APPLYING DAVID A. KOLB’S EXPERIENTIAL LEARNING MODEL INTO TEACHING THE MODULE “ASSESSMENT IN EARLY CHILDHOOD EDUCATION” FOR UNIVERSITY STUDENTS MAJORING IN EARLY CHILDHOOD EDUCATION

APPLYING DAVID A. KOLB’S EXPERIENTIAL LEARNING MODEL INTO TEACHING THE MODULE “ASSESSMENT IN EARLY CHILDHOOD EDUCATION” FOR UNIVERSITY STUDENTS MAJORING IN EARLY CHILDHOOD EDUCATION

Tran Thi Thanh Tuyen* tuyenttt.ncs@hcmute.edu.vn
Duong Thi Kim Oanh oanhdtk@hcmute.edu.vn
Summary: 
The article explores the application of David A. Kolb’s experiential learning model to draw up experiential learning activities in teaching the module “Assessment in Early Childhood Education” for university students majoring in Early Childhood Education. It is a mandatory professional module in the preschool teacher training program. After completing this module, students will develop not only general competencies but also professional and career competencies. Based on learning outcome, objective, and subject content, lecturers choose appropriate content in the subject to design experiential learning activities according to Kolb's 4-step cycle. In addition, the article gives an example of applying the experiential learning model into designing activities for specific content in the module.
Keywords: 
Model
experiential learning
assessment in early childhood education
David A. Kolb
students
Refers: 

[1] Kolb, D. A, (2014), Experiential learning: experience as the source of learning and development, Address: Englewood Cliffs, New Jersey; Publisher: Prentice - Hall.

[2] Jack, K, (2011), The role of experiential learning in nurturing management competencies in Hospitality and Tourism Management students: Perceptions from students, faculty, and industry professionals, Western Michigan University.

[3] Hollis, F. H., Eren, F, (2016), Implementation of real‐world experiential learning in a food science course using a food industry‐integrated approach, Journal of Food Science Education, 15(4), p.109-119.

[4] McIntyre F., Webb D., & Hite R, (2005), Service learning in the marketing curriculum: faculty views and participation, Marketing Education Review, 15 (1), p.35-45.

[5] Hesser, G, (1995), Faculty assessment of student learning: outcomes attributed to service learning and evidence of changes in faculty attitudes about experiential education, Michigan Journal of Community Service Learning, 2(1), p.33-41.

[6] Silberman, M. L. (Ed.), (2007), The handbook of experiential learning, John Wiley & Sons.

[7] Kim, O. D. T, (2019), Organizing Experiential Learning Activities for Development of Core Competences of Technical Students in Vietnam, Universal Journal of Educational Research, 7(1), p.230-238.

[8] Haynes, C, (2007), Experiential learning: Learning by doing: 5-step experiential learning cycle definitions, University of California Davis

[9] University of California Davis (UC Davis), (2011), 5-step experiential learning cycle definitions.

[10] Mamatha, SM, (2021), Experiential Learning in Higher Education, International Journal of Advance Research and Inovation, 9(2), p.214-218.

[11] Giac, C. C., Gai, T. T., & Hoi, P. T. T, (2017), Organizing the experiential learning activities in teaching science for general education in Vietnam, World Journal of Chemical Education, 5(5), p.180-184.

Articles in Issue