This document provides a summary of Heba Saleh's Kolb learning style inventory results. It shows that her strongest learning preferences are for concrete experience (86th percentile) and active experimentation (70th percentile). Her next strongest preference is for reflective observation (68th percentile), followed by abstract conceptualization (5th percentile). The document also explains Kolb's model of the learning cycle and the four different learning styles/preferences - concrete experience, reflective observation, abstract conceptualization, and active experimentation. It provides descriptions of each learning style and suggestions for how Heba can apply her results.
David Kolb's experiential learning theory describes a four stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Learners have different preferred styles that fit into four categories - divergers, assimilators, convergers, and accommodators - based on where they enter the cycle. Kolb's theory emphasizes that effective learning blends experience, reflection, thinking, and active experimentation.
The document describes the author's experiential learning journey in technology entrepreneurship and engineering education. It outlines the author's experiences working at an innovation foundation and technology incubator, earning a PhD focused on technology entrepreneurship, and teaching related topics. It also discusses lessons learned around entrepreneurship education, the value of experiential learning activities like international experiences and hackathons, and tools for reflection like journaling and the creative problem solving process. The overall journey and lessons highlight the importance of hands-on, reflective learning for developing entrepreneurial skills.
This document discusses reflective practice and learning. It provides information on keeping professional journals, utilizing elements of reflective journaling to develop skills, practicing critical reflection as learners and workers, and how reflection can help bridge theory and practice, deal with ambiguity and change, lead to critical awareness, and allow for analyzing why mistakes happen. Reflection is presented as an important part of learning that can empower individuals and illuminate their understanding.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Models of Learning".
Experiential learning by david Kolb writeupNafisa Khan
David Kolb developed the theory of experiential learning, which defines learning as the process of creating knowledge from experience. The theory describes a four-stage cycle of learning - concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb also described four learning styles - accommodating, diverging, converging, and assimilating - based on how people process information through the learning cycle. Kolb's theory provides a framework to understand individual learning styles and allow educators to design activities catered to different styles.
Collaborative Task - Gibbs Model of ReflectionNovie Isaac
The document discusses reflective-reflexive practice theory and the Gibbs model of reflection. It provides an overview of reflective-reflexive theory, which aims to help learners challenge assumptions, explore new ideas, connect theory and practice, and use critical thinking. The Gibbs model is then described as a framework to guide reflection through stages like describing an event, evaluating feelings and outcomes, analyzing further implications, developing action plans, and considering effectiveness. The document concludes by emphasizing the importance of reflection in learning from experiences.
St john the baptist college nedumkunnam projectBobby Thoms
Kolb's experiential learning theory describes how experience is translated into concepts through a four-stage cycle. The cycle begins with a concrete experience followed by reflective observation, abstract conceptualization, and active experimentation. Kolb also described four distinct learning styles - diverging, assimilating, converging, and accommodating - that are defined by how learners balance the four stages. The theory provides guidance for educators in developing learning opportunities that engage different styles and help learners progress through the full cycle. It emphasizes the importance of experiential learning and reflection, and critiques approaches that lack real-world application or do not build on students' prior experiences.
David Kolb's experiential learning theory describes a four stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Learners have different preferred styles that fit into four categories - divergers, assimilators, convergers, and accommodators - based on where they enter the cycle. Kolb's theory emphasizes that effective learning blends experience, reflection, thinking, and active experimentation.
The document describes the author's experiential learning journey in technology entrepreneurship and engineering education. It outlines the author's experiences working at an innovation foundation and technology incubator, earning a PhD focused on technology entrepreneurship, and teaching related topics. It also discusses lessons learned around entrepreneurship education, the value of experiential learning activities like international experiences and hackathons, and tools for reflection like journaling and the creative problem solving process. The overall journey and lessons highlight the importance of hands-on, reflective learning for developing entrepreneurial skills.
This document discusses reflective practice and learning. It provides information on keeping professional journals, utilizing elements of reflective journaling to develop skills, practicing critical reflection as learners and workers, and how reflection can help bridge theory and practice, deal with ambiguity and change, lead to critical awareness, and allow for analyzing why mistakes happen. Reflection is presented as an important part of learning that can empower individuals and illuminate their understanding.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Models of Learning".
Experiential learning by david Kolb writeupNafisa Khan
David Kolb developed the theory of experiential learning, which defines learning as the process of creating knowledge from experience. The theory describes a four-stage cycle of learning - concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb also described four learning styles - accommodating, diverging, converging, and assimilating - based on how people process information through the learning cycle. Kolb's theory provides a framework to understand individual learning styles and allow educators to design activities catered to different styles.
