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Ok - Kolb Reflection Model

The document describes Kolb's model of experiential learning, which presents learning as a four-stage cycle. The stages are: concrete experience, reflective observation, abstract conceptualization, and active experimentation. It is important to go through all stages for effective learning, and it may take going around the cycle multiple times for deep learning to occur. The cycle is more accurately conceived as a spiral than a single circle.

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81 views2 pages

Ok - Kolb Reflection Model

The document describes Kolb's model of experiential learning, which presents learning as a four-stage cycle. The stages are: concrete experience, reflective observation, abstract conceptualization, and active experimentation. It is important to go through all stages for effective learning, and it may take going around the cycle multiple times for deep learning to occur. The cycle is more accurately conceived as a spiral than a single circle.

Uploaded by

bibliomax
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Experiential Learning: Learning by doing

There are many models that attempt to describe the process of adult learning. Building
on the work of Lewin (1951), Kolb (1984) developed a model that described the
learning process as a four-stage cycle. Called the ‘The Kolb Cycle’, ‘The Learning
Cycle’ or ‘The Experiential Learning Cycle’ it has become a commonly used way of
framing the learning process. It is important to note that the cycle may begin at any
stage, but you need to go through the stages in order for you to learn effectively. Also,
it’s almost essential to go around the cycle a number of
times before deep learning will happen. Thinking of the
cycle as a spiral winding through time is probably
more useful than conceiving it as a circle
you go around just once.

Concrete Experience: doing or having an experience – something happened


Processing triggers:
• What happened?
• What was I aware of? What did I see, hear or feel?

Reflective Observation: reviewing/reflecting/making sense of what happened


– so what?
Processing triggers:
• What sense can I make of what happened?
• What conclusions can I draw?
• What went well? Not so well?
• What helped?
• What hindered?

Abstract Conceptualisation: concluding/surfacing the learning


Processing triggers:
• What does the literature say about what happened? Does it help me make more
sense of things?
• Is this usual or ‘normal’ for me, for others?
• What personal conclusions can I draw?
• What do I need to do differently or better?
Active Experimentation: planning and taking action based on the learning
Processing triggers:
• How am I going to change things for next time?
• What do I plan to do differently?
• How will I know I have made the change? What will others or I notice that is
different: in how I act and in what I say?
This process may begin at any point. It may be over in an instant, or take days,
months and even years. A number of these cycles may be under way at any one time
Concrete Experience:
What happened?

Reflective Observation
reviewing/reflecting/making sense of what happened

Abstract Conceptualisation
concluding/surfacing the learning

Active Experimentation:
planning and taking action based on the learning

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