User:Apoorvacs/ela

Experiential learning in young adults
The experiential learning requires the adult to have certain qualities to be self initiative and self assessed. Prepare the learner by making them understand what is expected from them to focus. Selecting the experience where the learner may be involved by interaction, presentation or observation. Then the team can discover new ideas that help in learning. The motivations to learn evolve as you become older; and for an adult educator, teaching can be even more difficult without a basic understanding of adult learning theory.

Most of us think that we learn at school and that the school training is accurate. But in reality, learning takes place in all parts of a man’s life like raising a family, as a student in classroom, at workplace. The learning that happens at workplace is exceptionally for work, which might include developing abilities, capabilities, tackling the obligations, developing skills and competencies, responsibilities and contribute at the workplace.

Strategies
Some of the strategies through which the learning experience can be worked are when adults understand why something is important to know or to do. when adults have the freedom to learn in their own way. When the process is positive and motivating. The time is right for them to learn the process is encouraging. when adults have the freedom to learn in their own way and their won methodology. Many adults can remember having only one type of learning style growing up. This is mainly determined by their instructor's preferred method of instruction. However, as an adult they prefer their own learning style.The five steps ordered cycle from the works of D.Kolb are: 1. Experience / Implementation of practical tasks. Students perform practical tasks with little help or without the help of a teacher. The core point of learning is student learning from the experience, not from its quantity or quality. 2. Exchange / Reflection. Students share their results, reactions and comments with others and participate in the discussion on the experiences of other students. Experience exchanging is equivalent to reflection on the result and past experience, which can be used in the future. 3. Processing / Analysis. Students discuss, analyze and reflect the experience. Description and analysis of experience allow students to link it with next learning experience. Students also discuss practical work design, topics, problems and issues arising from the work. 4. Synthesis. The students associate practical work with real examples, determine general trends, principles of truth and real life. 5. Application. Students use the results of current experience and practice of past years in the same or other situations. In addition, students discuss the acquired knowledge application in other situations that can be useful in future situations.

stages of development and implementaions
G. Dean’s process model of experiential learning presents the following stages of the experiential learning development and implementation:
 * 1) Planning – preparation for the start. The teacher evaluates students’ readiness to participate in experiential learning and determines the desired results and appropriate methods. The teacher prepares materials and conditions for the activity.
 * 2) Engagement – start. The teacher helps join the participation by specifying the relevance content, process and expected results. The teacher initiates activities and determines clear trends of students’ activity. Participants start learning activities.
 * 3) Internalization – learning through experience. Students are actively engaged in learning at this stage. The teacher pays attention to learning management and students’ participation facilitation.
 * 4) Reflection – making meaning. The teacher facilitates and helps the learning process by support and discussion encouragement.
 * 5) Generalization – making relations. The teacher helps students make connections (through brainstorming or illustrations) between the learning activities and their job. Students work independently or in small groups to make connections.
 * 6) Application – learning transfer. The teacher provides students with the rules and structures for the use of learning outcomes in real situations, discussions or logging. Students use connections made in the previous stage and apply knowledge in the workplace and in their organizations.
 * 7) Follow-up – assessment and planning. The teacher can use formal and informal assessment tools (tests, evaluation of the effectiveness or observations, criticism, and discussion). The teacher assesses the student’s ability to apply their new knowledge. This stage is the basis for future activities and the subsequent changes (in the organization or community).

Conclusion
The key aspect of adult's experiential learning is the experience itself. Here the knowledge is created with the experience transformation. The experiential learning is a cycle and requires a learner’s focus, his reflection on the experience, generalization, and verification.