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According to Kolb, learning takes place through experience. There are four stages of learning, and “each stage provide[s] a step of experiential learning” (Vinales, 2015, p. 456). The four stages are: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb then identifies learning styles based upon the preferred combination of stages: divergers (concrete experiences and reflection observations), assimilators (reflective observation and abstract conceptualization), accommodators (abstract conceptualization and active experimentation), and convergers (active experimentation and concrete experiences) (Gooden, 2009, p. 58).

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Key Elements of KELT

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“Experiential learning theory [is] a holistic integrative perspective on learning that combines experience, perception, cognition, and behavior” (Kolb, 1984, p. 21).
“Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38).
The theory is rooted in the work of Dewey, Lewin, and Piaget (Kolb, 1984, p. 21).
There are four stages but “the process [of learning] can begin at any of the stages and is continuous” (Dunn, 2002, p. 2).
There are four different learning styles, but “individuals often use different combinations of learning mode, hence no one mode identifies an individual’s learning style” (Gooden, 2009, p. 58).

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The four stages of the experiential learning process.

Concrete experience: Learning takes place through active participation.

Observation and reflection (reflective observation): Learning takes place through watching a model or mentor and then objectively thinking about what happened.

Abstract conceptualization: Learning takes place through the creation of an idea or a theory OR reviewing the concepts.

Testing concepts in new situations (active experimentation): Learning takes place through testing/experiments.

(Dunn, 2002, p. 2) and (Vinales, 2015, p. 456)

(Vinales, 2015, p. 456)

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The four learning styles of the experiential learning model.

Divergers learn through experience and research/observations.

Assimilators learn through connecting information and formulating their own conclusions.

Convergers learn through formulating concepts and applying them.

Accommodators learn through experience and active involvement in experiments.

(Gooden, 2009, p. 58)

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KELT Compared to Vygotsky’s Social Development Theory

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Both Kolb’s experiential learning theory and Vygotsky’s social development theory recognize that:

Learning takes place through interaction
Learning/development is dependent upon outside forces
Learners need time for the personal internalization or reflection of new information
The learner is an “active” participant in the learning process
Learning is connected to prior knowledge

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	Experiential Learning Theory	Social Development Theory
Learning occurs:	-during four stages: concrete experiences, reflective observation, abstract conceptualization, and active experimentation. -when new ideas or formed, or old ideas are improved based upon experiences (Kolb, 1984, p. 28).	-in the Zone of Proximal Development (ZPD)--an area where Spontaneous Experimental Concepts and Scientific Abstract Concepts meet and that is just out of reach of our abilities or comfort zone. “The zone allows performance before competence to happen” (Wink & Putney, 2002, p. 94-95). -through a scaffolding of information or the, “support a teacher or tutor provides in helping children move from joint to independent problem solving” (Wink & Putney, 2002, p. 152).
The factors that influence learning include:	-the individual learning style of the student (Gooden, 2009, p. 58) -the types of experiences (Dunn, 2002, p. 2) -the instructional delivery (Gooden, 2009, p. 59)	-Zone of Proximal Development (ZPD), in which the student works at a level that is considered slightly above the student’s perceived ability level -The influence and guidance of people more knowledgeable/capable than the learner (Carroll & Wilson, 2008, p. 250-251)
What is the role of memory?	Memories, in terms of ideas, are to be “dispose[d] of or modif[ied]” through examination and testing (Kolb, 1984, p. 28).	“Voluntary memory [is] carried out initially between the child and adults or more capable peers” until they are able to do it themselves (Schneider, 1996, p. 157)
How does transfer occur?	New ideas occur through integration (an implantation of a new idea) or substitution (a revision of an old idea) (Kolb, 1984, p. 28).	Knowledge is gradually transferred from the adult to the child through activities in the ZPD as “the types of assistance provided by the adult…[are] internalized by the child” (Schneider, 1996, p. 157-158).

