EXPERIENTIAL AND

SITUATED LEARNING
BY: MARIA SUZETTE G. SUSTUEDO
Experience means “ to provide
experience with or direct observation
of ” – merian webster dictionary
 EXPERIENTIAL LEARNING

The theory was proposed by

psychologist David Kolb who was
influenced by the work of other
theorists including John Dewey, Kurt
Lewin, and Jean Piaget
 EXPERIENTIAL LEARNING
this type of learning can be defined as
"the process whereby knowledge is
created through the transformation of
experience. Knowledge results from the
combinations of grasping and
transforming the experience.
Situated Learning
• learning in community with
practice.
• Learning that takes places the
same context in which it is applied.
 LEARNING BY DOING
1. Experiential Learning

2. Situated Learning
 David Kolb
• earn his Ph. D in
Social Psychology
from Harvard
University.
David Kolb
In 1984, David A. Kolb, published
a ground breaking book entitled
Experiential Learning:
experience as the source of
learning and development
 EXPERIENTIAL
LEARNING
1. 4 Stages cycle of
learning
2. 4 Learning Styles.
THE KOLB LEARNING CYCLE:
Kolb's cycle starts with a concrete
experience.
• it begins with doing something in
which the individual, team or
organisation are assigned a task.
• Key to learning therefore is active
involvement.
The second stage in the cycle is that
of reflective observation.
• This means taking time-out
from "doing" and stepping back
from the task and reviewing
what has been done and
experienced.
Abstract Conceptualisation
• reflection gives rise to a new
idea, or a modification of an
existing abstract concept The
person has learned from their
experience.
Active Experimentation
the learner applies their idea(s)
to the world around them to see
what happens.
Kolb's learning theory (1974) sets
out four distinct learning styles,
which are based on a four-stage
learning cycle
LEARNING STYLES
the learning style preference
itself is actually the product
of two pairs of variables, or
two separate 'choices' that
we make
A typical presentation of Kolb's two
continuums is that the east-west axis is
called the Processing Continuum (how we
approach a task), and the north-south axis
is called the Perception Continuum (our
emotional response, or how we think or
feel about it).
Kolb believed that we cannot
perform both variables on a
single axis at the same time
(e.g., think and feel).
Diverging (feeling and watching CE/RO)
• They learn best by observing
and gathering information,
avoiding conflict when
possible.
Assimilating watching and thinking -
AC/RO
• an assimilator prefers the most
logical course of action with
their strength being thinking and
reflecting over acting.
Converging doing and thinking - AC/AE
• Convergers also prefer to
work alone but with their
ideas. They search for well-
defined tasks and learning
by trial and error
Accommodation (doing and
feeling - CE/AE)
• accommodators are people
oriented. They are the
extrovert of the Kolb learning
styles.
SITUATED
LEARNING
SITUATED LEARNING

Situated learning was

proposed by Jean Lave and
Etienne Wenger, as a model
of learning in a contextual
environment.
 CONTEXT
context is usually any
place or situation
outside the classroom.
According to Jean Lave, mathematical
skills learned in different contexts
revealed that each of these groups
found ways of solving
mathematical problems without
using the general math techniques
taught in school.
Example:
She gives this example of
a contextually constructed
mathematics:
The subject is a twelve-year old boy
manning a stall selling coconuts.
Customer: How much is one coconut?
Boy: 35.
Customer: I’d like ten. How much is that?
Boy: (Pause) Three will be 105; with three
more, that will be 210. (Pause) I need four
more. That is . . . (pause) 315 . . . I think it
is 350.
The boy has developed a mathematics
that suits the context in which he uses it.