Experiential learning is the process of learning by doing, and is based on both constructivist and interdisciplinary learning. This dynamic approach to education emphasizes learning through direct experience, essentially, learning through life. Grounded in the work of educational theorists such as John Dewey, Jean Piaget, and David Kolb, this method encourages students to actively engage in the learning process (Harsma et al., 2021.) Rather than passively absorbing information through lectures or textbooks, students participate in hands-on activities that can help foster a deeper understanding and improve critical thinking (Harsma et al., 2021.)

A key characteristic of experiential learning is its reviving process, as outlined in Kolb’s Experiential Learning Theory (ELT.) This process consists of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation (Kolb, 2015.) Firstly, in concrete experience, learners engage in a direct experience, such as a lab experiment, internship, etc. Secondly, they participate in reflective observation which naturally happens when we have new experiences. Students in this stage start to reflect on their personal experiences, drawing insights and noticing patterns. Thirdly, they connect their observations to theoretical frameworks, helping to bridge the gap between practice and academic knowledge. Finally, they apply the concepts they have learned from their new academic situations and apply it to the real world, reinforcing and expanding their understanding (Kolb, 2015.) Other characteristics of these stages include collaborative learning, critical analysis, engagement in purposeful endeavours, and encouraging the big picture perspective (Harsma et al., 2021.)

Experiential learning plays a crucial role in my groups education topic: differentiation in learning by accommodating diverse student needs and abilities. By offering a variety of hands-on experiences and applying the experiential learning method, educators can tailor instruction to suit auditory, visual, and kinesthetic learners. Thus, this method aligns with our topic of differentiation where both approaches require problem-solving skills and practical application. Experiential learning, is especially beneficial in fostering engagement and a deeper grasp of complex concepts (Kolb, 2015.) However, it might not be a suitable method for all subjects or learners. Some students may struggle with the ambiguity and self-direction required. They may have personal learning constraints that limit hands-on experiences. Despite these challenges, experiential learning remains a powerful method for preparing students for real-world problem-solving and lifelong learning.

Harsma, E., Miller, C. L., & Manderfeld, M. (2021, June 1). Experiential learning. Maverick Learning and Educational Applied Research Nexus. https://mlpp.pressbooks.pub/mavlearn/chapter/experiential-learning/#:~:text=The%20Experiential%20Learning%20Theory%20(ELT,the%20process%20of%20creating%20knowledge.

Kolb , D. A. (2015). Norwich University. Experiential Learning: Experience as the Source of Learning and Development (2nd Edition). https://online.norwich.edu/