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    Kolb's Learning Styles

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    sivakumar
    Kolb's learning theory proposes a four stage learning cycle of (1) concrete experience, (2) reflective observation, (3) abstract conceptualization, and (4) active experimentation. This cycle provides the basis for Kolb's four learning styles - accommodator, diverger, assimilator, and converger - which are defined by how people balance experiencing and reflecting, and thinking and feeling. Understanding individual learning styles can help explain a learner's preferences and improve the learning process.

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    Kolb's Learning Styles

    Uploaded by

    sivakumar
    24 views21 pages
    Kolb's learning theory proposes a four stage learning cycle of (1) concrete experience, (2) reflective observation, (3) abstract conceptualization, and (4) active experimentation. This cycle provides the basis for Kolb's four learning styles - accommodator, diverger, assimilator, and converger - which are defined by how people balance experiencing and reflecting, and thinking and feeling. Understanding individual learning styles can help explain a learner's preferences and improve the learning process.

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    kolb's learning theory

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    Kolb's learning theory proposes a four stage learning cycle of (1) concrete experience, (2) reflective observation, (3) abstract conceptualization, and (4) active experimentation. This cycle provides the basis for Kolb's four learning styles - accommodator, diverger, assimilator, and converger - which are defined by how people balance experiencing and reflecting, and thinking and feeling. Understanding individual learning styles can help explain a learner's preferences and improve the learning process.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    24 views21 pages

    Kolb's Learning Styles

    Uploaded by

    sivakumar
    Kolb's learning theory proposes a four stage learning cycle of (1) concrete experience, (2) reflective observation, (3) abstract conceptualization, and (4) active experimentation. This cycle provides the basis for Kolb's four learning styles - accommodator, diverger, assimilator, and converger - which are defined by how people balance experiencing and reflecting, and thinking and feeling. Understanding individual learning styles can help explain a learner's preferences and improve the learning process.

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    Kolb’s Learning styles

    Prepared By
    Manu Melwin Joy
    Assistant Professor
    Ilahia School of Management Studies
    Kerala, India.
    Phone – 9744551114
    Mail – manu_melwinjoy@yahoo.com

    Kindly restrict the use of slides for personal purpose.


    Please seek permission to reproduce the same in public forms and presentations.
    Basic principles of learning
    A. The principle of reinforcement:
    continuous and repetitive
    practice ensures the retention
    of knowledge and skills.
    B. The principle of behavior
    modeling: set models for the
    trainees to follow.
    C. The principle of feedback:
    timely and adequate feedback
    motivates the trainees.
    D. The principle of learning
    transfer: those that can be
    transferred to work are most
    likely to be retained.
    Kolb’s Learning styles
    • Kolb's (1984) learning theory
    sets out four distinct learning
    styles (or preferences), which
    are based on a four-stage
    learning cycle.
    • Kolb's model offers both a way
    to understand individual
    learning styles, and also an
    explanation of a cycle of
    experiential learning that
    applies to all learners.
    The Four Stage Learning Cycle
    • Kolb proposed that an individual
    learner moves through a spiral of
    immediate experience which
    leads to observations and
    reflections on the experience.
    • These reflections are then
    absorbed and linked with
    previous knowledge and
    translated into abstract concepts
    or theories, which result in new
    ways and actions to adjust to the
    experience that can be tested
    and explored.
    The Four Stage Learning Cycle
    • Kolb described the four stages in the cycle of
    experiential learning as:
    Concrete Experience (CE)
    • This stage of the learning cycle
    emphasizes personal
    involvement with people in
    everyday situations.
    • In this stage, the learner would
    tend to rely more on feelings
    than on a systematic approach
    to problems and situations.
    • In a learning situation, the
    learner relies on the ability to
    be open-minded and adaptable
    to change.
    • For example, a student
    performs an initial interview for
    the first time.
    Reflective Observation (RO)
    • In this stage of the learning cycle,
    people understand ideas and
    situations from different points of
    view.
    • In a learning situation the learner
    would rely on patience, objectivity,
    and careful judgment but would not
    necessarily take any action.
    • The learner would rely on their own
    thoughts and feelings in forming
    opinions.
    • In the example, after finishing the
    student reflects on what they did,
    makes observations and discusses
    how they went with their educator.
    Abstract Conceptualisation (AC)
    • In this stage, learning involves using
    theories, logic and ideas, rather than
    feelings, to understand problems or
    situations.
    • Typically, the learner relies on
    systematic planning and develops
    theories and ideas to solve
    problems.
    • In the example, the student then
    thinks about the interview process
    and their performance and tries to
    make links between previous
    experience of interviewing, the
    client and what they heard, and any
    theories or knowledge they can
    apply.
    Active Experimentation (AE)
    • Learning in this stage takes an
    active form - experimenting
    with changing situations.
    • The learner would take a
    practical approach and be
    concerned with what really
    works, as opposed to simply
    watching a situation.
    • In the example, the student
    considers ways to improve,
    and tries out methods and
    strategies based on the
    previous stages of the cycle.
    The Four Stage Learning Cycle
    Retention of Learning

    • 20% AC
    • 50% AC + RO
    • 70% AC + RO + CE
    • 90% AC + RO + CE + AE

    Source: 2006 Hay Group


    Kolb's learning styles
    • Kolb's four stage learning
    cycle provides the basis
    for his model of learning
    styles.
    • Kolb proposed that an
    individual's learning style
    was the product of two
    pairs of preferences we
    have in how we
    approach the task of
    learning.
    Kolb's learning styles
    • Kolb presented these as lines of axis, each with
    "conflicting" modes at either end:
    Kolb's learning styles
    • Kolb proposed that learning is a
    combination of both how we
    approach a task and how we
    respond to and assimilate the
    experience.
    • In approaching a task
    (processing) we have a
    preference for either doing or
    watching, and in responding to
    the experience we have a
    preference for either feeling or
    thinking.
    • The combination of these
    preferences creates four main
    learning styles.
    Kolb's learning styles
    Accommodator
    • Learn primarily by
    “hands-on”
    • Act on “gut” rather than
    logical analysis (intuitive)
    • Rely more heavily on
    people for information
    than technical analysis
    • Like getting involved in
    new experiences
    • Task oriented
    Diverger
    • View concrete
    solutions from many
    different points of view
    • Like brainstorming,
    idea generation
    • Observe rather than
    take action
    • Imaginative, creative
    Assimilator
    • Focus more on abstract
    ideas and concepts than
    people
    • More important that
    theory is sound rather
    than have practical value
    • Can take a wide range of
    information and put it
    into concise, logical form
    Converger
    • Practical application of
    ideas
    • Solution focused –
    decision maker
    • Prefer dealing with
    technical problems
    rather than social or
    interpersonal issues
    • Does best when there is
    a single right answer

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