Mumbai University, B.ed sem 2, CC3

1. Oriental Education Society
ORIENTAL COLLEGE OF EDUCATION, SANPADA
F.Y. B.Ed. (2020-2022)
Course Name: Core Course 3
Subject Name: Learning and Teaching
Assignment Topic: Learning Style Inventory
Submitted for the fulfilment of Two Year
Bachelors’ degree of Education
For the year
2021
(SEM-II)
Submitted to: Ms. Renu Chaudhury Submitted by: Santoshini Sahu
Roll No. 47
Date: 28th
July 2021

2. LEARNING STYLE INVENTORY
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. Kolb states 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.
“Learning is the process whereby knowledge is created through the transformation of
experience”

3. The Experiential Learning Cycle
Kolb's experiential learning style theory is typically represented by a four-stage learning cycle
in which the learner 'touches all the bases':
Kolb’s Four Stages of Learning:
Kolb’s Learning Cycle is based on the Jean Piaget’s focus on the fact that learners create
knowledge through interactions with the environment.
1. Concrete Experience:
Kolb’s learning process cycle begins with a concrete experience. This can either be a completely
new experience or a reimagined experience that already happened. 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.
2. Reflective Observation:
After engaging in the concrete experience, the learner steps back to reflect on the task. 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.
3. Abstract Conceptualization:
The next step in the learning cycle is to make sense of these events. 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. This involves interpreting the experience and making comparisons to
their current understanding on the concept. Concepts need not be “new”; learners can analyse new
information and modify their conclusions on already existing ideas.
4. Active Experimentation:
This stage in the cycle is the testing stage. 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,
analyse 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.

4. Kolb’s Learning Styles
Knowing a person's (and your own) learning style enables learning to be orientated according
to the preferred method. That said, everyone responds to and needs the stimulus of all types of
learning styles to one extent or another - it's a matter of using emphasis that fits best with the given
situation and a person's learning style preferences.
Kolb believed that we cannot perform both variables on a single axis at the same time (e.g., think
and feel). Our learning style is a product of these two choice decisions. It's often easier to see the
construction of Kolb's learning styles in terms of a two-by-two matrix. Each learning style
represents a combination of two preferred styles.
The matrix also highlights Kolb's terminology for the four learning styles; diverging,
assimilating, and converging, 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)

5. 1. Diverging (feeling and watching - CE/RO)
The 'feel and watch' style is for imaginative and emotional people. These people view a
situation from several different perspectives and generate a lot of ideas. They are more people-
oriented and are deep thinkers. They prefer the following:
 Hands-on experience
 Instruction based approach where the trainer gives them a set of instructions along with
some details about the topic
2. Assimilating (watching and thinking - AC/RO)
The 'think and watch' style is apt for people who are more interested in logical-sounding
theories and clear explanations over practical approaches. They value conciseness, logic and
assessing the process. They prefer the following:
 Independent tasks from start to finish
 Lectures supported by a variety of resources (audio, video and graphics)
 A detailed instructional tutorial along with answers to FAQs.
3. Converging (doing and thinking - AC/AE)
This is a 'think and do' style. People who are technical-minded prefer this. They are accepting
of new ideas and like to rely on their learning and thinking to find a solution to practical situations.
They also bring up doable practices of theories and ideas. These individuals have great problem-
solving skills and preferring application of ideas, experiences in their learning and prefer the
following:
 Computer-based tasks
 Collaborative activities and tasks
 Worksheets that contain problem sets
4. Accommodating (doing and feeling - CE/AE)
This 'feels and do' style is a hands-on approach. It is suitable for people who are intuitive
rather than logical. Such people rely on others' analysis and thinking rather than their own. They
are proactive and are eager to take on and complete new challenges. They have good people’s skills
and they prefer the following:
 Activities that encourage independent exploration and thinking
 Instructor support to answer ‘why not?’ and ‘what if?’ questions to theories
 Tasks that allow them to actively participate and engage.
Connection to Peter Honey and Alan Mumford's Model
Peter Honey and Alan Mumford developed their learning styles system as a variation on the
Kolb model while working on a project for the Chloride Corporation in the 1970's. Various resources
(including this one in the past) refer to the terms 'activist', 'reflector', 'theorist', and 'pragmatist'
(respectively representing the four key stages or learning steps) in seeking to explain Kolb's model.