Collaborative Task - Gibbs Model of ReflectionNovie Isaac
The document discusses reflective-reflexive practice theory and the Gibbs model of reflection. It provides an overview of reflective-reflexive theory, which aims to help learners challenge assumptions, explore new ideas, connect theory and practice, and use critical thinking. The Gibbs model is then described as a framework to guide reflection through stages like describing an event, evaluating feelings and outcomes, analyzing further implications, developing action plans, and considering effectiveness. The document concludes by emphasizing the importance of reflection in learning from experiences.
St john the baptist college nedumkunnam projectBobby Thoms
Kolb's experiential learning theory describes how experience is translated into concepts through a four-stage cycle. The cycle begins with a concrete experience followed by reflective observation, abstract conceptualization, and active experimentation. Kolb also described four distinct learning styles - diverging, assimilating, converging, and accommodating - that are defined by how learners balance the four stages. The theory provides guidance for educators in developing learning opportunities that engage different styles and help learners progress through the full cycle. It emphasizes the importance of experiential learning and reflection, and critiques approaches that lack real-world application or do not build on students' prior experiences.
Reflecting On Critical Incidents And Identifying Governing Variables In Doubl...Toby Adams
The document describes two critical incidents from the author's first year of teaching. The first was a foreign visit to Beijing, China with students, which helped build the author's confidence in caring for students abroad. The second was an Ofsted inspection of the author's school. Reflecting on these incidents, the author considers models of reflection and identifies governing variables and single vs double loop learning. Governing variables are core values one aims to maintain, like student welfare. Strategies are used to balance variables. Single loop learning tweaks strategies, while double loop learning questions underlying values.
David Kolb published his learning styles model in 1984, which describes a four-stage cycle of experiential learning and four learning styles. The experiential learning cycle consists of concrete experience, reflective observation, abstract conceptualization, and active experimentation. The four learning styles - diverging, assimilating, converging, and accommodating - are defined by how people process information through feeling/watching and thinking/doing. Kolb's model provides a framework for understanding individual preferences and implications for education, such as ensuring activities engage all stages of the learning cycle.
David Kolb published his learning styles model in 1984.
The model gave rise to related terms such as Kolb's experiential learning theory (ELT), and Kolb's learning styles inventory (LSI).
In his publications - notably his 1984 book 'Experiential Learning: Experience As The Source Of Learning And Development' Kolb acknowledges the early work on experiential learning by others in the 1900's, including Rogers, Jung, and Piaget.
In turn, Kolb's learning styles model and experiential learning theory are today acknowledged by academics, teachers, managers and trainers as truly seminal works; fundamental concepts towards our understanding and explaining human learning behaviour, and towards helping others to learn.
The document summarizes the agenda and discussions from a Career Development division office board room meeting on June 7, 2012. The agenda covered topics like a career fair follow-up, assessment reflections, influencer training, CD portfolios, resources, changes within the CD team, and future focus areas. It provided context around building the CD program through continued initiatives, middle level career education, and exploring partnerships. The meeting aimed to celebrate successes, reflect on challenges, and strategize next steps in supporting students' career development.
This document summarizes the key points from a faculty workshop on reflective practice. It discusses what reflective practice is, how it can be challenging to develop reflective skills, and the importance of reflection for personal and professional development as an academic. It provides guidance on how to incorporate reflection into one's own practice, including asking questions, describing experiences, making sense of what happened, framing decisions and actions, exploring alternatives, and examining values and assumptions. The document also discusses enabling students to develop reflective skills and ways to record reflections and achievements.
Reflective Practice Group Presentation by Jessica, Rich, and CandaceCandace Ramey Rivera
The document discusses reflective practice and Kolb's experiential learning cycle. Reflective practice involves reviewing performance, identifying areas for improvement, developing new ideas to implement, and acting on those ideas. Kolb's cycle includes four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This allows practitioners to learn from experiences through a process of reflecting, thinking, and actively testing new ideas. The document provides examples of how to apply reflective practice and Kolb's model, such as using a personal wholeness portfolio to set goals, collect evidence, and reflect on learning experiences.
Class 5 experiential learning and reflective practice for july 7, 2015 classtjcarter
The document discusses experiential learning and reflective practice. It defines informal learning as conscious learning from non-routine experiences through reflection, and incidental learning as unintentional learning embedded in beliefs without reflection. Most learning comes from informal and incidental experiences rather than formal education. Reflective practice, like journaling and blogging, helps learners process experiences and challenge assumptions. Digital storytelling also supports reflective learning by engaging learners to creatively express themselves through combining narrative, images and music.
