Experiential learning

Experiential learning
Involves reflecting one’s
experience to generate and
continually update an action theory
that guides the effectiveness of
one’s actions
Procedural learning
• Learn the theory conceptually
• Translate this conceptual understanding into a set of skills
• Use the learned skills
• Eliminate errors in using the skills by practice so that you would
achieve routine use, automated level of mastery

Only by using group skills will you gain an understanding of what group
dynamics is and how useful it can be.
To understand, you have to do.

You learn from the combination of

experience and the
conceptualization of your
experiences
Action theories
Theories about what steps need to be taken to achieve a desired
consequence in a given situation.

When behavior is automatic, action theories are based on tacit

knowledge – we are rarely aware of them

 Has an if-then form

 Normative
 As a result, the learner’s
› Cognitive structures change
› Attitudes are modified
› Behavioral repertoire is expanded

 The three elements are interconnected – one’s whole

cognitive-affective behavioral system has to change. Change
in only one component will not do it
 Take action on the basis of
one’s current action theory
-------------------------------------
Implement revised action
theory by taking modified
action
Assess consequences and
obtain feedback

Reflect on how effective

actions were and
reformulate/refine the
action theory
Principles based on the theories of
Lewin
 Principle 1: Effective experiential Principle 2: People believe more in
learning affects the learner’s cognitive knowledge they have discovered
structures, attitudes and values, themselves than in knowledge
perceptions and behavioral patterns presented by others

Principle 4: New action theories,

attitudes, and behavioral patterns
Principle 3: Learning is more
cannot be accepted using a piecemeal
effective when it is an active rather
approach; one’s entire cognitive-
than a passive process
affective behavioral system has to
change
 Principle 6: It takes more than
firsthand experience to generate valid
Principle 5: It takes more than
knowledge. As Lewin stated, for
information to change action theories,
thousands of years people experienced
attitudes and behavioral patterns
the effects of gravity without coming
to the correct theory of gravity

Principle 7: Behavioral changes are Principle 8: Perceptions of oneself and

temporary unless the the action one’s social environment must change
theories and attitudes underlying them before changes in action theories,
are changed. attitudes and behavior can take place.
 Principle 9: The more supportive,
accepting and caring the social
environment, the freer a person is
to experiment with new behaviors,
attitudes and actions
Principle 11: It is easier to change
a person’s action theories,
attitudes and behavioral patterns
in a group context than in an
individual context
Principle 10: In order for changes
in behavior patterns, attitudes and
action theories to be permanent,
both he person and social
environment have to change
Principle 12: A person accepts a
new system of action theories,
attitudes and behavioral patterns
when he or she accepts
membership in a new group.
Experiential learning and
motivation
Experiential learning stresses psychological success,
the sense of accomplishment in learning

Evidences according to Lewin, Dembo, Festinger and

Sears (1944)
You have the opportunity to define your goals

These goals are based on your central needs and values

You have the opportunity to define the paths to goal

accomplishment

In setting the goals, you have a realistic level of aspiration,

that is, the goals are challenging but not impossible to achieve
Learning group skills
All skills are learned the same way according to
these steps:

Understand why the skill is
important and how it can be
of value to you
Find situations in which you
Understand what the skill is,
can practice the skill over
what component behaviors
and over again while a
you have to engage in to
coach watches and tells you
perform the skill, and when
how well you are
the skills should be used
performing it

Keep practicing until the

Load your practice toward skill feels real and it Assess how well the skill is
success becomes an automatic habit being implemented
pattern

Get friends to encourage

Help others learn the skill
you to use the skill
Role Playing
Participant-observer
 Learning How To Be A Participant-Observer

Participate actively Observe group members’ actions

and the overall group process

Engage in modified behavior in

next group meeting Give and receive feedback

Reflect on feedback personally and jointly with other group

members and set goals for improvements
Conducting skill-training exercises
Ethics of experiential learning
• The contract: informed consent and mutual agreement
• The activities
• The coordinator’s knowledge, skills and needs


Experiential learning