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• Experiential Learning
• Applied Improvisation

•  Experiential Learning
  
  
• Kolb (1984) provides one of the most useful descriptive models of the adult learning process available. This model has four stages which follow from each other:
  
  - Concrete Experience : Doing/having an experience "Something happens"
  - Reflective Observation : Reviewing/reflecting on that experience "What happens?"
  - Abstract Conceptualisation : Concluding/learning from that experience"So what?"
  - Active Experimentation: Planning/try out what has been learnt "Now what?"
  Active experimentation allows us to test what we learn in new and more complex situations. The result is another concrete experience, but this time at a more complex level.
  
  To be effective learners we must :
  (1) perceive information,
  (2) reflect on how it will impact some aspect of our life,
  (3) compare how it fits into our own experiences,
  (4) and think about how this information offers new ways for us to act.
  Learning requires more than seeing, hearing, moving, or touching to learn. We integrate what we sense and think with what we feel and how we behave.
  
  The word, “experiential” in experiential learning is not about games or movement or menufactured experiences, it is about connecting to each participant’s personal experiences.
  
  Debriefing is an important part of experiential learning activities.
  
  Experiential learning useful links