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	Experiential Learning Theory	Social Development Theory
The goal of the theory is to account for:	”the role that experience plays in the learning process” (Kolb, 1984, p. 20).	reasoning that is, “socially constructed through interaction with adults and peers” (Wink & Putney, 2002, p. 30).
The analysis of learning sees learning as:	-a holistic combination of “experience, perception, cognition, and behavior” (Kolb, 1984, p. 21). -a process through the formation and reformation of thought based upon experience. (Kolb, 1984, p. 26)	“a mediated activity, which occurred first during social interaction” (Wink & Putney, 2002, p. 30). “learning leads our development through the use of language as a cultural tool” (Wink & Putney, 2002, p. 31).
Focuses of analysis:	-experience	-peer/mentor influence
The types of learning that are best explained by the theory include:	Experiential learning	Social constructivism
What basic assumptions/principles of this theory are relevant to instructional design?	-The effectiveness of a lesson is dependent on both the delivery method as well as the differences learning styles (Gooden, 2009, p. 59). -Different types of experiences are required in order to address the different types of learning and the different types of learners.	Through discourse, peer interaction, and teacher assistance, the student can move from the concrete knowing to abstract ideas by learning in the ZPD or as Vygotsky (1962) related they can transverse, “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (Carroll & Wilson, 2008, p. 250).

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	Experiential Learning Theory	Social Development Theory
How should instruction be structured to facilitate learning?	According to Gooden (2009), several approaches can address the different learning styles including: lectures, computer-based simulation exercises, scenario planning, role play, projects, case analysis, and case in point (p. 60). Instruction should include real world tasks such as modeling information, offering multiple perspectives, debates, and use of real life scenarios (Ertmer & Newby, 2013, 58). Instruction should provide both opportunities for learners to tap into their previous knowledge as well as “experiences from which they can learn by analyzing them” (Knowles, 1996, p. 256)	According to Carroll and Wilson (2008), instructors should provide: -opportunities for discourse in order to allow students to brainstorm ideas, - activities that allow students to compare and contrast or to create “Association Complexes and Collection Complexes” to connect new concepts to prior knowledge and concrete ideas, - analysis activities that connect learning from one activity to another to create “Chain Complexes”, - and modeling to help students “take scattered impressions and organize them” (p. 244-249).
In looking at the classroom, we see:	-the inclusion of a variety of methods to target the different learners, including: lectures, computer-based simulation exercises, scenario planning, role play, projects, case analysis, and case in point (Gooden, 2009, p. 59) -”discussion methods and problem-solving experiences...simulation exercises and field experiences” (Knowles, 1996, p. 256)	Mentors assisting individuals by giving examples in an effort to promote a progression into independent work. “We begin learning from our interactions with others around us in our sociocultural context” (Wink & Putney, 2002, p. 91).
In looking at a group, we stress:	learning by doing. Group participants learn “through concrete experiences from participating in the group as well as abstract conceptualizations from reading the textbook and discussing concepts” (Humphrey, 2014, p. 69).	Working together in peer/small group interactions in an effort to scaffold learning and offer assistance with the goal being independent success, Groupings such as these assist in providing “mediational mean of signs, symbols, cultural artifacts, and tools, such as number systems and language” (Wink & Putney, 2002, p. 92).

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Unit Plan Using KELT

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Topic

The monarch butterfly life cycle and its impact on the environment

Audience

3^rd Grade

Objectives

1). Students will be able to describe the changes a Monarch butterfly undergoes during its life cycle through investigating and recording their observations of a classroom butterfly house.

2). Students will identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem (specifically the removal of the Monarch Butterfly)

3). Students will create a sustainable solution for increasing the Monarch Butterfly population and implement this plan.

