt Lewin - Four Stage Cycle (‘Here-and-Now & ‘Feedback Process’)
With a desire to show both ‘real life’ and scientific value he studied and observed through both in the ‘field’ and the laboratory
Immediate concrete experience is the foundation for
reflection & observation
Observations are integrated into a “theory”
This theory then drives new hypothesis for future actions. This is then used when creating new experiences.

6. Dewey’s Model of Learning
Origins
Dewey’s Model of Learning
(John Dewey, 1938)
John Dewey - describes how learning alters impulses, feelings, and desires of concrete experience into purposeful action
Delay Impulse
Observation of given situation
Knowledge of past, similar situation (memory, info gained from others)
Judgement combines observations and knowledge
Purpose is your resolute action
**Please note there conflict (experience & concepts, observations & action) with in this process and thus requires a more refined and advanced purpose
Born in Burlington, VT!!

7. Interaction between person & environment
Origins
Interaction between person & environment
(Jean Piaget, 1936)
Jean Piaget - experience & concept, reflection & action
From birth til death our development changes from a firm prodigious vantage point to an intangible creationist vantage point construction, from a dynamic selfish vantage point to an insightful adopted level of knowledge – depicted here as the red line.
This assumes four major stages of cognitive growth from 0yo-16yo.
Sensory Motor - 0-2yo; mostly concrete and active learning which. Knowledge is gained mostly via associating stimulus and response
Presentational – 2-6yo; learning is novel in nature via manipulating observations and images; amazed by ability to gather mental pictures and expand overall perspective of the world
Concrete Operations – 7-11yo; learning is ruled by the reasoning of past lessons and associations; concepts and theories shape experience
Formal Operation – 12-16yo; back to an active process which has been tweaked by the acquisition of reflections and intangible ability which has been gained
**gathering and organizing information, to separating and managing information, to the assumed, and to ‘sound’ validation and evidence

8. Bringing them together
Kolb used those three learning models in combination to revolutionize learning to show truly how dynamic and constant the act of learning is.
As well as acknowledging that every one of us approaches knowledge acquisition & transformation in a different way = individualized

9. Six Building Blocks of ELT
Best perceived as a process, not in relation to results.
Learning is a holistic endeavor of adaptation to the world.
Learning results from synergetic transactions between the person and the environment.
ALL learning is re-learning.
Although punctuated by knowledge milestones, learning does not end at an outcome, nor is it always evidenced in performance. Rather, learning occurs through the course of connected experiences in which knowledge is modified and re-formed. Dewey says “education must be conceived as a continuing reconstruction of experience: … the process and goal of education are one and the same thing.”
Piaget called this proposition constructivism—individuals construct their knowledge of the world based on their experience and learn from experiences that lead them to realize how new information conflicts with their prior experience and belief. Facilitate a process that pulls out the students beliefs and ideas about a topic so that they can be studied and tested and combined with new, refined ideas.
Conflict, differences, and disagreement are what drive the learning process. These tensions are resolved in iterations of movement back and forth between opposing modes of reflection and action and feeling and thinking.
Learning is not just the result of cognition but involves the integrated functioning of the total person—thinking, feeling, perceiving and behaving. It encompasses other specialized models of adaptation from the scientific method to problem solving, decision making and creativity.
n Piaget’s terms, learning occurs through equilibration of the dialectic processes of assimilating new experiences into existing concepts and accommodating existing concepts to new experience. Following Lewin’s famous formula that behavior is a function of the person and the environment, ELT holds that learning is influenced by characteristics of the learner and the learning space.
knowledge is viewed as the transaction between two forms of knowledge: social knowledge, which is co-constructed in a socio-historical context, and personal knowledge, the subjective experience of the learner. This conceptualization of knowledge stands in contrast to that of the “transmission” model of education in which pre-existing, fixed ideas are transmitted to the learner. ELT proposes a constructivist theory of learning whereby social knowledge is created and recreated in the personal knowledge of the learner.
Learning requires the resolution of conflicts with tensely opposing modes of adaptation to the world.
Learning is the process of constructing knowledge.