6. In summary here are brief
descriptions of the four
H&M key stages/styles,
which incidentally are
directly mutually
corresponding and
overlaid, as distinct from
the Kolb model in which
the learning styles are a
product of combinations
of the learning cycle
stages. The typical
presentation of these
H&M styles and stages
would be respectively at
north, east, south and
west on a circle or four-
stage cyclical flow
diagram.
1. 'Having an Experience' (stage 1) and Activists (style 1): 'here and now', gregarious, seek
challenge and immediate experience, open-minded, bored with implementation.
2. 'Reviewing the Experience' (stage 2) and Reflectors (style 2): 'stand back', gather data,
ponder and analyse, delay
reaching conclusions, listen
before speaking, thoughtful.
3. 'Concluding from the
Experience' (stage 3)
and Theorists (style 3): think
things through in logical
steps, assimilate disparate
facts into coherent theories,
rationally objective, reject
subjectivity and flippancy.
4. 'Planning the next
steps' (stage 4)
and Pragmatists (style 4):
seek and try out new ideas,
practical, down-to-earth, enjoy problem solving and decision-making quickly, bored with
long discussions.
There is arguably a strong similarity between the Honey and Mumford styles/stages and the
corresponding Kolb learning styles:
 Activist = Accommodating
 Reflector = Diverging
 Theorist = Assimilating
 Pragmatist = Converging

7. EXPERIMENT CONDUCT ON KOLB’S LEARNING STYLE
Aim: Kolb’s Learning Style Test
Problem: The case is find out about the learner, learning method or skill.
Material and Procedure:
Kolb’s Learning Style Questionnaire
This questionnaire is designed to find out your preferred learning
styles(s) as anadult. Over the years, you have probably developed learning
habits that help you benefit more from some experiences than from others. You
may be unaware of this, and this questionnaire will help you pinpoint your
learning preferences and share them with the other Community Facilitators.
This questionnaire will probably take you about 10 minutes to complete. The accuracy of
your results depends on how honest you are. There are no right or wrong answers. If you agree
more than you disagree with a statement, place a tick () in the box to the left of the question.
Ifyou disagree more than you agree, leave the box blank. If you find yourself wondering which
situation to think of when answering a question, just think about how you are when you are
workingwith people. Go with your first gut reaction instead of over-thinking your response.
Questions
Q. No Question Agreed
1 I have strong beliefs about what is right and wrong, good and bad. 
2 I often act without considering the possible consequences.
3 I tend to solve problems using a step-by-step approach. 
4 I believe that formal procedures and policies restrict people. 
5 I have a reputation for saying what I think, simply and directly. 
6
I often find that actions based on feelings are as sound as those
based on careful thought and analysis.
7
I like the sort of work where I have time for thorough preparation
and implementation. 
8 I regularly question people about their basic assumptions. 
9 What matters most is whether something works in practice. 
10 I actively seek out new experiences. 
11
When I hear about a new idea or approach, I immediately start
working out how to apply it in practice.
12
I am keen on self discipline such as watching my diet, taking
regular exercise, sticking to a fixed routine, etc.
13 I take pride in doing a thorough job. 
14
I get on best with logical, analytical people and less well with
spontaneous, ‘irrational’ people.
15
I take care over how I interpret data and avoid jumping to
conclusions. 
16
I like to reach a decision carefully after weighing up many
alternatives. 
17 I am attracted more to novel, unusual ideas than to practical ones.

8. 18
I don’t like disorganised things and prefer to fit things into a
coherent pattern. 
19
I accept and stick to laid down procedures and policies so long as I
regard them as an efficient way of getting the job done.
20 I like to relate my actions to a general principle, standard or belief. 
21 In discussions, I like to get straight to the point. 
22
I tend to have distant, rather formal relationships with people at
work.
23 I thrive on the challenge of tackling something new and different. 
24 I enjoy fun-loving spontaneous people. 
25 I pay careful attention to detail before coming to a conclusion. 
26 I find it difficult to produce ideas on impulse.
27 I believe in coming to the point immediately. 
28 I am careful not to jump to conclusions too quickly. 
29
I prefer to have as many sources of information as possible – the
more information to think over the better.
30
Flippant, superficial people who don’t take things seriously enough
usually irritate me.
31
I listen to other people’s points of view before putting my own
view forward. 
32 I tend to be open about how I’m feeling. 
33
In discussions, I enjoy watching the plotting and scheming of the
other participants.
34
I prefer to respond to events in a spontaneous, flexible way rather
than plan things out in advance. 
35
I tend to be attracted to techniques such as flow charts, contingency
plans etc. 
36 It worries me if I have to rush work to meet a tight deadline.
37 I tend to judge people’s ideas on their practical merits.
38 Quiet, thoughtful people tend to make me feel uneasy.
39 I often get irritated by people who want to rush things.
40
It is more important to enjoy the present moment than to think
about he past or future. 
41
I think that decisions based on a careful analysis of all the
information are better than those based on intuition. 
42 I tend to be a perfectionist.
43 In discussions, I usually produce lots of spontaneous ideas. 
44 In meetings, I put forward practical, realistic ideas. 
45 More often than not, rules are there to be broken. 
46
I prefer to stand back from a situation and consider all the
perspectives. 
47
I can often see inconsistencies and weaknesses in other people’s
arguments.
48 On balance I talk more than I listen.
49 I can often see better, more practical ways to get things done. 
50 I think written reports should be short and to the point. 
51 I believe that rational, logical thinking should win the day. 

