Experiential Learning

CI Team
What is Experiential Learning?
ALL
What is experiential learning? Why does experiential learning matter?
Experiential learning allows students to use the theory Experiential learning matters because it is based on
they learned in class for a real world project. It enables student-centered learning. It requires practice,
students to turn the world into their classroom and test problem-solving, and decision-making, thus accelerating
learning and improving retention. Students develop
the theories they have learned in real time. Experiences communication skills and self-confidence by responding to
are a proven method of evolving and enhancing student and solving real-world problems. It also creates a space
understanding, especially in the business field. where students can learn from their mistakes.

What do students think about experiential learning?

Students engage more deeply in experiential learning as they are
able to see the purpose behind their learning and apply it in
real-world situations. Experiential learning helps differentiate
learning, making students feel seen and valued since their learning is
relevant and pertains to their own experiences.
Experiential Learning Strategy 1
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Networking
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Your brain on experiential learning
This article focuses on:
❏ Why experiential learning is so effective.

❏ What cognitive process our brains undergo during

experiential learning.
❏ How the four stages of David Kolb’s Experiential
Learning Cycle is broken down.
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Why experiential learning so effective
❏ Applies theoretical material to the real world immediately
making it more accessible, relatable, and practicable.

❏ Encourages collaboration as most experiential learning

activities tend to be group-based.

❏ Engages the creative portions of the brain so students can

seek their own unique solutions to the problem.

❏ Creates a space where students can test their theories and

rewire their brains to work for them.
AS What happens to the brain during experiential learning
❏ Studies show that neurologically,
experiential learning is so powerful it rewires
the brain.
❏ The brain is a network of neurons connected
by synapses.
❏ During experiential learning, these synapses
get reinforced, increasing in size and creating
stronger connections (McGrath, 2022).
❏ Many neurons are involved in different areas
of the brain during experiential learning,
which encourages the process of encoding
information in our brains.
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Kolb’s Experiential Learning Cycle Teaching Tips
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Your Brain during business networking

❏ Networking programs your brain for curiosity which prompts the release
of dopamine and serotonin into your system.

❏ These chemicals in our body allow us to connect with others on a deeper

level.

❏ Being curious and excited about what you might discover, and who you
might meet, at a networking event changes your brain chemistry and
outlook in a positive way (Wachman, 2022).
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NETWORKING AS EXPERIENTIAL LEARNING
❖ The business studies curriculum is all built on the
belief that effective learning in all subjects of the
discipline depends on the development of
knowledge and skills in five critical areas (Ontario
Business Curriculum, 6).

❖ Networking activities develop business and

communication skills; therefore, these activities can
be used in any business course.
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Networking & Critical Areas of Learning
BUSINESS studies

Business Skills Communication Skills

❏ Working in Diverse Environments ❏ Interpersonal Communication
❏ Employability skills ❏ Literacy Skills
❏ Teamwork
❏ Listening & speaking
❏ Enthusiasm & Attitude
❏ Flexibility & Adaptability
❏ Time Management
AS
Networking Introduction
Ask students:
❏ What is networking?
❏ How could you use personal
relationships to increase
exposure to information and
opportunity?
❏ Why do you think 85% of all
jobs are filled by networking
(Adler, 2016)?
AS Networking activities
Activity One Activity two
Can be used in With a partner,
Introduction to International the students practice:
Business (BBB4M)
❏ A handshake
❏ The students are taking ❏ A greeting
three clients who are ❏ Asking each other
visiting from India (or any questions, listening,
other country) out for and responding to
dinner. They are to state answers
four appropriate ❏ Requesting contact
questions to ask. information
AS Networking Activities
Activity Three - Networking BINGO (see link below)
❖ Allows the students to network, talk to people, discover
and share mutual interests, and gather signatures from
people with whom they find things in common.
❖ Not all the students in the class know each other, so this
also allows them to meet new students.
Step#1:
Students fill out BINGO sheets with 12 squares about
themselves. When everyone is completed, they mingle in the
class and find people with similar interests. They need to find
1 person per square, no repeats.
Step#2: Discuss debriefing questions (see link below).

http://www.wrksolutions.com/Documents/WhenIGrowUp/WIGU_PDFS/High-School/Lesson6-Networking-Bingo.pdf
AS Networking Activities