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Materials

Picture cards (with a photo of either the sun, a secondary producer or a tertiary producer)
Macbooks (one per group)
iPads (one per group)
iPods (one per group)
Class butterfly house
Eggs, Caterpillars, Milkweed (collected locally by teacher and students)
Additional milkweed to be added as necessary for the feeding caterpillars
Plants for butterfly garden (to be determined after student research)
Gardening tools will be borrowed as needed

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TEKS (19 TAC Chapter 112, Subchapter A., 2010)

3.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and method conduct science � inquiry. The student is expected to:

A. collect, record, and analyze information using tools and materials to support observation of habitats of � organisms such as terrariums and aquariums.

3.9 Organisms and environments. The student knows that organisms have characteristics that help them survive and can � describe patterns, cycles, systems, and relationships within the environments. The student is expected to:

A. observe and describe the physical characteristics of environments and how they support populations and � communities within an ecosystem;� B. identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the � ecosystem such as removal of frogs from a pond or bees from a field; and � C. describe environmental changes such as floods and droughts where some organisms thrive and others perish � or move to new locations.

3.10 Organisms and environments. The student knows that organisms undergo similar life processes and have structures � that help them survive within their environments. The student is expected to:

A. explore how structures and functions of plants and animals allow them to survive in a particular environment;� C. investigate and compare how animals and plants undergo a series of orderly changes in their diverse � life cycles.

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Methodology

This unit allows for the student to interact in each of the different stages as well as the four different learning styles of Kolb’s Experiential Learning Theory.

The Anticipatory set allows for a Concrete Experience and brainstorming between students and students and teacher. This envelops the Diverging set.
Day 1 continues with a Concrete Experience, hands-on lesson. They must attempt to use their prior knowledge of food chains/webs and then work together to complete the problem. They must be practical in how they approach the problem, thus utilizing the Accommodating features of Kolb’s theory.
Days 2-7 are the heart of the lesson. While Reflective Observation plays a key role in researching their project, it can be argued that all four of the learning styles are used here. Students must recognize the potential problem with the decreasing Monarch butterfly population (Diverging) and they must develop theories as to why this is happening; which they cannot know unless they research more information about the Monarch butterfly (Assimilating). This process then lends well to reasoning, being logical and solving problems (Converging). The collaborative group organizational structure completely encompasses the Accommodating style as getting things done, and being adaptable are skills the students must utilize to move forward with their project.
Days 8 - 13 focus primarily in the stage of Abstract Conceptualization. The students are expected theorize ways in which they can make a positive impact on the Monarch butterfly population. This portion is highly associated with the learning style, Converging. Students must reasonably create a solution, while showing that they understand the information that they previously researched.
Days 14 - 18 is the culmination of their efforts. Here they participate in Active Experimentation. It is now time to use everything they have learned and put it into a real-world experience. As this project is on-going, the learner must employ the Assimilating learning strategy to follow through with the garden they create. The keynote presentation will bring their project together and serve as an overall reflection for the student, the teacher and those with whom it is shared.

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Required Prior Knowledge

Food chains/webs

Daily Lessons

Anticipatory Set.

Imagine a world without butterflies. How do you think this would affect you? (Additionally, there is a collapsible butterfly house containing monarch caterpillars in the classroom. Students can make observations and record their findings during the 4-6 week period).

Day 1.

Students are each given a card with a picture. They are not to show anyone else. The card contains either a sun, a secondary producer, a tertiary producer and a decomposer. (The PRIMARY producer is omitted). Students are assigned the task of forming a food chain with classmates. After a few minutes, the teacher will call students back and ask what happened? Discussion to follow: what happens when an animal is omitted from the food chain? Why is this important?

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Days 2-7.

Students are assigned to small collaborative groups. Each group is assigned a Mac laptop, IPad, and IPod. Students will use the aforementioned technology for research, logging data via the Journey North app (Annenberg Learner Journey North 2016), taking pictures and ultimately creating a keynote presentation which will be brought before administration as a request for minor funding of this project.

