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Experiential Learning/Situated Learning

Introduction

Most of us, if not all, believe that experience is the best teacher. Our own personal
experience shape our present system of knowledge, skills and behavior. Our everyday expericnes
are the avenue for learning opportunities and knowledge construction and concretization. This
emphasizes that the practical way to learn is the manner on how to approach live and our daily
activities and refect on them and do something about them. Our experiences also facilitates that
learning of new concepts they they become the contextual bases to simplify complex knowledge.
The reality of the importance of experience in the learning process pave the way for the
experiential learning approach. Experiential leaning approach is an engaged learning process
whereby students “learn by doing” and by reflecting on the experience. It is follows the
contructivist idea that students are more inclined to learn by actively participating in the learning
experience. Thus, learning is connected to action or doing coupled with reflection.

Everybody will also agree that experience happens in a social world or context. This
gives rise to the situated learning which focuses on learning anchored on the social context. This
also sggests that learning happens through the inteacrtion between people and connecting prior
knowledge with authentic, informal, and often unintended contextual learning.

Objectives

a. Discuss experiential learnig and situated learning;

b. Determine the instructional characteristic of Experiential Learning/Situated

Learning approach in teaching Mathematics;

c. Enumerate the advantages of Experiential Learning/Situated Learning in

teaching Mathematics;

d. Draft a learning plan with Experiential Learning/Situated Learning Approach in

Teaching Mathematics.

Focus Questions

a. Why Teach with Experiential Learning/Situated Learning Approach?

b. What are the instructional characteristics of Experiential Learning/Situated
Learning approach in teaching Mathematics?
c. What are the perceived advantages of using experiential-situated learning?
d. How do we make learning plan with multi/interdisciplinary approach?

Concept Development
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A. Experiential Learning Approach

Everybody will agree that that one of the oldest way of learning humanity has
been exposed to is learning through experience or commonly called experiential learning.
It is the reason why we made aware of our environment and tried to explain certain
pheonomenon. Through the years, experiential proves its worth and effectiveness.
In 1984, David A. Kolb’s Experiential Learning Theory came into fruition. Kolb
posits that learning is the process whereby knowledge is created through the
transformation of experience. The theory emphasizes that meaningful acquisition of new
knowledge is build from the new experiences. Experiential learning also implies that
reflection is of equally important aspect of learning through experiences. Thus,
experiential learning is more than hands on activities and manipulation of materials. It is
considered as the ideal process of learning which invites you to reflect on your
experiences and empowers you to construct and develop your own learning. Experiential
learning process supports performance improvement, learning and development.
Kolb's experiential learning theory defines learning as the knowledge creation
process through the transformation of experience. This gives rise to the idea that learning
works on two levels: a four-stage cycle of learning and four separate learning styles. The
experiential learning cycle is a four-step learning process that is applied multiple times in
every interaction and experience: Experience – Reflect – Think – Act.
Figure 1.
Experiential
Learning
Cycle

Figure 1
shows that
learning
process
begins from
concrete
experience
which then
demands you
to reflect and
review on
the concrete
experience thereby creating meaning on the experiences. From this, you may connect
different ideas to conceptualize and draw conclusions about the essense and meaning
your experiences. The you may return to participating in a task by putting what they have
learn into practice through experimentation. Then, this begins the new cycle as you
embark to new experiences. The cycle is considered as a seamless and natural continuum
in which most of the time you are not aware that you are learning as Kolb argues that
effective learning is seen as the learner goes through the cycle, and that they can enter
into the cycle at any time but need to complete the cycle for meaningful learning to
occur.
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Table 1. Experiential Learning Cycle

Stage Description
Concrete This is the action phase. Students are encouraged to try-out the action
experience (CE): and have a new experience.
Reflective This is the observation phase. Students are encouraged to intentionally
observation (RO): reflect on their experience from multiple perspectives and the factors
involved (e.g. environment, stakeholder, context, outcomes)
Abstract This is the integration phase. Students are encouraged to integrate the
conceptualization experience (action and result) into existing knowledge schemas and with
(AC): existing theory. As a result, a new concept is formed and can be applied
to future experience(s).
Active This is the hypothesizing and trial phase. Students are encouraged to
experimentation hypothesize what will happen and try the action out by making decisions
(AE): and solving problems.

The experiential learning cycle is anchored on the argument that each learner has
its own unique ways of learning. This unique ways are indicators of the recognition of the
diversity of learners (comes with different backgrounds and experiences). This implies
that there are learners who will prefer more in a particular learning cycle stage. Some
learners’ prefer more on concrete learning and reflective observation while some others
are on abstract conceptualization and active experimentation.