10. -VS-
For example; experiential learning is going fly-fishing and learning through observation and interaction with the river environment, as opposed to reading “The Orvis Fly-Fishing Guide” a book about fishing. So, one makes discoveries and experiments with knowledge firsthand, instead of hearing or reading about others' experiences. 
Concrete Experience?? – fisherperson goes fly-fishing on the White River, VT attempting to catch a fish
Reflective Observation?? – fisherperson ponders their performance, especially on their fly selections
Abstract Conceptualization?? – fisherperson call Kelly (aka: a well versed fisherman) regarding their fly selections
Active Experimentation?? – fisherperson uses knowledge acquired from Kelly and their own experience to plan for next fly-fishing adventure

11. David Kolb’s Learning Cycle
Concrete
Experience
(doing / having an experience)
David Kolb’s Learning Cycle
(1984)
Transform Experiences
Reflective
Observation
(reviewing / reflecting
on the experience)
Active
Experimentation
(planning / trying out what you have learned)
Grasp Experience
Abstract
Conceptualization
(concluding / learning
from the experience)

12. This is your Brain on ELT
link between ELT and neuroscience research, suggesting that this process of experiential learning is related to the process of brain functioning. “Put into words, the figure illustrates that concrete experiences come through the sensory cortex, reflective observation involves the integrative cortex at the back, creating new abstract concepts occurs in the frontal integrative cortex, and active testing involves the motor brain. In other words, the learning cycle arises from the structure of the brain.” (Zull, 2002)
(Zull 2002)

13. Kolb’s Four Learning Modes
Concrete Experience
Focus on the experience and immediate human interactions. The unique and complex nature of the experience.
*Feeling rather than thinking.
Reflective Observation
Focus on the meaning of concepts and situations through prudent observations and descriptions.
*Reflection and understanding over action and practicality.
Abstract Conceptualization
Focus on logic, ideas, and concepts.
*Thinking rather than feeling.
Active Experimentation
Focus on influencing people and changing the experience.
*Practicality and action over reflection and understanding.
CE- Reality over theories & generalizations // Artistic/intuitive over systematic/scientific
RO- What is true or how things happen over what will work
AC- Scientific over artistic approach
AE- What works over absolute truths // Emphasis on doing over observing
**EL requires abilities that are opposing, and that warrants us as learners to be constantly select which set of abilities we use in any given situation.

14. Kolb’s Four Basic Learning Styles
Assimilating
Dominant learning modes are Abstract Conceptualization and Reflective Observation. Best for grasping a broad spectrum of information and boil it down into logical form.
Diverging
Dominant learning modes are Concrete Experience and Reflective Observation. Best for observing concrete perspectives from many vantage points.
Converging
Dominant learning modes are Abstract Conceptualization and Active Experimentation. Best for identifying the practical use for ideas, as well as having the capacity to solve problems and make decisions that reflect solutions to problems.
Each person has their own unique Learning Style which determines how we travel through this process that is learning determined by an individuals innate preferred Learning Modes (CE,RO,AC,AE)
Diverging – People who perform better in situations which include a multitude of ideas- tend to have broad cultural interests, like to obtain and retain information, people person, imaginative and emotional, prefer group work
Assimilating – less focused on people and more on intangible concepts (theories over practicality)// IT and science oriented careers//prefer to learn via reading, lectures, analytical models, along with having ample time to ponder on
Converging – enjoy technical tasks more than social issues// lean toward the specialist and tech fields// prefer experimenting, simulating, and practical applications
Accomodating– look to other people for information more than self// lean towards action-oriented careers//prefer group work, goal setting, field work, testing various approaches
** These 4 Styles encompass ALL learners determined by the given entry point into the Learning Cycle
Accommodating
Dominant learning modes are Concrete Experience and Active Experimentation. Best for ‘hands-on’ activities, act on ‘gut-instinct’ more than logic.

15. Concrete Experience Reflective Active Observation Experimentation
(doing / having an experience)
Accommodating
Diverging
Transform Experiences
Reflective
Observation
(reviewing / reflecting
on the experience)
Active
Experimentation
(planning / trying out what you have learned)
Grasp Experience
Learning Styles and their respective preferred entry point into the Learning Cycle
Diverging – prefer time to reflect on situation/concept and observe others
Assimilating – correlating current situation to knowledge gained via past experiences and gained from concepts
Converging – contemplate application of theory in practice
Accommodating – dive right in head first/”right-foot-forward”
With years of continued research and development of this theory it became widely thought that having only 4 learning styles did not allow for the vast diversity in the uniqueness of individual learners. So, it was determined in 2013 that additions and modifications were warranted.
Abstract
Conceptualization
(concluding / learning
from the experience)
Converging
Assimilating