We are students in our 2nd year of a BA (Hons) Professional Studies in Education. As a class we were asked to act as a 'community of practice' to explore different teaching and learning theories, the result was this presentation. Thank you Ann for inspiring us and getting us started.
Reflective Piece Final assignment portfoliormg6449
This document is a coursework accountability statement completed by Rose Gordon for the Foundations of Reflective Practice course at the University of the West Indies. Gordon signs the statement to certify that the attached coursework is her original work and has not been plagiarized from other sources. She acknowledges understanding the university's policies on plagiarism and pledges that her submission follows these guidelines. The statement is signed and dated by Gordon at the end.
Rose Gordon reflects on her development as a reflective practitioner over the course Reflective Practice in Action. She analyzes her strengths and weaknesses against the principles of reflective practice. Her strengths include assisting others, building relationships, and using reflection as a learning tool. However, she recognizes her limitation in critically reflecting on her actions to improve. Moving forward, she aims to develop the habit of critical reflection to continuously improve her teaching practice based on student feedback.
This document discusses reflective learning and the reflective process. Reflective learning involves internally examining experiences which triggers new ideas and perspectives. It is central to experiential learning. The Gibbs Reflective Cycle is presented as a structured model to guide reflection, with stages including description, feelings, evaluation, analysis, conclusion, and action plan. Students are instructed to use the reflection sheet questions to reflect on and discuss their most successful, embarrassing, exciting, or disappointing personal experiences.
Reflective Practice: Formulating Your Teaching Experience (ppt)JosetteLB
Reflective Practice: Formulating Your Teaching Experience - presentation at the KOTESOL Busan Reflective Practice Symposium on Saturday, April 21, 2012 by Josette LeBlanc
The Center for Experiential Learning (CFEL) provides novel experiences where participants must work together with equal knowledge on unfamiliar challenges. This develops relationships and communication skills faster than normal conditions. The unfamiliar tasks place people in an unbalanced state where they cannot rely on status or experience, focusing instead on problem solving and leadership skills. The experience allows participants to demonstrate typical behaviors and receive feedback in a safe environment to improve personal and professional skills through experiential learning.
F. Questier, I. Joost, A. Libotton, Reflection skills in teacher education: an investigation into the nature of the written reflection on specific teaching situations in digital learning portfolios, Proceedings of 36th Annual Conference of the Association for Teacher Education in Europe (ATEE), August 2011, Riga, abstract published
Kolb’s learning styles - Manu Melwin Joymanumelwin
The principle of reinforcement: continuous and repetitive practice ensures the retention of knowledge and skills.
The principle of behavior modeling: set models for the trainees to follow.
The principle of feedback: timely and adequate feedback motivates the trainees.
The principle of learning transfer: those that can be transferred to work are most likely to be retained.
This document discusses reflection and reflective practice in education. It defines reflection as critically examining experiences to learn from them and improve practice. Reflective practice involves thoughtfully considering one's teaching methods and determining what works best for students. The benefits of reflection include increased learning, deep learning, identifying strengths and areas for growth. The document outlines models of reflective practice and provides steps for engaging in reflection, including describing experiences, examining feelings, evaluating what went well and poorly, analyzing key factors, and developing an action plan for improvement. Reflection is important for teachers as it helps them take informed actions, develop rationales for their practices, and continuously improve.
Graham Gibbs' model of reflection outlines a framework for critically reflecting on experiences. The model consists of six stages: 1) Description - describing what was observed and the context of the situation, 2) Feelings - identifying thoughts and feelings during the experience, 3) Evaluation - assessing what went well and could be improved, 4) Analysis - linking the experience to learning, 5) Conclusion - considering other actions that could have been taken, and 6) Action Plan - determining next steps to apply the learning. The goal is to gain deeper insights from experiences by systematically working through each stage of critical reflection.
Road to Transformation Part 2: Reflective Practice E Portfoliormg6449
This document summarizes Rose Gordon's portfolio from a course on reflective practice. It outlines her goals for the course, which include critiquing her profile as a worker and workplace context. It also describes her learning strategies, reflections on completing course activities, and insights gained about identifying herself in the context of the workplace. The portfolio documents Rose's personal and professional development journey through the course.
This document provides technical specifications for the Kolb Learning Style Inventory Version 3.1 (KLSI 3.1), which was revised in 2005. The KLSI 3.1 is based on Kolb's experiential learning theory and is designed to help individuals identify their learning style based on how they learn from experience. The inventory remains unchanged from prior versions but includes new norms based on a larger sample. The technical specifications adhere to standard testing guidelines and describe the conceptual foundations, inventory details, norm sample characteristics, reliability/validity studies, and research applications.