Teacher introduces various websites (including Guadalupe River State Park (2016) Facebook group, Texas Parks and Wildlife (2016), PBS (Wild Kratts 2012), National Wildlife Federation (2015), and Native Plants (Wild Ones 2016) for students to research the importance of the Monarch Butterfly. In addition, a private classroom Facebook account is created in order to post updates regarding the classroom butterfly progress, as well as to connect to the local Guadalupe River State Park. The teacher then facilitates learning by assisting students as they compile research about the Monarch Butterfly, including: what it eats, its life cycle, why its population has dramatically reduced, and what implications does this have on our ecology.

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Days 8 – 13.

Students will then formulate solutions for increasing the Monarch Butterfly population. Students will search out an area of the school in which to plant a butterfly garden and hang feeders. They will develop a plan of action for what materials are needed and appropriate to the development of the Monarch Butterfly species. Students will determine a maintenance schedule for garden upkeep as well as monitoring and reporting as part of the Monarch watch station. The Monarch Joint Venture (2015a) will help guide students in the process for creating an appropriate Monarch butterfly garden.

Days 14 – 18.

Students will create an appropriate Monarch Butterfly garden and register with the state to participate as members of the Monarch Watch Program (Monarch Joint Venture, 2015b). Classroom Monarch Butterflies to be released into the garden.

Assessment

Monarch Butterfly Keynote Presentation Rubric

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References

Carroll, J. A. & Wilson, E. E. (2008). Acts of teaching: How to teach writing. Portsmouth, NH: Teacher Ideas Press.

Dunn, L. (2002). Theories of Learning [PDF]. Learning and Teaching Briefing Papers Series. Oxford Centre for Staff and Learning � Development. Retrieved from http://academic.regis.edu/ed205/Theories%20of%20Learning.pdf

Ertmer, P. A. & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design � perspective. Performance Improvement Quarterly, 26(2), 43-71.

Gooden, D. J., Preziosi, R. C., & Barnes, F. B. (2009). An examination of Kolb's learning style inventory. American Journal of Business � Education, 2(3), 57-62. Retrieved from http://files.eric.ed.gov/fulltext/EJ1052793.pdf

Humphrey, K. R. (2014). Lessons learned from experiential group work learning, social work with groups. Social work with groups, 37(1), � 61-72 12p. Doi: 10.1080/01609513.2013.816919

Knowles, M. (1996). Adult learning. The ASTD Training and Development Handbook. R.L. Craig, ed. New York, McGraw-Hill.

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Kolb, D.A. (1984). Experiential learning, 20-38. Englewood Cliffs: Prentice-Hall. Retrieved from http://academic.regis.edu/ed205/kolb.pdf

Schneider, P., & Watkins, R. (1996). Applying Vygotskian developmental theory to language intervention. Language, Speech & Hearing � Services In Schools, 27(2), 157-170 14p. Retrieved from EBSCOhost.

Vinales, J. J. (2015). The learning environment and learning styles: a guide for mentors. British Journal Of Nursing, 24(8), 454-457 4p. � Doi: 10.12968/bjon.2015.24.8.454

Wink, J. and Putney, L (2002). A vision of Vygotsky. Boston, MA: Allyn and Bacon.

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Unit Plan References

19 TAC Chapter 112, Subchapter A. (2010). Texas Essential Knowledge and Skills for Science Subchapter A. Elementary. Retrieved from � http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html

Annenberg Learner Journey North. (2016). A Global Study of Wildlife Migration and Seasonal Change. Retrieved from � https://www.learner.org/jnorth/

Guadalupe River State Park-Texas Parks & Wildlife. (2016). Facebook Page. Retrieved from https://www.facebook.com/� Guadalupe-River-State-Park-Texas-Wildlife-166576733436020/

Monarch Joint Venture (2015a). Create Habitats for Monarchs. Retrieved from http://www.monarchjointventure.org/� get-involved/create-habitat-for-monarchs/

Monarch Joint Venture (2015b). Monarch Watch: Monarch Waystation Program. Retrieved from http://www.monarchwatch.org/� waystations/certify.html

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