16. Expansion of Learning Styles from four to nine!
Initiating action to deal with experiences and situations.
Experiencing-finding meaning from being TRULY engaged in the experience.
Expansion of Learning Styles from four to nine!
(Kolb,2013)
Imagining possibilities by observing and reflecting on experiences.
Reflecting-connecting experience and ideas through sustained reflection.
Analyzing-combining ideas into concise models and systems via reflection.
Thinking-focused involvement in abstract and logical reasoning.
Deciding-using theories and models to decide on solutions and corresponding actions.
This expansion is due to evidence gathered both in the field and clinical studies. This expansion permits further refinement of an individuals unique learning abilities and clears some confusion due to the opposition between the original four. This expansion also establishes the concrete evidence that the uniqueness of an individuals learning style is DIRECTLY impacted by an individuals Personality Type, Education, Career, Job Role, Adaptive Competencies relating to the task at hand.
characterized by the ability to initiate action in order to deal with experiences and situations. It involves active experimentation (AE) and concrete experience (CE).
characterized by the ability to find meaning from deep involvement in experience. It draws on concrete experience (CE) while balancing active experimentation (AE) and reflective observation (RO).
characterized by the ability to imagine possibilities by observing and reflecting on experiences. It combines the learning steps of concrete experience (CE) and reflective observation (RO).
characterized by the ability to connect experience and ideas through sustained reflection. It draws on reflective observation (RO) while balancing concrete experience (CE) and abstract conceptualization (AC).
characterized by the ability to integrate and systematize ideas through reflection. It combines reflective observation (RO) and abstract conceptualization (AC).
characterized by the capacity for disciplined involvement in abstract and logical reasoning. It draws on abstract conceptualization (AC) while balancing active experimentation (AE) and reflective observation (RO).
characterized by the ability to use theories and models to decide on problem solutions and courses of action. it combines abstract conceptualization (AC) and active experimentation (AE).
characterized by a strong motivation for goal directed action that integrates people and tasks. It draws on active experimentation (AE) while balancing concrete experience (CE) and abstract conceptualization (AC).
characterized by the ability to adapt; weighing the pros and cons of acting versus reflecting and experiencing versus thinking. It balances concrete experience, abstract conceptualization, active experimentation and reflective observation.
Acting-strong motivation for goal directed action that incorporates people and tasks.
Balancing-adapting by weighing the pros & cons of acting –vs- reflecting and experiencing-vs-thinking.

17. Active Experimentation Reflective Observation
Concrete Experience
Accommodating
Balancing
Experiencing
Imagining
Reflecting
Analyzing
Thinking
Deciding
Acting
Initiating
Diverging
Active Experimentation
Reflective Observation
Eight stage learning cycle with BALANCING in its obvious CENTRAL location. This illustrates how our unique style represents their preferred spot in the cycle.
By combining of the original style and original modes to establish the Eight Dialectics of Learning
This cycle demonstrates that The Initiating style has a strong preference for active learning in context (Accommodation) while the Analyzing style has a strong preference for reflective conceptual learning (Assimilation). The Imagining style has a strong preference for opening alternatives and perspectives on experience (Diverging) while the Deciding style has a strong preference for closing on the single best option for action (Converging).
Assimilating
Converging
Abstract Conceptualization

18. Kolb’s Learning Style Inventory 4.0
A Self-Reporting method to act as a diagnostic tool to look closer at an individuals relationship to the nine learning styles.
To serve as an educational tool to increase individuals’ understanding of the process of learning from experience and their unique individual approach to learning.
Increases awareness of personal learning style and that of others
To provide a research tool for investigating experiential learning theory (ELT) and the characteristics of individual learning styles.
Designed to meet testing standards developed by American Educational Research Association, the American Psychological Association, and the National Council of Measurement in Education(1999)

19. Sweet, Let’s Evolve!
Alright, you have now underwent ‘Knowledge Acquisition’.
Now, for the ‘Knowledge Transformation’

