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Kolb Theory
 

Kolb Theory

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Kolb learning styles

Kolb learning styles

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Kolb Theory Kolb Theory Presentation Transcript

  • Kolb Theory Presentation by Theresa Bridges, James Cardin, and Amanda Walker
  • Outline
    • Historical Overview
    • Kolb Theory
    • Assessment Instruments
    • Research
    • Applications
    • Critique and Future Directions
  • What is Typological Theory?
    • Reflects different learning styles
    • Non-evaluative
    • Explains interpersonal interactions
    • Patterned after Jung’s work
  • Learning depends on:
    • Heredity
    • Present environment
    • Past life experiences
  • Kolb’s Theory
    • Four Stages or Cycles
      • Concrete Experience (CE)
      • Reflective Observation (RO)
      • Abstract Conceptualization (AC)
      • Active Experimentation (AE)
  • Convergers
    • Combination of AC and AE
    • Good problem solvers and decision makers
    • Excel at tasks that involve the single best answer
    • Often work in the physical sciences and engineering
  • Divergers
    • Combination of CE and RO
    • Usually imaginative
    • Produce alternative solutions to problems
    • Usually people and feeling oriented
    • Usually work in humanities and liberal arts
  • Assimilators
    • Combination of AC and RO
    • Have the ability to create theories
    • Have logical thinking skills
    • Focus on ideas and concepts rather than people
    • Usually work in basic sciences and mathematics
  • Accommodators
    • Combination of CE and AE
    • Action oriented
    • Plan and complete tasks
    • Open to new experiences and change
    • Comfortable with people
    • Usually work in practical fields, such as business
  • Experiential Learning
    • Concrete Experience
      • Involving the learner in the experience
        • Field experience, role play, interviews
    • Reflective Observation
      • Engage in activities that require him/her to step back and look at the experience or get others’ perspectives
        • Small Group Sessions
  • Experiential Learning (con’t)
    • Abstract Conceptualization
      • Student using research and methods of their discipline to develop hypotheses when engaging in films, lectures or computer assisted instruction
    • Active Experimentation
      • Students can apply principles or theories in problem solving
        • Role play, “what if” situations, action planning
  • Typological Theorists
    • Kolb (1984)
    • Myers-Briggs (1980)
    • Holland (1985/1992)
  • Assessment
    • According to Kolb (1984, 41), "learning is the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it." He proposes that experiential learning has six main characteristic:
    • Learning is best conceived as a process, not in terms of outcomes.
  • Six Characteristics of Learning
    • Learning is a continuous process grounded in experience.
    • Learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world (learning is by its very nature full of tension).
    • Learning is a holistic process of adaptation to the world.
    • Learning involves transactions between the person and the environment.
    • Learning is the process of creating knowledge that is the result of the transaction between social knowledge and personal knowledge.
    • "The Learning Style Inventory (LSI) is a simple self-description test, based on experiential learning theory, that is designed to measure your strengths and weaknesses as a learner. Experiential learning is conceived as a four stage cycle:    (1) immediate concrete experience is the basis for    (2) observation and reflection;    (3) these observations are assimilated into a "theory" from which new implications for action can be deduced;   (4) these implications or hypotheses then serve as guides in acting to create new experiences.
    Kolb’s Learning Style Inventory (LSI)
  • Assessment Tool LSI
    • Complete the Learning Styles Inventory handout
    • See handout for detailed explanation of results.
    • Discuss results
  • References
    • Chickering, A.W. & Associates. (1981). The modern American college. San Francisco: Jossey-Bass.
    • Chickering, A.W. & Reisser, L. (1993). Education and identity (2nd ed.). San Francisco: Jossey-Bass.
    • Delworth, U., Hanson, G. & Associates. (1989). Student services. (2nd ed.). San Francisco: Jossey-Bass.
    • Evans, N., Forney, D., & Guido-DiBrito, F. (1998). Student development in college. San Francisco: Jossey-Bass.
    • Komives, S.R., Woodard, D.B. & Associates. (2003). Student services: A handbook for the profession. (4th ed.). San Francisco: Jossey-Bass.
  • References (continued)
    • Kolb, D. A. (1981) 'Learning styles and disciplinary differences'. in A. W. Chickering (ed.) The Modern American College , San Francisco: Jossey-Bass.
    • Kolb, D. (1985). Learning style inventory. Boston, MA: McBer and Company