Kolbs Theory of

Experiential Learning

Tell me and I forget; teach me and I

may remember; involve me and I
learn.
- Benjamin Franklin

Kolbs Experiential Theory of

Learning (KELT): Origins
Built on and combined previous
works of cognitive thinking
Piaget
Theory of cognitive development

Dewey
Philosophical Pragmatism

Lewen
Social Psychology

KELT Origins Cont.

Built on previous studies of cognitive
learning
Difference: Took experiences into account

Result: 3 Parts
Theory
Graphic Model
Conceptualize the learning cycle

Learning Styles Inventory

Test and apply theory

KELT
What We Learn
Develop effective learning strategies for
others in various environments
Prepare leaders to be proficient in
various learning styles
Reflect on own learning styles

KELT
Critiques
Theory
Styles or stages?
Model
LSI
Reliability and Validity Issues
Large variances in re-test results
Interdependence on each other
Results in one quadrant detract from other

Intervention
Building a new residence hall
Residential Learning Community
Residents participate in mock
government

Target Audience
Freshman and Sophomores
Political Science Majors
Intermediate to advanced level of
knowledge
Large mid- west middle class

Setting:
Large state school (Oxbridge Style)
Co-ed Housing: Suite style double
rooms
200-246 students
40 residents per floor
1 upperclassman RA

Extra resources in
Residence Hall
First floor
Advisors Offices
Mentors Offices: Upperclassmen in same
major

Second floor
Classrooms
Practice room
Debates
Courtroom
Can be transformed into what is needed for major

Mock Government
Multiple options appeal to each
learning style
Are given Kolbs Learning Style
Inventory at the beginning and end
of the year

Learning Style Inventory

Responses reflect how students
approach learning situations
Rank preferences (CE, RO, AC, AE)
Learning style can change

Learning Objectives: First

Year
Behavioral
Students will have gained concrete
experience in political science by working
within the framework of a mock government.

Cognitive
Students will have developed observations
based on their own and others experiences
within the framework of a mock government.

Learning Objectives: Second

Year
Cognitive
Students will have developed theories
based on their own observations within
the framework of a mock government.

Behavioral
Students will have applied theories that
they have developed within the
framework of a mock government.

Rationale
Applies varies learning styles
Objectives aimed at each step in the
cycle
Builds community & campus
involvement

Evaluation
LSI Results
Evaluation & feedback from students
& faculty
Academic success
Retention
At the university
Within the major

Activity