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Kolb’s Experiential Learning Theory & Learning Styles, image, image,…
Kolb’s Experiential Learning Theory & Learning Styles
Kolb’s Four Stages Of Learning
Concrete Experience
Doing or having an experiencce
Starts with a concrete EXPERIENCE, where each learner engages in an activity or task.
For acquiring new knowledge, learners must actively engage in the task.
learning is involvement.
Reflective Observation
Reviewing or reflecting on the experience
The students steps back to reflect on the task.
Learners will ask questions and discuss their experiences (communicative skills).
The students will identify discrepancies between knowledge and their experiences.
Abstract Conceptualization
Concluding or learning from the experience
They will give conclusions from their experiences by checking previous learning, they will create hypotheses.
When learners start to categorize concepts, they will move from reflective observation to abstract conceptualization.
Interpreting the experience and making comparisons to their current understanding of the concept. Then they will modify their ideas with new knowledge.
Active Experimentation
Here, learnes will apply thier conclusion, or ideas tonew experiences.
Planning or trying out what was learned
They can make predictions, analyze tasks, and make plans for the achieved knowledge in the future.
Show it is relevent for their lives.
The learning cycle, throughout this process, is important taking into account that each stage is dependent on the others.
Kolb’s Learning Styles
2.Assimilating (Abstract Conceptualization/Reflective Observation)
Watching => Think and watch => Thinking
Emphasizes reasoning.
Students can examine facts and assess experiences as a total.
They design experiments and work on projects from beginning to completion.
Instructional Techniques to Assimilators:
Independent, prepared exercises that the learner can complete without the instructor.
Classic teacher-class lecture supported by an audio or video presentation
Private exploration or demonstration that follows a tutorial, with answers provided.
4 Accommodating (Concrete Experience/Active Experimentation)
Doing => Feel and do => Feeling.
It is adaptable and intuitive.
Students use problem and error to conduct their experiences, they enjoy looking for answers for themselves.
Also, They can vary their path based on the circumstances and generally have good people skills.
Intructional techniques to Accommodators:
Activities that allow them to be actively engaged.
Exploration and instructor support for deeper questioning, such as “what if?” or “why not?”
Tasks that promote independent discovery.
1 Diverging (Concrete Experience/Reflective Observation)
Feeling => Feel and watch => watching.
Instead of examining an experience, learners will tend to assess them from different perspectives.
They value feelings and take an interest in others.
Instructional Techniques to devergers:
Hands-on activities and the opportunity to explore.
Classic teacher-class lecture that highlights how to use a system as well as its strengths and weaknesses.
Takes an original and creative approach.
3 Converging (Abstract Conceptualization/Active Experimentation)
Thinking => Think and do => Doing
Highlights problem solving as an approach.
Learner prefers to make decisions and apply his/her ideas to new experiences.
They tend to avoid people and perceptions, choosing instead to find technical solutions.
Instructional tecniques to Covergers:
Workbooks or worksheets that provide problems sets.
Tasks that are computer-based.
Interactive activities.
Application
Through presentations, discussions, and collaborative activities, learners will demonstrate their preference for specific styles.
A variety of experiences benefits all learners, regardless of their preferred learning style.
By allowing them to develop skills in specific areas and making them more flexible and well-rounded.
Learning is a whole process, where all stages are included throughout the experiences.
It is necessary not to restrict or limit learning experiences to the stage.
Kolb suggested that experience was critical in the development of knowledge construction.
Apply knowledge in new situations through abstract concepts.
Memorization or recollection of ideas taught does not equal learning.
GERALDIN CRUZ SANCHEZ- 1000330787
