project

1. ST.JOHN THE BAPTIST’S COLLEGE OF EDUCATION
NEDUMKUNNAM
EDU010104
ADVANCED EDUCATIONAL PSYCHOLOGY:
LEARNING AND DEVELOPMENT
SEMINAR
KOLB'S LEARNING STYLE & CYCLE
Submitted to : Mr. Blesson Varghese Submitted by : AnnammaRaju
Submission Date: 12/08/2019

2. INTRODUCTION
David Kolb published his learning styles model in 1984 from which he
developed his learning style inventory. Kolb's experintial learning theory works on
two levels: a four stage cycle to learning and four separate learning styles. Much of
Kolb's theory in concerned with the learner's internal cognitive processes.
Kolb states that learning involves the acquisition of abstract concepts that can
be applied flexibly in a range of situation .In Kolb's theory the impetus for the
development of new concepts is provided by new experiences.
"Learning is the process where by knowledge is created through the
transformation of experience"
David A. Kolb. Harvard Professor of Orgnnizntional Behavior, put forward the mode
of "experiential learning cycle" respectively. He is a famous American educational
theorist & psychologist, founder and chairman of Experience Based Learning
Systems, Inc. (EBLS). Kolb published his learning styles model in IW from which he
developed his learning style inventory. Kolb's Learning Cycle is based on the John
Dewey's claim that teeming must be grounded in experience. Kurt Lewin's ideas of
the importance of active learning, and Jean Piaget's emphasis on the interaction
between person and environment on intelligence.
Kolb's experiential learning theory works on two levels: a four-stage cycle of
learning and four separate learning styles. Much of Kolb's theory is concerned with
the learner's internal cognitive processes. Kolb stales that learning involves the
acquisition of abstract concepts that can be applied flexibly in a range of situations. In
Kolb's theory, the impetus for the development of new concepts is provided by new
experiences.
Theoretical Basis of the Cycle
Kolb maintains that "learning is the process whereby knowledge is created
through the transformation of experience", lie otters six propositions that characterize

3. the transformation of experience, and these form the underpinning theoretical basis
for the cycle. They are the following:
1. Learning is best conceived as a process, not in terms of outcomes Ideas are
continually formed and reformed through experience, and ibis process
stimulates inquiry and skill in "knowledge gelling"
2. Learning is a continuous process grounded in experience, "If the education process
begins by bringing out the learner's beliefs and theories, examining .aid testing
them, and then integrating the new, more refined ideas into the person's belief
systems, the learning process will he facilitated'"
3. The process of teaming requires the resolution of conflicts between dialectically opposed
modes of adaptation to the world. "In the process of learning one moves in varying
degrees from actor to observer and from specific involvement to general
analytic detachment"'.
4. Learning a holistic process of adaptation to the world. It involves the integration of
thinking, feeling, perceiving, and behaving.
5. Learning involves transactions between the person and the environment. This
suggests a dual meaning to the notion of experience, in which internal
experience (e.g.. of joy and happiness) interrelate with external or
environmental experience (e.g.. 20 years doing this job).
6. Learning is the process of creating knowledge. This is achieved through interaction
between subjective life experiences and more objective human cultural
experience.
The Experiential Learning Cycle
The core of Kolb's four-stage model is a simple description of the learning cycle
which shows how experience is translated through reflection into concepts, which in
turn are used as guides for active experimentation and the choice of new experiences
Kolb's experiential learning style theory is typically represented by a four-stage
learning cycle in which the learner "touches all the bases':

4. 1. Concrete Experience (CE) - a new experience or situation is encountered, or
are interpretation of existing experience.
2. Reflective Observation (RO) of die new experience - of particular importance
are any inconsistencies between experience and understanding.
3. Abstract Concepiualization (AC) - reflection gives rise to a new idea, or a
modification of an existing abstract concept.
4. Active Experimentation (AE) - the learner applies them to the world around
them to see what results
Effective learning is seen when a person progresses through a cycle of four stages : of
1) having a concrete experience followed by
2) Observing 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 hypothesis in future situations, resulting in new experiences
Graphically represented as :
Concrete Experience : a new experience or situation is encounter or
reinterpretation of existing experience
Reflective Observation : reflection gives rise to a new idea or a modification of

5. an existing abstract concept the person has learned
from their experience
Active Experimentation : The learner applies their ideas to the world around
them to see what happens
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.
Learning Style:
Kolb's learning theory sets out four distinct learning styles, which are bused 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
E.g. 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 'choice' that we make,
which Kolb presented as lines of an axis, each with 'conflicting' modes at either end.
A typical prose illation of Kulb's two continuums is that the east-west axis is
called the Processing Continuum (how we approach n task), and the north-south axis
is called the Perception Continuum (our emotional response, or how we think or feel
about it).