20. Practical Steps for Developing self
as a Learner
(Kolb & Kolb, 2013)
Trust your experience
2. Trust the learning process
3. Redefine relationship to failure
4. Let go of strong emotional responses in order to learn from failure
5. Reassess your beliefs
Let’s transform this knowledge by first becoming our own best Learner.
6. Monitor the messages you send yourself
7. Balance your success/failure accounts

21. The Educator Role Profile (ERP) describes four role positions—Facilitator, Expert, Evaluator and Coach. Educators play these roles as they help learners maximize learning by moving through the four stages of the experiential learning cycle.
• The Facilitator Role. When facilitating, educators help learners get in touch with their personal experience and reflect on it. They adopt a warm affirming style to draw out learners’ interests, intrinsic motivation and self-knowledge. They often do this by facilitating conversation in small groups. They create personal relationships with learners.
• The Expert Role. In their role as subject expert, educators help learners organize and connect their reflections to the knowledge base of the subject matter. They adopt an authoritative, reflective style. They often teach by example, modeling and encouraging critical thinking as they systematically organize and analyze the subject matter knowledge. This knowledge is often communicated through lectures and texts.
• The Evaluator Role. As a standard setter and evaluator, educators help learners master the application of knowledge and skill in order to meet performance requirements. They adopt an objective results-oriented style as they set the knowledge requirements needed for quality performance. They create performance activities for learners to evaluate their learning.
• The Coaching Role In the coaching role, educators help learners apply knowledge to achieve their goals. They adopt a collaborative, encouraging style, often working one-on-one with individuals to help them learn from experiences in their life context. They assist in the creation of personal development plans and provide ways of getting feedback on performance.
(Kolb & Kolb, 2013)

22. Comments? Questions?
Not so fast!

23. Experiential Learning Theory Session II
What is this?
What do you know about it?

24. Thank You!
Brian Stoudnour  Vermont National Guard Lead Child & Youth Coordinator - Contractor O: (802) |  M: (802)   |  F: (802) Camp Johnson, Vermont National Guard  Family Programs 789 Vermont National Guard Road Colchester, VT

25. Resources
Kolb, David A.; Boyatzis, Richard; Mainemelis, Charalampos (1999). Experiential Learning Theory: Previou Research and New Directions. Case Western Reserve University
Yeganeh, Baubeck (2006). Mindful Experiential Learning. Case Western University
Kolb, Alice; Kolb, David A. (2013). Kolb Learning Style Inventory 4.0. Experience Based Learning Systems, Inc.
Eickman, Paul; Kolb, Alice; Kolb, David (2002). Designing Learning
Kolb, David A.(1984). Experiential Learning. Case Western University
Piaget, Jean (1936). Origins of intelligence in the child. London: Routledge & Keegan Paul
Dewey, John (1938,1963) Experience & Education. New York: Collier Books
Lewin, Kurt (1946) Action Research and Minority Problems. Journal of Social Issues
Zull, James (2002) The are of changing the brain: Enriching teaching by exploring the biology of learning. Virginia, Stylus Publishing

26. Orange Adjectives Expensive Florida Sweet Vitamin C Juice Energy
Citrus
Peel
Fragrant
Difficult
Zest
Anti-Oxidant
Messy
Burn
Heartburn
Stuff under fingernails
Screwdriver
Orange
Burns open wounds=papercuts
Bumpy Skin
Tart

27. William James Dual Knowledge Theory
Knowledge About Knowledge of Acquaintance (thought) (thing)
Learned from books Learned from Experience
Abstract Concepts Concrete Experience
Explicit Tacit
Thinking Sensing & Feeling
“if it be the self-same piece of pure experience taken twice over that serves now as thought and now as thing…how comes it that its attributes should differ fundamentally in the two takings? As thing, the experience is extended; as thought, it occupies no space or place. As thing, it is red, hard, and heavy; but who ever heard of a red, hard, or heavy thought.”
knowing through Concrete Experience and Abstract Conceptualization. Emphasize that we all know the world in both ways and that it is by integrating these two ways of knowing though the transformation dimension of action and reflection that we learn and create.
Now put yourselves in the experiencing mode for one minute. Have them share their experience.
Ask:
Which mode was easier for you to get into?
What techniques did you use to get into the modes?
Are you able to “toggle” between modes in your daily life or do you get stuck in one?
What are the pluses and minuses of each mode for learning? For productivity? For creativity? For personal relationships?
What action steps can you take to integrate both modes in your daily life?