Figure 2. Learning Styles

Kolb's experiential learning theory (1984) posits four unique learning styles
(Figure 2). These learning styles are anchored on the four-stage learning cycle. As
already emphasized, the manner in which we explore the learning cycles varies from
person to person. Kolb explains that different people naturally prefer a certain single
different learning style. These learning styles are influenced by personality, educational
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specialization, professional career, culture, and adaptive competencies. Learning styles

are different than other typologies that describe inherent traits.
Learning styles are considered as study habits or the ways people are learning. It
is the preferered way of absorbing, processing, comprehending and retaining information.
Learning styles can the be use as a framework for understanding others whose
approaches are different from yours. Being aware of your own learning style tendencies
and knowing the preferred learning styles of those with whom you interact help foster
productive interactions, teamwork and relationships.

Table 2. The four learning style

Learning Style Description
Diverging The diverging learning style is full of learners who look at things with a
(concrete unique perspective. They want to watch instead of do, and they also
experience/reflectiv have a strong capacity to imagine. These learners usually prefer to work
e observation) in groups, have broad interests in cultures and people, and more. They
usually focus on concrete learning and reflective observation, wanting to
observe and see the situation before diving in.
There are a few instructional techniques that Divergers prefer:
 Hands-on activities and the opportunity to explore
 Classic teacher-class lecture that highlights how to use a system
as well as its strengths and weaknesses.
Assimilating(abstra This learning style involves learners getting clear information. These
ct learners prefer concepts and abstracts to people, and explore using
conceptualization/r analytic models. These learners focus on abstract conceptualization and
eflective reflective observation in the experiential learning style.
observation) There are a few instructional techniques that Assimilators prefer:
 Independent, prepared exercises that the learner can complete
without the instructor
 Classic teacher-class lecture supported by an audio or video
presentation
 Private exploration or demonstration that follows a tutorial, with
answers provided.
Converging Converging learners solve problems. They apply what they’ve learned to
(abstract practical issues, and prefer technical tasks. They are also known to
conceptualization/a experiment with new ideas, and their learning focuses on abstract
ctive conceptualization and active experimentation.
experimentation) There are a few instructional techniques that Convergers prefer:
 Workbooks or worksheets that provide problems sets
 Tasks that are computer-based
 Interactive activities.
Accommodating These learners prefer practicality. They enjoy new challenges and use
(concrete intuition to help solve problems. These learners utilize concrete learning
experience/active and active experimentation when they learn.
experimentation) There are a few instructional techniques that Accommodators prefer:
 Activities that allow them to be actively engaged
 Exploration and instructor support for deeper questioning, such as
“what if?” or “why not?”
 Tasks that promote independent discovery.
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.Kolb’s learning style preference is a product of two pairs of learning variables

represented by an axis (Figure 2) with opposite modes on its ends. We call this products
as the two continuums, the Processing Continuum (east-west axis) and the Perception
Continuum (north-south axis). The Processing Continuum represents on how we
approach a task while Perception Continuum represents how we think or feel about a
certain phenomenon.
Table 2. The four learning style continuum
Active Experimentation Reflective Observation
(Doing) (Watching)

Concrete Experience Accommodating (CE/AE) Diverging (CE/RO)

(Feeling)

Abstract Converging (AC/AE) Assimilating (AC/RO)

Conceptualization
(Thinking)

B. Situated Learning

Situated learning theory is an instructional theory developed by Jean Lave and

Etienne Wenger in the early 1990s. Situated learning theory is a socio-cultural approach
and focuses on students’ changing participation in a community of practice. According to
this perspective there is no learning which is not situated, emphasizing the relational and
negotiated character of knowledge and learning as well as the engaged nature of learning
activity for the individuals involved. Situated learning emphasized that it is within the
communities that learning happens most effectively. Interactions taking place within a
community of practice (E.g. cooperation, problem solving, building trust, understanding
and relations) have the potential to foster community social capital that enhances the
community members’ wellbeing.
This is clearly an opposite of what is happening in most of the classroom wherein
community of practice is absent and learning activities involves presentation of concepts
in abstract manner. Lave and Wenger argue that for a meaningful learning to happen,
learning should be situated. Situated learning we mean, learning is embedded in the
activity (facts and processes of a task), context (situations, values, environmental cues)
and culture (the group where the learner will create and negotiate) where it takes place
(Learning by doing.). In this way knowledge and skills are are learned in the context that
reflect the manner knowledge and skills will be useful in learners’ daily lives.
Jean Lave and Etienne Wenger argue that learning is necessarily
situated, a process of participation in communities of practice, and that
newcomers join such communities via a process of ‘legitimate
peripheral participation’—or learning by immersion in the new
community and absorbing its modes of action and meaning as a part of
the process of becoming a community member.
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Lave and Wenger’s argument stress the importance of social interaction as a

