Core 3 Unit IV TNTEU Syllabus for first year BEd students kolb learning styles

1. I Year B.Ed - CORE 3
LEARNING AND TEACHING
Ms R SRIDEVI
Assistant Professor, Pedagogy of Mathematics,
Loyola College of Education
Chennai 34
UNIT IV
Cognitive And Humanistic
Theories Of Learning
KOLB LEARNING STYLES

2. The questions and allotment of marks
are as described below:
• Type of course : Full course
• Type of Questions : Essay type
• Questions : 10
• To answer : 7
• Marks : Each carries 10 marks
• Total marks : 70 ( 7 x 10 )
• Maximum word : 600 words / 5 sides
for each question
• Time : 3 hrs

3. Unit IV
Cognitive And Humanistic Theories Of Learning
• Learning – Meaning of learning as defined by
cognitive psychologists
• Insight learning (Kohler)
• Modes of cognitive development (Bruner)
• Stages of intellectual development (Piaget)
• Learning styles (Kolb)
• Self-actualization ( Maslow)
• Theory of a fully functioning person ( Carl
Rogers).

4. David . A. Kolb - Learning Cycle
“All learning comes from experience”
--John Dewey

5. Born : 1939
Nationality : American
Chairman :
Experience based
Learning systems
Famous for:
Learning styles theory

6. "Learning is the process whereby
knowledge is created through the
transformation of experience"
Kolb (1984, 38)
Kolb’s Experiential Learning Theory

7. David Kolb published his learning
styles model in 1984 from which he
developed his learning style inventory.
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.

8. Kolb proposes that experiential
learning has six main characteristics:
Learning is best conceived as a process, not in
terms of outcomes.
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).

9. Kolb proposes that experiential
learning has six main characteristics:
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.

10. Concrete
Experience
(CE)
Reflective
Observation
(RO)
Abstract
Conceptualization
(AC)
Active
Experimentation
(AE)
Kolb’s Experiential Learning Theory

11. Concrete experience (CE)
Learning by Doing
Reflective observation (RO)
Reviewing / Reflecting on
experience
Abstract conceptualisation (AC)
Learning by experience
Active experimentation (AE)
Trying out what you have
learned

12. CONCRETE EXPEREIENCE(CE)
a) A new experience or situation is encountered
b) Ability to be open-minded and adapt to
change
Eg: B.Ed

13. CONCRETE EXPEREIENCE(CE)
In a concrete experience, each learner engages
in an activity or task.
Kolb believed that the key to learning is
involvement.
It is not enough for learners to just read about it
or watch it in action.
In order to acquire new knowledge, learners
must actively engage in the task.

14. Understand the ideas and situations
from different points of view
The learner rely on their own thoughts
and feelings, patience and careful
judgement
Reflective Observation
Reviewing / Reflecting on the experience

15. This stage in the learning cycle allows the
learner to ask questions and discuss the
experience with others.
Communication at this stage is vital, as it allows
the learner to identify any discrepancies
between their understanding and the experience
itself.
Good vocabulary also allows a solid review of
the events that occurred.
Reflective Observation
Reviewing / Reflecting on the experience

16. Abstract Conceptualization
(Learning from experience)
Gives rise to new idea or modification
Learning involves using theories, logic ideas
The learner rely on systematic planning and
develops theories and ideas to solve
problems.

17. Abstract Conceptualization
(Learning from experience)
The learner attempts to draw conclusions of the
experience by reflecting on their prior
knowledge, using ideas with which they are
familiar or discussing possible theories with
peers.
The learner moves from reflective observation
to abstract conceptualization when they begin to
classify concepts and form conclusions on the
events that occurred.

18. Abstract Conceptualization
(Learning from experience)
This involves interpreting the
experience and making comparisons
to their current understanding on the
concept.
Concepts need not be “new”; learners
can analyze new information and
modify their conclusions on already
existing ideas.

19. Active Experimentation
(trying out what you have learned)
The learner applies them to the
world around them to see what
results
Experimental process
Practical approach
Way to improve and tries out
methods & strategies based on
the previous stages of the cycle.

20. Active Experimentation
(trying out what you have learned)
 Learners return to participating in a task, this time
with the goal of applying their conclusions to new
experiences.
 They are able to make predictions, analyze tasks,
and make plans for the acquired knowledge in the
future.
 By allowing learners to put their knowledge into
practice and showing how it is relevant to their lives,
you are ensuring that the information is retained in
the future.

