“For the things we have to learn before we can do them, we learn by doing them” (Aristotle in Nichomachean Ethics)

Let’s say you want to get a driving license. You study all the traffic rules and try to remember all the traffic signs. What’s missing is the practice. Or your own experience. Once you have the know-how AND experience, you are ready to hit the roads with the licence in your pocket.

Learning happens in so many different ways. Just like getting your driving license, an effective learning process involves motivation, information, reflection, thinking, experimenting, and finally putting new ideas and concepts into practice. This is referred to as experiential learning.

One of the models of experiential learning was created and presented by David Kolb, an American educational theorist. The model emphasises the following:

  • the importance of students’ motivation to learn,
  • being actively involved in their own learning,
  • students’ ability to reflect on the experience,
  • using analytical skills to conceptualise the experience,
  • using make decisions, and,
  • using their problem-solving skills.

The four stages of Kolb’s experiential learning cycle are shown in the image above.

Let’s have a closer look at each phase of Kolb’s Learning Cycle:

Phase 1: Concrete Experience: Feeling

The first stage is represented by the learner’s concrete experience. At this stage, students learn intuitively and according to what they’ve felt when they experienced any random or complex situation. Positive feelings are directly linked to motivation to learn further.

For example, imagine you’re travelling for a holiday and your destination is Costa Rica. You probably don’t have a lot of knowledge before you visit this beautiful country. During your holiday, you learn about people or new words. You learn about their traditions, history, monuments, and much more. This learning was based on your concrete experience and learning was very natural and not intentional.

Teaching Tip: You can design experiences which have a high learning potential, e.g., internship, field trips, networking opportunities, visiting museums, galleries, exhibitions, etc.

Phase 2: Reflective Observation: Watching

The second stage focuses on watching or observing the new situation. This involves evaluating, searching, and analysing connections. Students begin to expand their perspective and develop different points of view, drawing new meanings from experiences.

For example, you learned a lot of new things during your holiday! Now, you try to link it with your current knowledge, you look at things from different angles. Your new experience had a huge influence on the way you “see things”.

Teaching Tip: At this stage, you can help your students reflect on their experience. Ask them questions, challenge their minds. Go beyond asking them to share and recount what they did, but challenge them to think deeply,  and link to other concepts, etc. Be sensitive to hints – if your student is excited while speaking about food markets, use questions rather than hints to let students discover what was so exciting about the food markets and how the idea can be innovated.

Phase 3: Abstract Conceptualisation: Thinking

At this stage, students think about their experience and the situation. They fit new information into existing concepts. They then go on to create new concepts and ideas or modify the existing concepts.

For example, during your holiday, you experienced a different cultural approach towards work. You observed that people do not just have a 1-hour lunch break, but instead take a  siesta which takes 2-3 hours due to heat. Exciting, right? Your existing concept of 1-hour lunch breaks is challenged by your new experience. You think about the concept and you think about how you can modify the existing concept or you want to create a new concept within your own culture/environment.

Teaching Tip: This stage is crucial – encourage your student to think, to create new ideas, to come up with creative, unusual or original ideas! Your student might feel really shy or “stupid” to even tell these ideas. Your support can make a huge difference, and might even lead your student to win a Nobel Prize one day. Who knows?

Phase 4: Active Experimentation: Doing

The final phase is much more than learning by doing. Students do not only influence other people or change the situation, they also apply new knowledge or skills in a new environment. Students use the theory of an existing concept AND they actively apply the concept. In other words, based on the concrete experience, thinking and doing, they are able to create new concepts.

In the final stage of your learning cycle, you actively experiment with the new concept of the 2-3 hour siesta – you search for ways to influence people around you, to experiment with the new concept, to create the concept which will be suitable in your own environment and, most importantly, you experiment and implement it.

Teaching Tip: At the final stage, again, support your student, ask questions, and encourage them to actively apply their knowledge. Assure your student that failing is a necessary part of creating and creativity. Your student can feel really exhausted when all their effort is not working! Your role is to tell them “You’re on the right track, keep trying!”.

You can see that an unintentional experience can lead to a completely new concept of lunch breaks in your own company!

As a teacher, you have all the resources to create an awesome online course and extraordinary learning experiences! Use all the resources – not just Google, or libraries, but also reach out to inspirational teachers around you. Don’t be afraid to create your own resources to build a course your students will never forget and will not want to finish!

Posted by Katarina Chmolova

I have a drive for life; I have a passion for constant learning and teaching, I have hopes and dreams for the future. And besides that, I have a creative mind! PROFESSIONAL PATHWAY I completed my studies at Comenius University in Slovakia where I received Master and PaedDr Degree in Education. My focus was on an education of children and adults with additional behavioural needs and on supporting their involvement in the educational programs and processes. During my studies, I started to work as an Assistant Social Worker for European Refugee Fund. Our primary goal was to assist asylum seekers with access to education, medical and social services to significantly improve the quality of their lives. My career path continued when I started working as a Kindergarten Teacher at International Kindergarten and, afterward, at Cambridge International School. In 2011, I welcomed the opportunity to become an Educational and Branch Coordinator at Cambridge International School. I directly contributed to developing programs focused on innovations in education, implementing active learning methods and strategies into a traditional educational environment and providing initial and ongoing training for new employees. Currently, I'm working as a Learning Designer at OpenLearning in Sydney. PERSONAL DRIVE AND PASSION I firmly believe that everyone can reach their potential in learning and in achieving life goals. Each student, no matter the age, has capabilities and own unique strengths. I was always driven to succeed, to try and to risk, to improve and to create. And as my friends say, I'm also stubborn and willing to be part of fair play. I also want my students to take their opportunities, to follow their dreams and ambitions and to do what they believe. I support them in developing creative minds and independent thinking while being the great team players. I have many personal and professional dreams and hopes. But most importantly, I wish to be part of a society where people are influential individuals balanced by being exceptional team players. And of course, to be part of a process of creating this community.

One Comment

  1. […] than have students read or watch a video about their topic of study, experiential learning involves students experiencing it first-hand, making observations and learning from their […]



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