Enhancing Experiential Learning
The EXL’s Cycle of Reflection: In Experiential Learning, the experience provides the platform for learning, while the careful analysis and reflection of the experience develops the learning. To enhance experiential learning, instructors can guide their students through a cycle of reflections that helps students explore four (4) central dimensions of the experience: the concrete experience; students’ feelings about that experience; the reasons why the experience occurred the way it did; and changes that can improve the experience and real world, more broadly.
Below, you’ll find more details on each of the four areas with possible questions to help students reflect on the EXL activity (e.g., internship, research, service learning, practicum, etc.).
| The Facts What happened? |
Instructors should ask students to reflect about the concrete details regarding the
hands-on experience (e.g., internship, research, service learning). This will help
sustain students awareness of the practical expectations for theEXLactivity. Possible Questions: What were you expected to do at your (internship, service learning, etc.)? What did you actually do there? Who else did you engage with and what did they do for work? Please describe what you do on a regular day at your (internship, doing research, etc.)? How did your group work together? |
|---|---|
| The Feelings What did I experience? |
Now that students are aware of the expectations, instructors should help their students
explore the emotions associated with different aspects of EXL activity. Exploring students’ emotions can help them identify their strengths and
areas of improvements as “good” feelings are often associated with competence, while
“bad or difficult” feelings are associated with low confidence. Possible Questions: What were your favorite and least favorite parts of the (EXL activity) and why? Were there times when you were confused? What surprised you about (the EXL activity)? Would you recommend (the EXL activity) to classmates? Why or why not |
| The Findings Why did that happen? |
Once students have identified their emotions with the EXL activity, instructors should help their students identify and explore 1) the reason(s)
for why the EXL activity happened the way that it did, and 2) the reason(s) for the emotions regarding
the EXL activity. This step in the EXL reflection cycle can help students synthesize their experiences with the course content
as they work to gain a deeper understanding of the concepts in the curriculum and
how they are applied in the real world. Possible Questions: Why do you think (the EXL activity) went well or didn’t go well? What helped you understand (the EXL activity)? Please describe the ideas and concepts we’ve discussed in class that you have seen in your (EXL activity)? What do you think contributed to the feelings you had about (the EXL activity)? |
| The Future What do I do next? |
With this final step, instructors should help students map out future changes in their
behaviors and perspectives. These changes should be informed by what students have
learned from the previous steps of the reflection cycle. Changed behaviors and perspectives
is an essential part of the process as the goal of EXL is for students to re-imagine new ways of “doing” their profession and viewing its
impact on the world. If students make changes and re-engage with EXL activity, then instructors should do the reflection cycle again. Possible Questions: What might you do differently if you were to do (the EXL activity) again? How would you prepare someone new to (the EXL activity) so they can be successful? What support do you need to help you have a better experience with the (EXL activity)? How do you view your profession/major differently now that you’ve done this EXL activity)? |
More on EXL’s Cycle of Reflection
When do I use it?
You can use EXL’s Cycle of Reflection multiple times for a given EXL activity as this will allow students to add personalized changes to the EXL activity and then reflect on those changes. This way, students can learn to understand the reflexivity of their thinking and work—essential steps to developing students as adaptable professionals.
How do I generate reflection questions?
Along with the suggested questions above, you are encouraged to develop your own questions that may be more relevant to the EXL activity you use. Visit the sites below for examples of reflection questions.
EXL Questions: A list of questions from the University of Missouri that can help students process an EXL activity.
Reflection Questions: A list of reflection questions for before, during, and after a service learning activity. It can be applied to other EXL activities as well.
DEAL Model of Critical Reflection: A model of reflection from the University of Toronto that is meant for students to Describe and Examine the EXL activity, then Articulate their Learning.
Bloom’s Taxonomy of Questions: Bloom’s model can provide instructors with a clear way of developing questions that are focused on students’ concrete experiences (e.g., remembering and comprehension questions) and questions that are more analytical and future oriented (e.g., applying and creating questions)