Mike Langway took two learning style assessments which showed that he uses a balanced mix of visual, auditory, and tactile learning styles according to the Education Planner assessment. The Kolb assessment found that his highest scores were in converging and diverging learning styles. He recognizes that he can improve his weaker tactile learning skills and practicing different styles will help strengthen his overall abilities. The exercise helped him better understand his own approaches to learning.
Reflecting On Critical Incidents And Identifying Governing Variables In Doubl...Toby Adams
The document describes two critical incidents from the author's first year of teaching. The first was a foreign visit to Beijing, China with students, which helped build the author's confidence in caring for students abroad. The second was an Ofsted inspection of the author's school. Reflecting on these incidents, the author considers models of reflection and identifies governing variables and single vs double loop learning. Governing variables are core values one aims to maintain, like student welfare. Strategies are used to balance variables. Single loop learning tweaks strategies, while double loop learning questions underlying values.
David Kolb published his learning styles model in 1984, which describes a four-stage cycle of experiential learning and four learning styles. The experiential learning cycle consists of concrete experience, reflective observation, abstract conceptualization, and active experimentation. The four learning styles - diverging, assimilating, converging, and accommodating - are defined by how people process information through feeling/watching and thinking/doing. Kolb's model provides a framework for understanding individual preferences and implications for education, such as ensuring activities engage all stages of the learning cycle.
David Kolb published his learning styles model in 1984.
The model gave rise to related terms such as Kolb's experiential learning theory (ELT), and Kolb's learning styles inventory (LSI).
In his publications - notably his 1984 book 'Experiential Learning: Experience As The Source Of Learning And Development' Kolb acknowledges the early work on experiential learning by others in the 1900's, including Rogers, Jung, and Piaget.
In turn, Kolb's learning styles model and experiential learning theory are today acknowledged by academics, teachers, managers and trainers as truly seminal works; fundamental concepts towards our understanding and explaining human learning behaviour, and towards helping others to learn.
The document summarizes the agenda and discussions from a Career Development division office board room meeting on June 7, 2012. The agenda covered topics like a career fair follow-up, assessment reflections, influencer training, CD portfolios, resources, changes within the CD team, and future focus areas. It provided context around building the CD program through continued initiatives, middle level career education, and exploring partnerships. The meeting aimed to celebrate successes, reflect on challenges, and strategize next steps in supporting students' career development.
This document summarizes the key points from a faculty workshop on reflective practice. It discusses what reflective practice is, how it can be challenging to develop reflective skills, and the importance of reflection for personal and professional development as an academic. It provides guidance on how to incorporate reflection into one's own practice, including asking questions, describing experiences, making sense of what happened, framing decisions and actions, exploring alternatives, and examining values and assumptions. The document also discusses enabling students to develop reflective skills and ways to record reflections and achievements.
Reflective Practice Group Presentation by Jessica, Rich, and CandaceCandace Ramey Rivera
The document discusses reflective practice and Kolb's experiential learning cycle. Reflective practice involves reviewing performance, identifying areas for improvement, developing new ideas to implement, and acting on those ideas. Kolb's cycle includes four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This allows practitioners to learn from experiences through a process of reflecting, thinking, and actively testing new ideas. The document provides examples of how to apply reflective practice and Kolb's model, such as using a personal wholeness portfolio to set goals, collect evidence, and reflect on learning experiences.
Class 5 experiential learning and reflective practice for july 7, 2015 classtjcarter
The document discusses experiential learning and reflective practice. It defines informal learning as conscious learning from non-routine experiences through reflection, and incidental learning as unintentional learning embedded in beliefs without reflection. Most learning comes from informal and incidental experiences rather than formal education. Reflective practice, like journaling and blogging, helps learners process experiences and challenge assumptions. Digital storytelling also supports reflective learning by engaging learners to creatively express themselves through combining narrative, images and music.
We are students in our 2nd year of a BA (Hons) Professional Studies in Education. As a class we were asked to act as a 'community of practice' to explore different teaching and learning theories, the result was this presentation. Thank you Ann for inspiring us and getting us started.
Reflective Piece Final assignment portfoliormg6449
This document is a coursework accountability statement completed by Rose Gordon for the Foundations of Reflective Practice course at the University of the West Indies. Gordon signs the statement to certify that the attached coursework is her original work and has not been plagiarized from other sources. She acknowledges understanding the university's policies on plagiarism and pledges that her submission follows these guidelines. The statement is signed and dated by Gordon at the end.