21. Concrete experience (CE)
Learning by Doing
Reflective observation (RO)
Reviewing / Reflecting on
experience
Abstract conceptualisation (AC)
Learning by experience
Active experimentation (AE)
Trying out what you have
learned

22. Concrete Experience
Reflective Observation
Diverger
FEEL
&
WATCH

23. Diverges Ask:
“What is it?”
FEEL
&
WATCH

24. Diverging (feeling and watching CE/RO)
This learning style takes an original and
creative approach.
Rather than examining concrete experiences
by the actions taken, individuals tend to assess
them from various perspectives.
They value feelings and take an interest in
others. Individuals who prefer this learning
style tend to enjoy tasks such as brainstorming
ideas and working collaboratively in groups.

25. Diverging (feeling and watching CE/RO)
There are a few instructional
techniques that Divergers prefer:
Hands-on activities and the
opportunity to explore
Classic teacher-class lecture that
highlights how to use a system as
well as its strengths and weaknesses.

26. Diverging (feeling and watching CE/RO)
They tend to …..
Recognise problems
Gather Information
Work in groups
Receive personal feedback
Generate lots of ideas
Sensitive
Open minded
Be imaginative
Be understanding

27. Reflective Observation
Abstract
Conceptualization
Assimilator

28. Assimilators ask:
“What does
it mean?”
THINK
&
WATCH

29. Assimilating
(watching and thinking - AC/RO)
)
This learning style emphasizes reasoning.
 Individuals who demonstrate this
learning style are able to review the facts
and assess the experience as a whole.
They tend to enjoy designing experiments
and working on projects from start to
completion.

30. Assimilating
(watching and thinking - AC/RO)
)
There are a few instructional techniques that
Assimilators prefer:
Independent, prepared exercises that the
learner can complete without the instructor
Classic teacher-class lecture supported by an
audio or video presentation
Private exploration or demonstration that
follows a tutorial, with answers provided.

31. Assimilating
(watching and thinking - AC/RO)
)
 They tend to ….
Plan …
Create models
Define problems..
Develop theories
Be patient
Logical approach
Clear explanations
Time to think….

32. Abstract
Conceptualization
Active
Experimentation
Converger

33. Convergers ask:
“What can I
do?”
THINK
&
DO

34. Converging
(doing and thinking - AC/AE)
)
This learning style highlights problem
solving as an approach to learning.
Individuals who prefer this learning style are
able to make decisions and apply their ideas
to new experiences.
Unlike Divergers, they tend to avoid people
and perceptions, choosing instead to find
technical solutions.

35. Converging
(doing and thinking - AC/AE)
)
There are a few instructional
techniques that Convergers prefer:
Workbooks or worksheets that
provide problems sets
Tasks that are computer-based
Interactive activities.

36. Converging
(doing and thinking - AC/AE)
)
They tend to….
Solve problems
Make decisions
Find solutions to practical issues
Experiment with new ideas
Work with practical application

37. Active
Experimentation
Concrete Experience
Accommodator

38. Accommodators ask:
"How can I do
it?”
DO
&
FEEL

39. Accommodating
(doing and feeling - CE/AE)
This learning style is adaptable and
intuitive.
These individuals use trial and error to
guide their experiences, preferring to
discover the answers for themselves.
They are able to alter their path based on
the circumstance and generally have
good people skills.

40. Accommodating
(doing and feeling - CE/AE)
There are a few instructional techniques that
Accommodators prefer:
Activities that allow them to be actively
engaged
Exploration and instructor support for
deeper questioning, such as “what if?” or
“why not?”
Tasks that promote independent discovery.

41. Accommodating
(doing and feeling - CE/AE)
They tend to ….
 'hands-on‘ experience
Take risks
Initiate
Be adaptable and practical
Active participation
Doing things instead of reading

42. Accommodators
Diverges
Convergers
Assimilators
CE
AE RO
AC
Kolb’s Experiential Learning Theory
“What is it?”
“What does
it mean?”
“What can I
do?”
"How can I
do it?”
FEEL & WATCH
THINK &
WATCH
THINK
& DO
DO &
FEEL

43. Kolb’s theory of experiential learning
includes learning as a whole process.
All stages can be included throughout the
experiences.
For example, a classic teacher-student
lecture may be both a concrete and an
abstract experience, based on how the
learner interacts with it.

44. This also means that the learner could view
strong and emotional reflection as a concrete
experience, or completing a computer-based
task as an abstract experience.
Additionally, a learner may develop their
own abstract model to better understand a
concrete experience or task.
It is important not to limit learning
experiences to the stage that you perceive
them to be.