EXPERIMENTAL LEARNING

AND
TEACHER GUIDED LEARNING

-Prepared by
JEBITHA SJ
Department of Physical Science
 Learning
• Carl Rogers distinguished two types of learning cognitive
and experimental.
• Coginitive learning corresponds academic knowledge.
• Experimental learning corresponds to applied knowledge.
EXPERIMENTAL LEARNING

• Process of learning through experience and is more specially defined as

learning through “reflection on going”.
• The general concept of learning through experience is ancient.
• Aristotle wrote “for the things we have to learn before we can do them,
we learn by doing them”.
• In 1970 David A kolb helped to develop the modern theory of
experimental learning,drawing heavily on the work of John Dewey, Kurt
Lewin and Jean Piaget.
 Experimental learning can exist without a
teacher and solely to meaning making
process of the individual’s direct experience.

However a genuine learning require certain

David Kolb’ elements.

Experimental
learning According to Kolb, knowledge is continuously
gained through both personal and
environmental experiences.

Kolb states that in order to gain genuine

knowledge from an experience the learner
must have four abilities.
Four abilities

1 2 3 4
The learner must be The learner must be able The learner must The learner must
willing to be actively to reflect on the possess and use possess decision making
involved in the experience. analytical skills to and problem solving
experience. conceptualize the skills in order to use the
experience. new ideas gained from
the experience.
David kolb’s
experimental
learning
• Concrete experience : A new experience of
situation is encountered or a reinterpretation of
existing experience.

• Reflective observation : Reviewing or reflecting

on the experience observation and reflection on
that experience.
Abstract conceptualization : Reflection gives rise
to new idea or a modification of an existing abstract
concept and leads to generalizations.

Active experimentation : The learner used to

test hypothesis in future situation, resulting in new
experiences.
Teacher guided learning
 Teacher guided This method
learning helps to encourages students
develop concepts by to build research
themselves and the skills that can be
responsibility for used throughout

Teacher-
learning rests with their education
them. experiences.

guided
learning This prepare
It is about students
taking control of
students to lead
their learning
through a discovery
through a managed
process.
process.
 Teacher guided
learning can build
background • Teachers know what their students to understand
knowledge of the beforehand.
topic before letting • Students know what the outcome of learning will
students take the be.
control in developing • Teacher start with overall guiding questions.
their own learning
This help students develop ways to solve problem and prepare them
to lead their own learning by the end of each unit.
The purpose of this method is to make students being creative
problem solvers.
As the teacher start to pose questions students start to pose question
students for themselves in a way that they can create learning.
Example : problem solving during maths class.
Teacher guided learning sequence

Learning Independent
Focus
check work

Rework /
Review
Revise
Focus
• Introduction to objective, task and content.

Learning check
• Identify prior knowledge and confirm the strategies and skills and knowledge
to be developed. Teacher initially monitors, identifying strengths and possible
areas of attention.

Independent work
• Pupils work individually or in pairs monitored by the teacher.
Rework / Revise

 Students are encouraged to return to the task with support and

guidance from the teacher.
 Students strengths are indicated and that pupils are given the
confidence and support to revise and reshape their work in a
constructive way.
 This art of the session can produce significant developments and
acceleration in learning.
Review
• This session concludes with
group reflection on the
progress made and strategies
used with the aim of enforcing
the learning objectives,
discussing how the skills and
knowledge can be applied
elsewhere and identifying
further targets of learning.