Rose Gordon reflects on her development as a reflective practitioner over the course Reflective Practice in Action. She analyzes her strengths and weaknesses against the principles of reflective practice. Her strengths include assisting others, building relationships, and using reflection as a learning tool. However, she recognizes her limitation in critically reflecting on her actions to improve. Moving forward, she aims to develop the habit of critical reflection to continuously improve her teaching practice based on student feedback.
This document discusses reflective learning and the reflective process. Reflective learning involves internally examining experiences which triggers new ideas and perspectives. It is central to experiential learning. The Gibbs Reflective Cycle is presented as a structured model to guide reflection, with stages including description, feelings, evaluation, analysis, conclusion, and action plan. Students are instructed to use the reflection sheet questions to reflect on and discuss their most successful, embarrassing, exciting, or disappointing personal experiences.
Reflective Practice: Formulating Your Teaching Experience (ppt)JosetteLB
Reflective Practice: Formulating Your Teaching Experience - presentation at the KOTESOL Busan Reflective Practice Symposium on Saturday, April 21, 2012 by Josette LeBlanc
The Center for Experiential Learning (CFEL) provides novel experiences where participants must work together with equal knowledge on unfamiliar challenges. This develops relationships and communication skills faster than normal conditions. The unfamiliar tasks place people in an unbalanced state where they cannot rely on status or experience, focusing instead on problem solving and leadership skills. The experience allows participants to demonstrate typical behaviors and receive feedback in a safe environment to improve personal and professional skills through experiential learning.
F. Questier, I. Joost, A. Libotton, Reflection skills in teacher education: an investigation into the nature of the written reflection on specific teaching situations in digital learning portfolios, Proceedings of 36th Annual Conference of the Association for Teacher Education in Europe (ATEE), August 2011, Riga, abstract published
Kolb’s learning styles - Manu Melwin Joymanumelwin
The principle of reinforcement: continuous and repetitive practice ensures the retention of knowledge and skills.
The principle of behavior modeling: set models for the trainees to follow.
The principle of feedback: timely and adequate feedback motivates the trainees.
The principle of learning transfer: those that can be transferred to work are most likely to be retained.
This document discusses reflection and reflective practice in education. It defines reflection as critically examining experiences to learn from them and improve practice. Reflective practice involves thoughtfully considering one's teaching methods and determining what works best for students. The benefits of reflection include increased learning, deep learning, identifying strengths and areas for growth. The document outlines models of reflective practice and provides steps for engaging in reflection, including describing experiences, examining feelings, evaluating what went well and poorly, analyzing key factors, and developing an action plan for improvement. Reflection is important for teachers as it helps them take informed actions, develop rationales for their practices, and continuously improve.
Graham Gibbs' model of reflection outlines a framework for critically reflecting on experiences. The model consists of six stages: 1) Description - describing what was observed and the context of the situation, 2) Feelings - identifying thoughts and feelings during the experience, 3) Evaluation - assessing what went well and could be improved, 4) Analysis - linking the experience to learning, 5) Conclusion - considering other actions that could have been taken, and 6) Action Plan - determining next steps to apply the learning. The goal is to gain deeper insights from experiences by systematically working through each stage of critical reflection.
Road to Transformation Part 2: Reflective Practice E Portfoliormg6449
This document summarizes Rose Gordon's portfolio from a course on reflective practice. It outlines her goals for the course, which include critiquing her profile as a worker and workplace context. It also describes her learning strategies, reflections on completing course activities, and insights gained about identifying herself in the context of the workplace. The portfolio documents Rose's personal and professional development journey through the course.
This document provides technical specifications for the Kolb Learning Style Inventory Version 3.1 (KLSI 3.1), which was revised in 2005. The KLSI 3.1 is based on Kolb's experiential learning theory and is designed to help individuals identify their learning style based on how they learn from experience. The inventory remains unchanged from prior versions but includes new norms based on a larger sample. The technical specifications adhere to standard testing guidelines and describe the conceptual foundations, inventory details, norm sample characteristics, reliability/validity studies, and research applications.
Mike Langway took two learning style assessments which showed that he uses a balanced mix of visual, auditory, and tactile learning styles according to the Education Planner assessment. The Kolb assessment found that his highest scores were in converging and diverging learning styles. He recognizes that he can improve his weaker tactile learning skills and practicing different styles will help strengthen his overall abilities. The exercise helped him better understand his own approaches to learning.