Activity four - Create a LinkedIn Profile

With a LinkedIn Profile, students can

❏ Gain access to experts & network

❏ Investigate career paths
❏ Join relevant communities of interest
❏ Search and inquire about jobs
❏ Research companies
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Linkedin Profile Instructions

Steps #1: The students research other profiles to see the words they use, how they display their
information, whom they are connected with, the profile picture they chose, etc.
Step #2: The students gather information on their schooling, work experience, hobbies, skills,
achievements, and whom they would like to attract and/or connect with.
Step #3: The students create their profile. Explain to the students this could be their first impression
connection. What do they want that impression to be?
Step 4: The students are to connect with at least one person - a parent, a sibling, a coach, a manager.
Step #5: They share their experience with the class.
Students are evaluated by student-teacher conference.
Experiential Learning Strategy 2
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Open Markets
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ENTREPRENEURIAL LEARNING
❏ Simulating Entrepreneurial Learning: Integrating Experiential and Collaborative Approaches to
Learning is an article that examines the impact of experiential learning on students, specifically
those who want to become entrepreneurs.

❏ The research places students into a simulated project where groups must work together to
solve entrepreneurial problems while abiding by the same rules.

❏ "Students are given the opportunity to actively engage in, and commit to, the development of
their own business proposition and are subsequently subjected to intense scrutiny by the target
community that they seek to emulate" (Cope, Pittaway. 2007, p 229).

❏ Providing students with an opportunity to participate in projects that have tangible, real world
results is an effective way increase engagement and maximize learning.
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❏ "It [the study] also illustrates the important interaction between theory and practice and the need to create
a learning environment where students are able to experiment with theoretical knowledge gained during
their academic studies" (Cope, Pittaway, 2007, p 230).
❏ Anytime we can provide students with a method of using the skills they are learning in a practical setting,
we are encouraging them to think beyond the classroom and embrace real-life learning opportunities.
❏ Gaining theoretical knowledge can only take students so far- it is in the application of this knowledge that
they are able to extend their thinking.
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❏ This continues to extend into Kolb’s Learning Styles Theory

KOLB’S LEARNING STYLES THEORY
developed in 1984.

❏ “In Kolb’s theory, the impetus for the development of new

concepts is provided by new experiences” (McLeod, 2023).

❏ Kolb believes experiential learning is based on a four part cycle,

as demonstrated in the image to the right.

❏ Students try what they have learned, have an experience,

reflect on it and later learn from it.

❏ This cycle encourages students to extend their knowledge from

pen and paper to real world experiences.
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Open Market Activities
Activity One Activity Two
Course: Introduction to Business - BBI2O Course: Marketing Goods, Services, Events - BMI3C
❏ In this activity, students will be placed in groups and will be ❏ In this activity, students will be placed in groups and will be
given 2 weeks to create and market a custom drink for a
given 2 weeks to create a product or service business.
school trade show.
❏ Step 1: Market research (preliminary)- Google Forms, Survey
❏ Step 1: Market research (preliminary) and drink creation.
Monkey, etc
❏ Step 2: Marketing - posters, advertisements, set up of “trade
❏ Step 2: Production and Marketing - posters, advertisements,
show” (table cloths, cups, containers, etc).
establishing how they will create their product
❏ Step 3: Sell! - students come to caf during class and evaluate
❏ Step 3: Sell! - students have 2 supervised lunch periods to marketing decisions (were they interested in the booth? Why?
sell their products. What appealed to them?) and drinks for fun!

NOTE: students only recuperate their spendings- all additional ❏ Evaluated based on: set up, creativity, booth effects,
earnings are donated to a charity of their choice. anonymous responses from visitors, oral explanation of their
work.
Experiential Learning Strategy 3
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Flipped Classroom
DB
Flipped Classroom
⊹ Students engage with material on their own prior
to actively applying the content in the classroom.
⊹ Adding variety and changing the pace of the
classroom, can make the course more interesting
for students, thus improving their focus and
engagement.
⊹ Leads to deeper understanding of the content and
retention of learning.
⊹ Increases student engagement and promotes
active learning.
DB

Activities that can be part of a Flipped Classroom

⊹ Discussions
⊹ Debates
⊹ Simulations
⊹ Peer tutoring and feedback
⊹ Role playing
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Shifting from Teacher to Student-Centered

