Kolb’s learning

style
The Experiential Learning Cycle
• Kolb's experiential learning style theory is typically
represented by a four-stage learning cycle in which the
learner 'touches all the bases':
• 1. Concrete Experience - a new experience or situation is
encountered, or a reinterpretation of existing experience.
• 2. Reflective Observation of the New Experience - of particular
importance are any inconsistencies between experience and
understanding.
• 3. Abstract Conceptualization reflection gives rise to a new idea, or
a modification of an existing abstract concept (the person has learned
from their experience).
• 4. Active Experimentation - the learner applies their idea(s) to the
world around them to see what happens.
 Learning Styles
• Kolb's learning theory (1974) sets out four distinct learning styles, which are
based on a four-stage learning cycle .
• Kolb explains that different people naturally prefer a certain single different
learning style.
• Various factors influence a person's preferred style. For example, social
environment, educational experiences, or the basic cognitive structure of the
individual.
• Whatever influences the choice of style, the learning style preference itself is
actually the product of two pairs of variables, or two separate 'choices' that we
make, which Kolb presented as lines of an axis, each with 'conflicting' modes
at either end.
 cycle of four stages
• Effective learning is seen when a person progresses
through a of
• (1) having a concrete experience followed by
• (2) observation of and reflection on that experience which
leads to
• (3) the formation of abstract concepts (analysis) and
generalizations (conclusions) which are then
• (4) used to test a hypothesis in future situations, resulting
in new experiences.
• Kolb (1974) views learning as an integrated process with
each stage being mutually supportive of and feeding into
the next. It is possible to enter the cycle at any stage and
follow it through its logical sequence.
• However, effective learning only occurs when a learner
can execute all four stages of the model. Therefore, no one
stage of the cycle is effective as a learning procedure on
its own.
A typical presentation of Kolb's two
continuums
• the east-west axis is called the Processing
Continuum (how we approach a task),
• and the north-south axis is called the Perception
Continuum (our emotional response, or how we think or
feel about it).
• Kolb believed that we cannot perform both variables on a
single axis at the same time (e.g., think and feel).
• Our learning style is a product of these two choice
decisions.
• It's often easier to see the construction of Kolb's learning
styles in terms of a two-by-two matrix. Each learning style
represents a combination of two preferred styles.
• Ergo, a person with dominant learning style Watching
against 'doing' a task, and Thinking
rather than 'feeling' the experience, will have Assimilating
as the corresponding learning style.
• Everyone responds to and needs the stimulus of all types
of learning styles to one extent or another - it's a matter of
using emphasis that fits best with the given situation and
a person's learning style preferences (Brown, 2013)
:

The matrix also highlights Kolb's terminology for the

four learning styles; diverging, assimilating, and
converging, accommodating

Active Experimentation (Doing) Reflective Observation (Watching)

Concrete Experience (Feeling) Accommodating (CE/AE) Diverging (CE/RO)

Abstract Conceptualization (Thinking) Converging (AC/AE) Assimilating (AC/RO)

 Learning Styles Descriptions
• Knowing a person's (and your own) learning style enables
learning to be orientated according to the preferred
method.
• That said, everyone responds to and needs the stimulus of
all types of learning styles to one extent or another - it's a
matter of using emphasis that fits best with the given
situation and a person's learning style preferences
 Diverging (feeling and watching -
CE/RO)
• These people are able to look at things from different perspectives. They
are sensitive. They prefer to watch rather than do, tending to gather
information and use imagination to solve problems. They are best at
viewing concrete situations from several different viewpoints.
• Kolb called this style 'diverging' because these people perform better in
situations that require ideas-generation, for example, brainstorming. People
with a diverging learning style have broad cultural interests and like to
gather information.
• They are interested in people, tend to be imaginative and emotional, and
tend to be strong in the arts. People with the diverging style prefer to work
in groups, to listen with an open mind and to receive personal feedback.
Assimilating (watching and thinking - AC/RO)

• The assimilating learning preference involves a concise, logical approach. Ideas

and concepts are more important than people.
• These people require good clear explanation rather than a practical opportunity.
They excel at understanding wide-ranging information and organizing it in a
clear, logical format.
• People with an assimilating learning style are less focused on people and more
interested in ideas and abstract concepts. People with this style are more
attracted to logically sound theories than approaches based on practical value.
• This learning style is important for effectiveness in information and science
careers. In formal learning situations, people with this style prefer readings,
lectures, exploring analytical models, and having time to think things through.
Converging (doing and thinking - AC/AE)

• People with a converging learning style can solve problems and will use their
learning to find solutions to practical issues. They prefer technical tasks, and
are less concerned with people and interpersonal aspects.
• People with a converging learning style are best at finding practical uses for
ideas and theories. They can solve problems and make decisions by finding
solutions to questions and problems.
• People with a converging learning style are more attracted to technical tasks
and problems than social or interpersonal issues. A converging learning style
enables specialist and technology abilities.
• People with a converging style like to experiment with new ideas, to simulate,
and to work with practical applications.
 Accommodating (doing and feeling - CE/AE)

• The Accommodating learning style is 'hands-on,' and relies on

intuition rather than logic. These people use other people's
analysis, and prefer to take a practical, experiential approach.
They are attracted to new challenges and experiences, and to
carrying out plans.
• They commonly act on 'gut' instinct rather than logical analysis.
People with an accommodating learning style will tend to rely
on others for information than carry out their own analysis.
This learning style is prevalent within the general population.
 Real world application

• Ride a bicycle: (RO)- Visualising riding it and observing a bike being ridden. (AC)-
Grasping the mechanics behind working of the bike. (CE) Consulting an expert to
receive advice. (AE)- Making an attempt to ride it.
• Write a software program: (RO)- Contemplating on the work that one just did.
(AC)- Consulting books/manual and receiving theoretical information. (CE)-
Resorting to the guide to obtain expert pointers. (AE)- Typing code and learning
from mistakes.
• Coach someone: (RO)- Witness others teaching and make inferences. (AC)- Read
up on teaching and advantages and theory behind different methods. (CE)- Being
coached in order to coach. Akin to being taught how to teach. (AE)- Utilising
social skills and experimenting with various approaches.
•
 Learning Integration
• : (RO)- Pondering over the fundamental of calculus and figuring out thewhy.
• (AC)- Getting to know the concept and explanations to solving the problem.
• (CE) Solvingthe equation focusing on every step in detail.
• (AE)- Continuous practice.Kolb's theory might seem practical with real life applicability
but its premise is thoroughly groundedon theoretic with no scientific backing of any sort.
• Imperical data has been gathered around thetheory supporting it but being oriented with
the mind, clinical evidence should also form the basis of atheory so closely related to
the human consciousness and human brain. This drawback of the theory isits major
drawback.
• This is where Howard Gardner's theory of Multiple Intelligences comes of use as itis
based on clinical evidence