Difference between revisions of "Experiential Learning"
From Learning and training wiki
| Line 12: | Line 12: | ||
| '''Activists''' | | '''Activists''' | ||
| Concrete experiences | | Concrete experiences | ||
| − | | Attending | + | | Attending training workshops |
|- style="border:1px solid #D87A35;background:white;color:black;" | |- style="border:1px solid #D87A35;background:white;color:black;" | ||
| '''Reflectors'''|| Reflective observation, reviewing, and thinking || self-reflections, peer observation, and assessment | | '''Reflectors'''|| Reflective observation, reviewing, and thinking || self-reflections, peer observation, and assessment | ||
Revision as of 11:52, 29 August 2008
 EXPERIENTIAL LEARNING |
| Process by which experience is translated into concepts then used to guide choices in new situations, building new experiences. The theory of experiential learning has been developed by the psychologist David Kolb who sees immediate and concrete experiences as the basis for observation and reflection, producing new implications for new experiences. The Kolb’s experiential learning theory has four learning styles: [1] |
| Learning style | Content | Examples |
|---|---|---|
| Activists | Concrete experiences | Attending training workshops |
| Reflectors | Reflective observation, reviewing, and thinking | self-reflections, peer observation, and assessment |
| Theorists | Converging, abstract conceptualization, and exploring | Readings and personal development |
| Pragmatists | Accommodating, planning, using lessons learned, and active experimentation | Practical issues |
References
- ↑ www.businessballs.com(30 June 2008), www.odi.org.uk/alnap (30 June 2008), www.reliefweb.int ] (30 June 2008)