This document discusses learning styles and how understanding them can improve teaching. It describes Kolb's learning style inventory which categorizes styles as diverging, assimilating, converging, and accommodating based on how students perceive and process information. The document provides tips for incorporating different learning styles into teaching through varied activities and content that appeal to each style. It emphasizes applying theory to practice by relating learning styles to learning theories like constructivism and cognitive approaches.
Learning styles based on Jung's theory of personalitywahyuedhysutran
This document discusses Jung's theory of personality as it relates to learning styles. It describes four dimensions that make up Jungian learning styles: extroversion vs introversion, sensing vs intuition, thinking vs feeling, and judging vs perceiving. For each dimension, it provides the percentage of learners that fall into each category and lists characteristics of each learning style. The main takeaways are that Jung's theory classified learning styles into four dimensions and identified common traits among learners that self-reported as having a particular style.
The multiple intelligences of Leonardo da Vinci according to the theory of Ho...Lenín A. Berrueta
A presentation describing the multiple abilities of Leonardo da Vinci, the perfect example of the Renaissance man. A genius with a brilliant mind which manifested a talent for anatomy, engineering, painting, sculpturing, drawing, music, literature, and even cooking
David Kolb's learning style model classifies learners based on how they intake information (concrete experience vs abstract conceptualization) and how they process information (active experimentation vs reflective observation). This results in four learning styles: Type 1 learns best through explanations of how material relates to their experiences; Type 2 through logical presentations; Type 3 through hands-on tasks and trial-and-error; Type 4 by applying material to solve real problems. Effective instructors tailor their teaching approach to each style.
This document discusses Kolb's learning styles inventory and learning cycle model. It describes the four main learning styles - diverging, assimilating, converging, and accommodating - and traits typically associated with each. The document also provides strategies for developing each style and suggests reflecting on one's own instructional approach in light of Kolb's learning styles.
This document provides an overview of Kolb's experiential learning theory and learning style model. It discusses the four stages of Kolb's learning cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. It also describes the four learning styles - diverging, assimilating, converging, and accommodating - that result from how people navigate these stages. The document outlines Kolb's learning style inventory assessment tool and provides references on experiential learning theory and applications in education.
Howard Gardner's Theory of Multiple IntelligencesMarie L
Howard Gardner's theory of multiple intelligences proposes that there are seven distinct types of intelligence rather than a single general intelligence. The seven intelligences are linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal. Traditionally, schools have focused primarily on linguistic and logical-mathematical intelligences, but Gardner argues all seven should be recognized and developed. Understanding students' varied intelligences can help teachers develop more effective lessons and better evaluate student learning.
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence is not a single entity but rather composed of at least eight different dimensions or intelligences. It claims that everyone possesses each of these intelligences to some degree and can develop them throughout life. The eight intelligences identified are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Examples of each type of intelligence and activities that engage each one are provided. The document also discusses how a teacher's own dominant intelligences can affect their teaching style and the need to support all types of learners.
David Kolb published his experiential learning theory and learning style inventory in 1984. Kolb's theory proposes that learning involves four stages - concrete experience, reflective observation, abstract conceptualization, and active experimentation - that form a continuous learning cycle. From this, Kolb identified four distinct learning styles - diverging, assimilating, converging, and accommodating - that are defined by how learners engage with the different stages. The document then provides detailed descriptions of Kolb's experiential learning cycle, the four learning styles, and connections between Kolb's model and the similar model developed by Peter Honey and Alan Mumford. It concludes with an experiment using Kolb's learning style questionnaire.
The document discusses four learning styles: visual, aural, reading/writing, and kinesthetic. It notes that every person has a different learning style and personality, which impacts their studying methods. The document then provides more in-depth descriptions of visual and kinesthetic learning styles, noting characteristics of each. It also discusses guardian-supervisor and guardian-inspector personality types.
Reflective practice involves actively examining one's own experiences to gain insight and learn from them. It can be done individually or collectively to explore experiences from different perspectives and uncover shared learning. Reflective practice is structured through questioning experiences, telling stories about them, and engaging in dialogue. Maintaining regular reflection transforms the potential for learning from work into a reality by helping practitioners and organizations purposefully learn from experiences and adapt their practices.
Experiential learning involves a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation that Kolb argued was the most effective process for learning. Nursing students benefit greatly from clinical experiences in medical settings as it allows them to experience real patient cases first hand and witness procedures, which aids significantly in their learning beyond classroom lectures alone. While private hospitals provide more opportunities and ideal conditions for learning due to centralized care and quality facilities, public hospitals give nursing students more hands-on experience and responsibility in patient care that further enhances their learning.
