<P> Most educators understand the important role experience plays in the learning process . The role of emotion and feelings in learning from experience has been recognised as an important part of experiential learning . While those factors may improve the likelihood of experiential learning occurring, it can occur without them . Rather, what is vital in experiential learning is that the individual is encouraged to directly involve themselves in the experience, and then to reflect on their experiences using analytic skills, in order that they gain a better understanding of the new knowledge and retain the information for a longer time . </P> <P> Reflection is a crucial part of the experiential learning process, and like experiential learning itself, it can be facilitated or independent . Dewey wrote that "successive portions of reflective thought grow out of one another and support one another", creating a scaffold for further learning, and allowing for further experiences and reflection . This reinforces the fact that experiential learning and reflective learning are iterative processes, and the learning builds and develops with further reflection and experience . Facilitation of experiential learning and reflection is challenging, but "a skilled facilitator, asking the right questions and guiding reflective conversation before, during, and after an experience, can help open a gateway to powerful new thinking and learning". Jacobson and Ruddy, building on Kolb's four - stage Experiential Learning Model and Pfeiffer and Jones's five stage Experiential Learning Cycle, took these theoretical frameworks and created a simple, practical questioning model for facilitators to use in promoting critical reflection in experiential learning . Their "5 Questions" model is as follows: </P> <Ul> <Li> Did you notice ...? </Li> <Li> Why did that happen? </Li> <Li> Does that happen in life? </Li> <Li> Why does that happen? </Li> <Li> How can you use that? </Li> </Ul> <Li> Did you notice ...? </Li>

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