ExpLearn

=**Experiential Learning**= **Monitor:** Colin

This is a cyclical model, rooted in the active doing or experiencing of something. The model has 4 key points.
 * Description**
 * 1) **Experience** (DO): Where the student actively experiences something.
 * 2) **Reflection** (OBSERVE): Where the student has the opportunity to look back at the experience and reflect on it.
 * 3) **Forming abstract concepts** (THINK): The student then is able to construct theories or idea that are then the basis of developing new things to test in order to determine if these conceptualizations are correct.
 * 4) **Experimentation** (PLAN): The student then decides what activity would best test their new concepts and plans to move to the DO stage (# 1).

Science classes seem to present a good model of the Experiential Learning Theory in action. A student undertakes an activity in the class, and as a result experiences a concept. They then are able to observe the outcome of the activity, and reflect on what it meant. Following this they develop theories that they think are able to explain the observed results. Based on these concepts, they develop further hypotheses and activities that are able to be tested, as well as the activities that will best test their ideas. These planned activities become the next experience point for the student in the cyclical process. **Specific Example:** I'll use the idea of UV beads that I used in the short presentation last week. UV Beads are little plastic beads that change colours when exposed to UV radiation (i.e. when you go outside). An example of this is theory is action would be to simply give the students some beads and have them make jewelery with them, a bracelet works well. Over the course of several days, they simply wear them around (DO) and observe what happens in different locations. Upon returning to class they discuss the observations and reflect on what they noticed (OBSERVE). They are then able to construct ideas in their mind as to what the beads illustrate and are able to develop theories to explain this developing knowledge (THINK). Then they have the opportunity to decide how to test their theories with a new set of activities, then can then develop tests or experiments that would look at different aspects of the beads and the light effecting them. Some may chose to test under different lights, or test various sun blocking products. This (PLAN) stage sets the students up for the next round of activities where they (DO) again, and repeat the cycle.
 * Concrete Examples**

Example 1 - [|Effect of Environment on New Life Form] ** (Colin) ** In this Gizmo, from Explorelearning.com, the students get an opportunity to experience the factors that effect the growth of a species of alien. They are able to manipulate variables that control the amount of sunlight, the temperature, and the amount of water that is available. They can observe that only one variable seems to effect the population of aliens, and then develop theories as to what will happen when they vary that variable and what the effect will be. Then they are able to put the plan into action and see the outcome.
 * WBLT Examples**

Video Explanation In this Jing video, the Gizmo is looked at with a view as to how it can incorporate Experiential Learning Theory.

Example 2 - [|Electricity Circuits] ** (Naseem) ** In this example the student learn some basic concepts about electricity circuits. The student actively **experiences** the effect of changing some electricity components on the bulb. The student then observes and records the changes. A theory or concept can then be constructed based on the observed results. Example 3 - [|Growing plants]** (Audrey) ** In this gizmo, students experience how playing with the different variables (3 types of seeds, fertilizer, compost, daily water, light available) (one at a time or several together) affects the growth of the potted plant. They also get to measure height and mass from day 1 to day 50. From what they observe, students can reflect on what they observe and construct theories about growing plants.

Example 4 - Cat and Mouse** (Mike) ** Here the student experiments with slopes of lines, and the relationship to rates of change (speed) and points of intersection. By changing the various parameters, the student will immediately see the effect and formulate a theory as to when the cat will catch the mouse. Through observing the results, the student can then test his/her hypotheses.

Example 5 - Archimedes Principle ** (Elita) ** In this Gizmo, users can choose how much weight they put in a boat to see how far it sinks in a tank of liquid. The dimensions of the boat, the density of the liquid can be easily adjusted to see how it affects the boat's position in the liquid.

Experiential Learning described at Learning-Theories.Com **
 * References