⊹ Students become more responsible for and accountable to their learning.
⊹ This shift from teacher to student in a flipped classroom influences engagement and
academic performance as it offers an interactive and dynamic learning environment.
⊹ “The flipped classroom model has received attention in business and entrepreneurship
education due to its positive educational outcomes, such as enhancing learning and
academic performance and fostering practical knowledge and communication,
collaboration, critical thinking, and problem-solving skills, which are required in the
real-world business environment (Price & Walker, 2021; Shih & Tsai, 2020).”
DB
Flipped Classroom Activity - BAF3M
⊹ Students watch instructional videos and
complete online activities on accounting
principles.
⊹ Class time is used for group discussions, problem
solving activities, and hands-on exercises.
⊹ This allows students to apply the content they
learned in a supportive environment with
immediate feedback from peers and their
teacher.
DB

Flipped Classroom Activity - BBI2O

⊹ Proposal and implementation of a school need.
⊹ Ask students: “Is there an area we can improve in the school?”
⊹ Students collaborate and research an aspect of the school they can improve.
× Examples: renovate the school library, refurbish a classroom
⊹ Run like a business, break students up into departments: management, public
relations/marketing for engaging the school and community (fundraising), construction,
finance (budget creation, money management), IT (take notes on progress), design
team.
× Students are able to request transfers between departments.
⊹ Students hold each other accountable and reflect on the work they do each week in a
journal entry using OneNote.
 Before you go…

We created a JamBoard to share thoughts and

additional ideas. Please use this LINK or the
hyperlink below to access our board.
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All References
Adler, L. (n.d.). New survey reveals 85% of all jobs are filled via networking. LinkedIn.
Retrieved March 16, 2023, from
https://www.linkedin.com/pulse/new-survey-reveals-85-all-jobs-filled-via-network-lou-alder/

Carstens, K. J., Mallon, J. M., Bataineh, M., & Al-Bataineh, A. (n.d.). Effects of technology on Student Learning - Ed.
Retrieved March 26, 2023, from https://files.eric.ed.gov/fulltext/EJ1290791.pdf

Cope, J., Pittaway, J. (2007). Simulating Entrepreneurial Learning- Integrating Experiential and Collaborating
Approaches to Learning. Management Learning Sage Publications, 38(2), 211-233. Retrieved from
https://journals-scholarsportal-info.proxy1.lib.uwo.ca/pdf/13505076/v38i0002/211_sel.xml

Course design: Planning A flipped class. Centre for Teaching Excellence. (2023, March 11). Retrieved March 26,
2023, from
https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/course-design-planning-flipped-
class

Kong, Y. (2021, September 30). The role of experiential learning on students' motivation and classroom
engagement. Frontiers. Retrieved March 26, 2023, from
https://www.frontiersin.org/articles/10.3389/fpsyg.2021.771272/full

McGrath, M. (2022, November 14). Your brain on experiential learning. School of Continuing Studies. Retrieved
February 23, 2023, from https://continue.yorku.ca/your-brain-on-experiential-learning/
All References Continued
Mcleod, S. (2023). Kolb’s Learning Styles and Experiential Learning Cycle. Retrieved from
https://simplypsychology.org/learning-kolb.html

Newman, R. (2019, August 29). How to network when you hate networking. Minutes. Retrieved March
12, 2023, from https://minutes.co/how-to-network-when-you-hate-networking/

Ontario Ministry of Education. (2006). Business studies - ministry of education, Ontario curriculum. The Ontario Curriculum
Grades 11 and 12 business studies. Retrieved January 29, 2023, from
http://www.edu.gov.on.ca/eng/curriculum/secondary/business1112currb.pdf

Science Direct. (2022, February 4). Flipped classroom in business and entrepreneurship education: A systematic review and
future research agenda. The International Journal of Management Education. Retrieved March 26, 2023, from
https://www.sciencedirect.com/science/article/abs/pii/S1472811722000167

Wachman, S. (2022, May 12). The Neuroscience of Business Networking. Stephanie

Wachman. Retrieved March 16, 2023, from
https://stephaniewachman.com/the-neuroscience-of-business-networking/

Workforce Solutions. (n.d.). Retrieved April 23, 2018, from

http://www.wrksolutions.com/Documents/WhenIGrowUp/WIGU_PDFS/High-
School/Lesson6-Networking-Bingo.pdf