9. 52
I tend to discuss specific things with people rather than engaging in
social discussion.
53
I like people who approach things realistically rather than
theoretically. 
54
In discussions, I get impatient with irrelevant issues and
digressions.
55
If I have a report to write, I tend to produce lots of drafts before
settling on the final version.
56 I am keen to try things out to see if they work in practice 
57 I am keen to reach answers via a logical approach.
58 I enjoy being the one that talks a lot.
59
In discussions, I often find I am a realist, keeping people to the
point and avoiding wild speculations.
60 I like to ponder many alternatives before making up my mind. 
61
In discussions with people I often find I am the most dispassionate
and objective.
62
In discussions I’m more likely to adopt a ‘low profile’ than to take
the lead and do most of the talking.
63
I like to be able to relate current actions to the longer-term bigger
picture.
64
When things go wrong, I am happy to shrug it off and ‘put it down
to experience’. 
65 I tend to reject wild, spontaneous ideas as being impractical.
66 It’s best to think carefully before taking action. 
67 On balance, I do the listening rather than the talking. 
68
I tend to be tough on people who find it difficult to adopt a logical
approach.
69 Most times I believe the end justifies the means. 
70 I don’t mind hurting people’s feelings so long as the job gets done.
71 I find the formality of having specific objectives and plans stifling.
72 I’m usually one of the people who puts life into a party.
73 I do whatever is practical to get the job done. 
74 I quickly get bored with methodical, detailed work. 
75
I am keen on exploring the basic assumptions, principles and
theories underpinning things and events. 
76 I’m always interested to find out what people think.
77
I like meetings to be run on methodical lines, sticking to laid down
agenda. 
78 I steer clear of subjective (biased) or ambiguous (unclear) topics.
79 I enjoy the drama and excitement of a crisis situation.
80 People often find me insensitive to their feelings.

10. Scoring
You score one point for each item you ticked. There are no points for items you crossed. Go back over your
responses and simply circle the question number in the table below for each question you ticked. Then
add up the number of circled responses in the Totals row.
Totals:
QUESTION NUMBER
2 7 1 5
4 13 3 9
6 15 8 11
10 16 12 19
17 25 14 21
23 28 18 27
24 29 20 35
32 31 22 37
34 33 26 44
38 36 30 49
40 39 42 50
43 41 47 53
45 46 51 54
48 52 57 56
58 55 61 59
64 60 63 65
71 62 68 69
72 66 75 70
74 67 77 73
79 76 78 80
11 12 8 12
Activist Reflector Theorist Pragmatist

11. Your preferred learning styles
Now circle your total scores for each learning style on the table below to determine the
strength ofyour preference.
ACTIVIST REFLECTOR THEORIST PRAGMATIST
20
19
20
19
20
19
20
19
Very strong
preference
18 18 18 18
17 17 17
16 16
15
14
13
12
11
17
16
15
14
16
15
Strong
preference
15
10
9
14
13
13
12
14
13
Moderate
preference
8 12 11 12
7
6
5
11
10
10
9
11
10
Low preference
4 9 8 9
3
2
8
7
7
6
8
7
Very low
preference
1 6 5 6
0 5 4 5
4 3 4
3 2 3
2 1 2
1 0 1
0 0
Name: Santoshini Sahu
I have very strong preference for -------
I have a strong preference for - Activist
I have a moderate preference for - Reflector, Pragmatist
I have a low preference for - Theorist
I have a very low preference for --------

12. My Strong preference Learning Style: Activist
Characteristics -
 I'll try anything once.
 Activist are those people who learn by doing.
 Activists need to get their hand dirty, to dive in with both feet first.
 Have an open-minded approach to learning, involving themselves
fully and without bias in new experiences.
Preferred method or approaches -
 Brainstorming
 Problem Solving
 Group Discussion
 Puzzles
 Competitions
 Role-Play
Strengths -
 Flexible; Open-minded.
 Happy to give it a try.
 Happy to be exposed to new situations.
 Optimistic about anything new.
 Unlikely to resist change.
Weaknesses -
 Tendency to take the immediately obvious action without thinking.
 Often takes unnecessary risks.
 Tendency to do too much themselves and hog the limelight.
 Rush into action without sufficient preparation.
 Get bored with implementation/ consolidation.

13. EDUCATIONAL IMPLICATION
Generally, teachers are able to identify learning styles by observing their
students in the classroom. Students begin to show their preference for particular
styles through presentations, discussions, and collaborative activities. When
delivering courses online, it is important for the instructor to engage with the
students throughout the entire learning cycle in order to reveal their preferences. As
a rule, best teaching practices always include a wide range of learning activities in
order to reach all learning styles. A variety of experiences supports all learners
regardless of preferred style, as it helps them develop skills in specific areas and
creates a more flexible, well-rounded learner.
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. 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.
REFERENCE
https://simplebusinessguru.blogspot.com/2020/09/using-your-learning-styles-honey-
and.html
https://www.businessballs.com/self-awareness/kolbs-learning-styles/
https://www.simplypsychology.org/learning-kolb.html
https://educationaltechnology.net/kolbs-experiential-learning-theory-learning-styles/