Experiential learning prepared by Dr. GOGGI GUPTA ,ASSISTANT PROFESSOR MOHALIgoggigupta
Experiential learning is an active learning process that engages learners through direct experience. It combines direct experience with focused reflection that builds on past knowledge and experiences. Experiential learning draws on the works of Dewey, Lewin, and Piaget and is defined as a process where knowledge is created through transforming experiences. Kolb's experiential learning theory presents a four stage cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Experiential learning has broad applications in areas like education, corporate training, and personal development.
This reflective essay discusses the author's experience in a select Lincolnshire project during their MBA program. It analyzes their role in the project team and reflects on their personal strengths and weaknesses. The author segments their reflective journey to display perspectives on team dynamics. This provides a means to understand current abilities and areas for improvement, and how they have capitalized on opportunities through the experience.
Reflective practice involves critically examining one's actions and experiences in order to improve learning and performance. The document discusses the relevance of reflective practices in teaching natural science. It defines reflective practice and outlines models for reflection. Regularly reflecting on teaching experiences can help science teachers identify strengths, areas for growth, and modify their instruction to improve student understanding.
The document discusses different types and theories of learning. It begins by defining learning as a relatively permanent change in behavior due to past experiences. It then discusses classical conditioning by Ivan Pavlov and operant conditioning by B.F. Skinner as theories of learning. It explains the concepts of reinforcement, punishment, and shaping behavior. The document also provides an example of using time outs instead of punishment for children. Overall, the document provides an overview of behavioral learning theories and concepts such as classical conditioning, operant conditioning, reinforcement, and punishment.
Identity, Community, Responsibility and Bodies of Knowledge .docxlashandaotley
Identity, Community, Responsibility and Bodies of Knowledge
From “A New Agenda for Higher Education: Shaping a Life of the Mind for Practice.” 2008. William M.
Sullivan and Matthew S. Rosin. The Carnegie Foundation for the Advancement of Teaching.
For purposes of the ORGL seminars, you will be particularly interested in understanding the highlighted concepts
on page 94 of the following excerpt.
“The academy” refers to institutions of higher education.
INSTRUCTOR COMMENTS on Sullivan & Rosin… Chapter IV, pgs. 93 – 95.
Sullivan & Rosin describe four guiding principles that relate to how students learn:
I. Identity
II. Community
III. Responsibility
IV. Bodies of Knowledge
These elements also relate to the different approaches of the three ORGL seminars.
In ORGL 3000, emphasis is on the Self - or your personal identity – and how you learn.
Sullivan and Rosin define IDENTITY: Identity is “the reflective and formative…ways in which persons are
formed, through institutional and social engagement, as they participate in evolving traditions of
knowing” (Sullivan & Rosin Part I of IV, 2008, p. 94)
In ORGL 3050, we concentrate on Self in Context referring to those things around us which influence how our
identities develop and how we interact with others:
Self in Context relates to Sullivan and Rosin’s Parts II and III: COMMUNITY is “Participation
with others populates the imagination with models of what it means to engage the natural, social,
and contextual contexts of action.” RESPONSIBILITY—“the person lives up to her responsibility for
others and the values of the community… Only by keeping faith with the trust of others does the
professional achieve legitimacy and meaning.” (Sullivan & Rosin, 2008, p. 94)
In ORGL 4000, the focus is on how the Self Transforms, being able to appreciate multiple perspectives or bodies of
knowledge, being self-aware and being able to transform our behaviors.
In Sullivan and Rosen’s Part IV of IV, BODIES OF KNOWLEDGE are defined as — disciplinary (and
multidisciplinary) frameworks for ‘arguing and knowing.’ (Sullivan & Rosin, 2008, p. 94)
Sullivan & Rosin’s Practical Reasoning
The four principles above comprise the foundation of “practical reasoning,” proposed by Sullivan and Rosin. In their view
undergraduate education must move beyond "critical thinking" to the idea of "practical reasoning" integrating teaching
practices from the liberal arts—which develop students' ability to assume responsibility for their purposes and identity—
with those from professional education, which stress competence and practice.
Practical reasoning offers a repertoire of skills and habits of mind that can help adults figure out what to do when
navigating the challenges of contemporary adult life.
READ THE FOLLOWING PAGES 93-95 FROM SULLIVAN & ROSIN.
ORGL 3050. Fiddler & Marienau. Conceptual Frameworks for Reflection
Let’s look at ...
The document discusses various perspectives on learning including what learning is, how it occurs, and different learning theories. It defines learning as acquiring, assimilating, and internalizing new inputs to enhance future self-learning. Key aspects covered include learning as a change in behavior, a process, and different orientations like behaviorism, cognitivism, and humanism.