6. It's often easier lo see the construction of Kolb's learning styles in terms of a
two-by-two matrix, Bach learning style represents a combination of two preferred
slyles. The matrix also highlights Kolb's terminology for the four learning styles;
diverging, assimilating, converging and 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 Description
Knowing a person's (and your own) learning style enables learning to be orientated
according in the preferred method that said, everyone responds to and needs the
stimulus of all types of learning styles to (me extern or another it's a mutter of using
emphasis that fits best with the given situation and a person's learning style
preferences. According to kolb, learners learn better when the subject mutter is
presented in a style consistent with their preferred learning style.
Here are brief descriptions of the four Kolb learning styles
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.

7. 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, io 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 formal. They use inductive
reasoning and have the ability to create theoretical models.
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. Informal 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 lo practical issue. They prefer technical tasks, and are less
concerned with people and interpersonal aspects. They rely heavily on hypothetical-
deductive reasoning.
People with a converging learning style are best at finding practical uses for ideas and
theories. They can solve problems mid make decisions by finding solutions to
questions and problems.
People with a converging learning style are more attracted lo 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.

8. Accomodating (doing and feeling ) - CE/AE)
The Accommodating learning style is "hands-on.' and relies on intuition rather than
logic. These people use oilier people's analysis, and prefer to lake 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.
Learning style Characteristics & Conditions under which learners learn better
Divergers
(feeling and
watching
CE/RO)
 When allowed lo observe and gather a wide range of
information
 good at generating ideas and seeing things from different
perspectives. When They learn they will ask "why', and
will start from detail to logically work up to the big picture.
 They diverge from a single experience to multiple
possibilities.
 Interested in people - like working with others but like lo
remain calm - the will be distressed by conflicts in the
group. They like to receive constructive feedback.
 broad cultural interests
Assimilators
(watching and
thinking
AC/RO)
 when presented with sound logical theories lo consider
 When I hey leant they will ask "What is there 1 can know?'
 strong ability lo create theoretical models
 excels in inductive reasoning
 concerned with abstract concepts rather than people - have
the most cognitive approach, preferring to think than to act

9.  Lectures are their preference, with demonstrations where
possible and will respect the knowledge of experts.
Convergers
(doing
and thinking
AC/A El
 when provided with practical applications of concepts and
theories — When they learn they will ask 'how', and will
want to learn by understanding how things work in
practice, will seek to make things efficient by making small
and careful changes.
 strong in practical application of ideas - try out their ideas
to see if they work in practice
 can focus on hypo-deductive reasoning on specific
problems
 unemotional
 has narrow interests They prefer lo Work alone or
independently
Accommodators
(doing and
feeling -
CE/AE)
 when allowed to gain 'hands on' experience.
 greatest Strength is doing things - strong preference for
doing rather than thinking
 When they lean they will ask 'what if? and 'why not?' to
support their action-first approach
 They do not like routine
 more of a risk taker - will lake creative risks to see what
happens
 performs well when required in read lo immediate
circumstances
 solves problems intuitively - They learn belter by
themselves than with others

10. Educational Implication
Both Kolb's learning stages and cycle could he used by leachcers lo critically
evaluate the learning provision typically available to students, and it» develop more
appropriate learning opportunities.
As Its name indicates, the 'experiential learning theory' affirms the importance
of experiential activities such us fieldwork and laboratory sessions; however it does
not priorities those forms of learning.
Educators should ensure the activities are designed and carried out in ways
that offer each learner the chance to engage in manner that suits them best. Also,
individuals can be helped to learn more effectively by the Identification of their lesser
preferred learning styles and the strengthening of these through the application of
the experiential learning cycle.
Ideally, activities and material should be developed in ways that draw on abilities
from each stage of the experiential learning cycle and lake the students through the
whole process in sequence, Learning (or at least retention) is enhanced as more of the
learning stages are used (Stice 1987). This confirms Kolb's argument that teachers
need to encourage students to engage with all four stages of the learning cycle.
The model oilers an explicit critique of those highly theoretical programmes or
courses that do not value the prior experience or knowledge of students. It is
similarly critical of those experiential activities (for example, certain field courses,
simulations and games) where students receive little preparation for the experience
and/or no effective chance to reflect upon the experience mid relate n to their wider
reading or the more explicitly theoretical aspects of the course
Helps teachers in evaluating learning process in classrooms
Helps for metacognition
Helps to engage learners based on their interests and aptitudes.

11. References
Kolb, D.A. (1981) Learning Styles and disciplinary differences the modern American
College, 232-255
https://www.simplypsychology.org
https://study.com>academy>lesson.youthwrkb98.files.wordpress.co