The document discusses Kolb's Experiential Learning Theory which proposes that learning occurs through discovery and active participation in experiences. The theory includes a four stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. It also discusses four learning styles that are part of Kolb's model.
The document discusses Kolb's Experiential Learning Theory which proposes that learning occurs through discovery and active participation in experiences. The theory includes a four stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. It also discusses four learning styles that are part of Kolb's model.
The document discusses Kolb's Experiential Learning Theory which proposes that learning occurs through discovery and active participation in experiences. The theory includes a four stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. It also discusses four learning styles that are part of Kolb's model.
The document discusses Kolb's Experiential Learning Theory which proposes that learning occurs through discovery and active participation in experiences. The theory includes a four stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. It also discusses four learning styles that are part of Kolb's model.
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KOLB- EXPERIENTIAL LEARNING
The humanistic and constructivist approaches to education, which emphasize that
learning occurs naturally, include
David Kolb, in his Theory of Experiential Learning proposed that learning occurs through discovery and active participation and experience was critical in the development of knowledge construction. Kolb defined leaning as: the process whereby knowledge is created through the transformation of experience” (Kolb, 1984).
There are two parts to Kolb’s Experiential Learning Theory. The first is that learning follows a four-stage cycle. Kolb believed that, ideally, learners progressed through the stages to complete a cycle, and, as a result, transformed their experiences into knowledge. The second part to Kolb’s Theory focused on learning styles, or the cognitive processes that occurred in order for acquire knowledge.. Essentially, Kolb believed that individuals could demonstrate their knowledge, or the learning that occurred, when they were able to apply abstract concepts to new situations.
Completion of all stages of the cycle allows the transformation of experience to
knowledge to occur. Kolb’s entire theory is based on this idea of converting experience into knowledge. With each new experience, the learner is able to integrate new observations with their current understanding. Ideally, learners should have the opportunity to pass through each stage.
KOLB’S FOUR STAGES OF LEARNING
Kolb’s Learning Cycle is based on the Jean Piaget’s focus on the fact that learners create knowledge through interactions with the environment.
1. Concrete Experience:
Kolb’s learning process cycle begins with a concrete experience. In a concrete
experience, each learner engages in an activity or task. Kolb believed that the key to learning is involvement. In order to acquire new knowledge, learners must actively engage in the task.
2. Reflective Observation:
After engaging in the concrete experience, the learner steps back to reflect on the task. This stage in the learning cycle allows the learner to ask questions and discuss the experience with others. Communication at this stage is vital, as it allows the learner to identify any discrepancies between their understanding and the experience itself.
3. Abstract Conceptualization: The next step in the learning cycle is to make sense of these events. The learner attempts to draw conclusions of the experience by reflecting on their prior knowledge, using ideas with which they are familiar or discussing possible theories with peers. The learner moves from reflective observation to abstract conceptualization when they begin to classify concepts and form conclusions on the events that occurred. This involves interpreting the experience and making comparisons to their current understanding on the concept.
4. Active Experimentation:
This stage in the cycle is the testing stage. Learners return to participating in a task, this time with the goal of applying their conclusions to new experiences. They are able to make predictions, analyze tasks, and make plans for the acquired knowledge in the future.
This learning style takes an original and creative approach. Rather than examining concrete experiences by the actions taken, individuals tend to assess them from various perspectives. They value feelings and take an interest in others. Individuals who prefer this learning style tend to enjoy tasks such as brainstorming ideas and working collaboratively in groups.
There are a few instructional techniques that Divergers prefer:
▪ 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.
This learning style emphasizes reasoning. Individuals who demonstrate this learning style are able to review the facts and assess the experience as a whole. They tend to enjoy designing experiments and working on projects from start to completion. There are a few instructional techniques that Assimilators prefer:
▪ 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.
This learning style is adaptable and intuitive. These individuals use trial and error to guide their experiences, preferring to discover the answers for themselves. They are able to alter their path based on the circumstance and generally have good people skills.
There are a few instructional techniques that Accommodators prefer:
▪ 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.