critical component of situated learning. In the concept of situated learning, situated activity
should be a simple empirical attribute of everyday activity. Learners are put in a situation
(community of practice) which have the characteristics of what they should learn or acquire.
Learners must experience the gradual process of learning what should be learn in the
community of practice. This way they will become more active and engaged within the culture
and hence assume the role of expert or old-timer. Furthermore, situated learning is usually
unintentional rather than deliberate (legitimate peripheral participation).

Peripheral participation is viewed as the central defining attribute of situated

activity (Figure 3). By this we mean to draw attention to the point that learners
inevitably participate in communities of practitioners and that the mastery of
knowledge requires newcomers to move toward full participation in the sociocultural
practices of a community. ‘Legitimate peripheral participation’ provides a way to
speak about the relations between newcomers and old timers, and about activities,
identities, artifacts and communities of knowledge and practice. It concerns the
process by which newcomers become part of a community of practice. A person’s
intentions to learn are engaged and the meaning of learning is configured through the
process of becoming a full participant in a sociocultural practice. This social process
includes, indeed it subsumes, the learning of knowledgeable skills.

Fugure 3. Situated Learning Framework

C. Experiential Learning/Situated Learning Approach

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Experiential learning emphasizes the principle that learners learn best from
experiences which happens or acquire in a natural way and are supported by the
presence of concrete objects in the environment. As emphasized in the Dale Cone of
Experiences, the presence of natural and concrete objects will facilitate the natural
way of acquiring experiences. These experiences are also gained when learners
engage in a social interaction with other learners or other individuals particularly
those who possessed more advanced skills and knowledge. These expoeriences wil
undergo constant examination and assessment by the learners until formulating their
generalization and conception of knowledge and skills.
Experiential learning is given emphasis in the K to 12 Mathematics
Curriculum as one of the primary approaches. This is so to make the teaching of
Mathematics a more concrete one rather than abstract. By applying experiential
learning approach, Mathematics will become relevant to the learners as they
themselves will be the ones to conastruct the knowledge. This construction of
knowledge is a much smoother way as these are anchored on their experiences. As
teachers, we need to develop a situated learning activity that will direct the learners
(with or without experiences) to experience the relevance and application of the
cconcepts. This way, the construction of knowledge is organic and natural.
As Mathematics teachers who want to use the experiential-situated learning
must always remember to give more emphasis that learners must have a direct
experience of what they should be learning. Learners are also the ones who will
formulate generalization. Our role as teachers are guide to make sure students are
geared toward the direction of learning the concept. It is also our role as Mathematics
teachers to make sure that our learners are prepared for this approach to maximize its
benefits. Thus, we need to make sure that our learners already develop some basic
skills such as the ability to observe (maximization of the use of their senses), to listen
carefully and critically, to analyze what has been observed and to develop and to
formulate conclusion base on observable evidences.

D. Instructional Characteristics of Experiential Learning/Situated Learning Approach

to Teaching Science and Mathematics.

1. Authentic contexts. Situated learning environments reflect the ways in which the
knowledge and learning outcomes are to be used in the real-life settings beyond the
classroom.
2. Authentic activities. The learning activities that are designed for situated learning
must have real-world relevance.
3. Access to expert performances and the modelling of processesIn real-life settings,
learners often learn through interactions with those who are more experienced and
with experts.
4. Multiple roles and perspectives. This fourth characteristic of situated learning stems
from the depth of the knowledge that is gained from access to different perspectives
and representations of the material that is to be learned.
5. Collaborative construction of knowledge. Much of the learning that occurs outside the
walls of formal institutions takes place through activities and tasks that are addressed
and attempted by a group rather than an individual.
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6. Reflection to enable abstractions to be formed. Reflection is a learning strategy that

encourages and enables students to consider and deliberate on both their learning and
learning processes.
7. Articulation to enable tacit knowledge to be made explicit A learning strategy that is
closely allied to reflection is articulation. Articulation is critical to situated learning
environments to make explicit the knowledge which has been gained.
8. Coaching and scaffolding by the teacher at critical times. Situated learning settings
often provide distinct roles for teachers as facilitators and coaches for the learners.
9. Authentic assessment of learning within the tasks. The final characteristic of situated
learning involves the ways in which the learning outcomes are assessed and
evaluated.

