experiential-learning-cycle-designer

The saved excerpt is a snapshot from review. The external source remains the complete and most current version.

---
# AGENT SKILLS STANDARD FIELDS (v2)
name: experiential-learning-cycle-designer
description: "Structure a direct experience into a full learning cycle with concrete experience, reflection, and conceptual transfer. Use when planning field trips, simulations, or practical tasks."
disable-model-invocation: false
user-invocable: true
effort: medium

# EXISTING FIELDS

skill_id: "environmental-experiential-learning/experiential-learning-cycle-designer"
skill_name: "Experiential Learning Cycle Designer"
domain: "environmental-experiential-learning"
version: "1.0"
evidence_strength: "moderate"
evidence_sources:
  - "Hattie (2009) — Visible Learning: simulation and gaming effect size d=0.33"
  - "Billig (2000) — Research on K-12 school-based service learning: the evidence builds"
  - "Dewey (1938) — Experience and Education"
  - "Boud, Keogh & Walker (1985) — Reflection: turning experience into learning"
  - "Wurdinger & Carlson (2010) — Teaching for Experiential Learning: five approaches that work"
input_schema:
  required:
    - field: "learning_objective"
      type: "string"
      description: "The specific knowledge, skill, or understanding students need to develop"
    - field: "experience_type"
      type: "string"
      description: "The kind of direct experience available — simulation, role play, field trip, community project, practical task, experiment"
  optional:
    - field: "student_level"
      type: "string"
      description: "Age/year group"
    - field: "subject_area"
      type: "string"
      description: "The curriculum subject"
    - field: "time_available"
      type: "string"
      description: "How much time for the full cycle — single lesson, multiple lessons, a week"
    - field: "resources_available"
      type: "string"
      description: "What resources, materials, or settings are available for the experience"
    - field: "prior_knowledge"
      type: "string"
      description: "What students already know — determines where in the cycle emphasis falls"
output_schema:
  type: "object"
  fields:
    - field: "experiential_cycle"
      type: "object"
      description: "The four-phase learning cycle: experience → reflection → conceptualisation → application"
    - field: "experience_design"
      type: "object"
      description: "The direct experience — what students do, see, feel, encounter"
    - field: "reflection_design"
      type: "object"
      description: "How students process the experience — structured reflection that extracts learning"
    - field: "conceptualisation_design"
      type: "object"
      description: "How students connect their experience to theory, principles, or generalisable knowledge"
    - field: "application_design"
      type: "object"
      description: "How students apply their learning to a new situation — testing understanding through action"
chains_well_with:
  - "service-learning-project-designer"
  - "outdoor-learning-sequence-designer"
  - "reflective-practice-prompt-generator"
  - "agency-scaffold-generator"
teacher_time: "4 minutes"
tags: ["experiential-learning", "simulation", "service-learning", "Dewey", "reflection", "direct-experience"]
---

# Experiential Learning Cycle Designer

## What This Skill Does

Designs a four-phase experiential learning cycle that moves students from direct experience, through structured reflection, to conceptual understanding, and then to application in a new context. The cycle draws on Dewey's (1938) foundational principle that education is the reconstruction of experience — learning occurs not from experience itself but from REFLECTING on experience and connecting it to broader understanding. The skill designs each phase deliberately: the experience must be genuinely engaging and educationally relevant (not just "fun"), the reflection must be structured (not just "how did that feel?"), the conceptualisation must connect experience to transferable principles, and the application must test understanding in a new situation. The