LEARNING STYLES INVENTORY
Submitted To: Prof. Ramakrishna Chadaga
Submitted by: Dr. Divya Sainath
Basis of Kolb's Experiential Learning Model
The Learning Cycle
Kolb's Learning Styles
Diverging (concrete, reflective)
Assimilating (abstract, reflective)
Converging (abstract, active)
Accommodating (concrete, active)
Relationships between kolb and other behavioural/personality theories
9 Honey and mumford's variation on the kolb system
According to Kolb, “learning is the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it." Kolb's learning theory sets out four distinct learning styles, which are based on a four-stage learning cycle. In this respect, Kolb's model differs from others since it offers both a way to understand individual learning styles, which he named the "Learning Styles Inventory" (LSI), and also an explanation of a cycle of "experiential learning" that applies to all learners.
Kolb proposes that experiential learning has six main characteristics: 1.
Learning is best conceived as a process, not in terms of outcomes. 2.
Learning is a continuous process grounded in experience. 3.
Learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world (learning is by its very nature full of tension). 4.
Learning is a holistic process of adaptation to the world. 5.
Learning involves transactions between the person and the environment. 6.
Learning is the process of creating knowledge that is the result of the transaction between social knowledge and personal knowledge. BASIS OF KOLB'S EXPERIENTIAL LEARNING MODEL
Kolb's learning model is based on two continuums that form a quadrant:
Processing Continuum: Our approach to a task, such as preferring to learn by doing or watching. o
Perception Continuum: Our emotional response, such as preferring to learn by thinking or feeling. THE LEARNING CYCLE
This matrix provides a learning cycle that involves four processes that must be present for learning to occur. This part of Kolb's model is more useful in that rather than trying to pinpoint a learning style, he provides a model learning program. Kolb called this Experiential Learning since experience is the source of learning and development. Each ends of the continuums (modes) provide a step in the learning process:
Concrete experience (feeling): Learning from specific experiences and relating to people. Sensitive to other's feelings. Learning initially occurs when a person encounters a new concrete experience and deals with it in terms of observations, feelings, and reactions. Accordingly, the most profound way to promote Stage I learning is by providing the student with exploratory tools e.g. concrete experiences and materials. Kolb maintains that learners should become actively involved in the exploration of the learning experience if they are to get the most out of it. This can involve drawing up a checklist of things the learner should try to do: actively observing what’s going on, producing a log or record of some sort, and formulating appropriate questions.
Reflective observation (watching): Observing before making a judgment by viewing the environment from different perspectives. Looks for the meaning of things. As the student observes the new situation in Stage I, the student adds to or adjusts his or her perceptions based on previous learning. This process compels the student to reflect on past experiences and to think about the current experience as either fitting into previous patterns or not.
This is generally acknowledged as the most difficult stage of the Kolb cycle, but is probably the most crucial of all. Students and practitioners should reflect on what they learned, how they learned it, why they learned it, whether the...
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