E. Why Teach with an Experiential Learning/Situated Learning Approach?

1. Opportunity to immediately apply knowledge. Experiential learning can allow

students to immediately apply things they are learning to real-world experiences. This
helps them retain the information better.
2. Promotion of teamwork. Experiential learning often involves working in a team, so
learning in this setting allows students to practice teamwork.
3. Improved motivation. Students are more motivated and excited about learning in
experiential settings. Experiments are exciting and fun for students, and they will be
passionate about learning.
4. Learning must be active: Students learn through active approaches such as project-
based learning. This allows students to make important neural connections and
develop their knowledge through trial-and-error.
5. Opportunity for reflection. Students using the experiential model are able to spend
time reflecting about what they are experiencing and learning. This is valuable as they
are able to better retain information when they can think about what’s happening to
them.
6. Real world practice. Students can greatly benefit from learning that helps them
prepare for the real world. Experiential learning is focused on using real situations to
help students learn, so they are then better prepared for their future.
7. Prepares students for the 21st Century. Students learn skills required in the workforce,
and in particular, are prepared for 21st Century workforces which require strong
collaboration and communication skills.

F. How to Make Your Classroom Experiential Learning/Situated Learning?

1. Select situations that will engage the learners in complex, realistic, problem-centered
activities.
2. Provide a scaffold for new learners, knowing the type and intensity of guidance
necessary to help learners master the situations.
3. Facilitate learning by tracking progress, assessing products produced by learners,
building collaborative learning environments, encouraging reflection.
4. Assess students through discussion, reflection, evaluation, and validation of the
community’s perspective”
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G. Sample Learning Plan

Content The learners will demonstrate understanding of the concept of time,

perimeter, area, and volume.
Performance able to apply the concepts of time, perimeter, area, and volume to
Standard mathematical problems and real-life situations.
Competency measures the perimeter of any given figure using appropriate tools.
M4ME-IIIh-49

Objectives 1. Define perimeter

2. Measure the perimeter of an object using approapriate tools;
3. Write an essay on how you may use perimeter in life.

Measurement Measurement-define and measures the perimeter of a given figure

Writing-write an essay on the use of perimeter in our daily lives
Reading
Geometry-finding the perimeter of different geometric figure.
Geometry
Activity Teacher
1. Who knows what distance around a figure is called?
2. How can we find the distance around a figure?
3. What are the tools/devices to measure perimeter?
4. What information is needed to find perimeter and determine if
each problem has all the information necessary to solve for
perimeter?

Activity 1: Marking Boundary

Procedure:
1. Divide the class into groups of five members.
2. Assigned each group to measure the length of the boundary of
5 geometric figures around them (basketball court, classroom,
fence of the garden, book, table top, etc.) using different
devices/tools.
Analysis:
1. How can we find the distance around a figure?
2. What are the tools/devices to measure the distance around a
figure?
3. What information is needed to find he distance around a figure
and determine if each problem has all the information
necessary to solve for it?
4. How do you define perimeter?

Teacher
1. Ask the pupils to write an essay on the usage of perimeter in
their daily activities.
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Exercises and Learning Activities

 Select a competency from Elementary Mathematics. Then make an

Experiential-Situated Learning Plan

Summary

Experiential learning-situaled learnng approach is an approach that centers on

the principle that meaningful learning is achieved when students are the ones who
construct their own learning through actual experiences. Experiential learning is best
achieved when learner is put in a particular situation wherein he/she will interact with
other learners gradually learning and mastering the knowledge to be learned. Learning
by doing is the primary assumption in implementing experiential- learning

Assessment/Evaluation

a. Discuss experiential learnig and situated learning;

b. Determine the instructional characteristic of Experiential Learning/Situated

Learning approach in teaching Mathematics;

c. Enumerate the advantages of Experiential Learning/Situated Learning in

teaching Mathematics;

d. Draft a learning plan with Experiential Learning/Situated Learning Approach in

Teaching Mathematics.

1. How do you describe experiential learnig and situated learning?

2. What are the indicators of Experiential Learning/Situated Learning approach in

teaching Mathematics?

3. Discuss the advantages of using Experiential Learning/Situated Learning

approach in teaching Mathematics.

4. Why we teach Mathematics with Experiential Learning/Situated Learning

approach?

Assignments/Related Readings
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Discuss your insight on the effectiveness of “learning by doing” in concept

development. (4 to 10 sentences)