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- The document discusses assessment of learning needs, which involves assessing learners to help with curriculum planning, diagnose problems, and improve teaching.
- It defines assessment of learning needs and describes Kolb's learning cycle model, which involves concrete experience, reflective observation, abstract conceptualization, and active experimentation.
- Kolb's learning styles are diverging, assimilating, converging, and accommodating. The document also lists variables that affect the learning process like the learner, content, methods, environment, and media.
MHR 6551, Training and Development 1 Course Learni.docxgertrudebellgrove
MHR 6551, Training and Development 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Formulate different developmental approaches to training.
1.1 Create training activities based on a chosen theory.
2. Describe major training-related theories.
2.1 Discuss the primary tenets of a training theory.
2.2 Explain why a theory was chosen for a specific training situation.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Unit II PowerPoint Presentation
2.1
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Fact Sheet: TEAL Center Fact Sheet No. 11: Adult Learning Theories
Unit II PowerPoint Presentation
2.2
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Fact Sheet: TEAL Center Fact Sheet No. 11: Adult Learning Theories
Unit II PowerPoint Presentation
Required Unit Resources
In order to access the following resources, click the links below.
Chen, J. C. (2014). Teaching nontraditional adult students: Adult learning theories in practice. Teaching in
Higher Education, 19(4), 406–418. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=94773613&site=ehost-live&scope=site
Hagen, M., & Park, S. (2016). We knew it all along! Using cognitive science to explain how andragogy works.
European Journal of Training and Development, 40(3), 171–190. Retrieved from https://search-
proquest-com.libraryresources.columbiasouthern.edu/docview/2085704057?accountid=33337
Teaching Excellence in Adult Literacy Center. (n.d.). TEAL Center fact sheet no. 11: Adult learning theories.
Retrieved from https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning
UNIT II STUDY GUIDE
Major Training Theories
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=94773613&site=ehost-live&scope=site
https://search-proquest-com.libraryresources.columbiasouthern.edu/docview/2085704057?accountid=33337
https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning
MHR 6551, Training and Development 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Major Training Theories
The manner in which adults and children learn is different. Therefore, before embarking upon the design and
development of any training/development program, it is important to consider adult learning principles and
how adults learn bes.
Concepts and theories of supervision and reflectionA_Frattali7
The document discusses concepts and theories related to clinical supervision and reflection in teaching. It describes the stages of clinical supervision including pre-observation conferences, observations, data analysis, and post-observation conferences. Key models of reflection are also summarized, including Kolb's experiential learning cycle and Gibbs' structured reflection cycle. The importance of reflection in developing as a practitioner is emphasized through critically examining practice and experiences.
Lifeskills TOTi for oct 29 2023 (2).pptxaytenewbelay1
This orientation provides an overview of a Life Skills Training for a Youth Employment Apprenticeship Program. It outlines the objectives, structure, and content of the Training of Trainers (ToT) workshop. The objectives are to create awareness of the life skills training, equip participants with adult learning theories and principles, and evaluate trainer competencies. The orientation covers introductions, adult learning theories like Knowles' principles of andragogy and Kolb's experiential learning model, and assigns modules for the life skills training. Participants will analyze the roles of life skills trainers and their target groups.
Experiential learning involves gaining knowledge from direct experiences and reflection on those experiences. It can take many forms like internships, apprenticeships, or problem-based learning. Experiential learning theories emphasize the importance of experience in the learning process. Kolb's experiential learning model outlines a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Learners have different styles that emphasize different parts of this cycle, such as diverging, assimilating, converging, or accommodating styles.
This document provides guidance for student affairs professionals to help students with career planning and development. It outlines several student development theories that can assist professionals in understanding students' needs, including Chickering's seven vectors of student development and Schlossberg's transitioning theory. The document also discusses cognitive development theory, experiential learning theory, and the importance of balancing challenge and support for students. The goal is for professionals to use this reference tool along with counseling skills and knowledge of development theories to effectively guide students through the career planning process and identify appropriate next steps based on their individual needs and experiences.
Experiential learning is a learner-centered approach that involves learning through experience and reflection on that experience. It uses a cyclic process of setting goals, planning, experimenting, observing, reflecting, and adjusting goals based on what was learned. This approach addresses cognitive, emotional and physical aspects of learning and helps cultivate self-sufficiency. Experiential learning is effective because it involves doing something and discovering for oneself what it means, rather than relying solely on lectures and theory.
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