Kolb’s learning styles - Manu Melwin Joy

Kolb’s learning styles - Manu Melwin Joy

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  Kolb’s Learning styles
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  Prepared By Kindly restrictthe use of slides for personal purpose. Please seek permission to reproduce the same in public forms and presentations. Manu Melwin Joy Assistant Professor Ilahia School of Management Studies Kerala, India. Phone – 9744551114 Mail – manu_melwinjoy@yahoo.com
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  Basic principles oflearning A. The principle of reinforcement: continuous and repetitive practice ensures the retention of knowledge and skills. B. The principle of behavior modeling: set models for the trainees to follow. C. The principle of feedback: timely and adequate feedback motivates the trainees. D. The principle of learning transfer: those that can be transferred to work are most likely to be retained.
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  Kolb’s Learning styles •Kolb's (1984) learning theory sets out four distinct learning styles (or preferences), which are based on a four-stage learning cycle. • Kolb's model offers both a way to understand individual learning styles, and also an explanation of a cycle of experiential learning that applies to all learners.
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  The Four StageLearning Cycle • Kolb proposed that an individual learner moves through a spiral of immediate experience which leads to observations and reflections on the experience. • These reflections are then absorbed and linked with previous knowledge and translated into abstract concepts or theories, which result in new ways and actions to adjust to the experience that can be tested and explored.
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  The Four StageLearning Cycle • Kolb described the four stages in the cycle of experiential learning as:
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  Concrete Experience (CE) •This stage of the learning cycle emphasizes personal involvement with people in everyday situations. • In this stage, the learner would tend to rely more on feelings than on a systematic approach to problems and situations. • In a learning situation, the learner relies on the ability to be open-minded and adaptable to change. • For example, a student performs an initial interview for the first time.
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  Reflective Observation (RO) •In this stage of the learning cycle, people understand ideas and situations from different points of view. • In a learning situation the learner would rely on patience, objectivity, and careful judgment but would not necessarily take any action. • The learner would rely on their own thoughts and feelings in forming opinions. • In the example, after finishing the student reflects on what they did, makes observations and discusses how they went with their educator.
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  Abstract Conceptualisation (AC) •In this stage, learning involves using theories, logic and ideas, rather than feelings, to understand problems or situations. • Typically, the learner relies on systematic planning and develops theories and ideas to solve problems. • In the example, the student then thinks about the interview process and their performance and tries to make links between previous experience of interviewing, the client and what they heard, and any theories or knowledge they can apply.
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  Active Experimentation (AE) •Learning in this stage takes an active form - experimenting with changing situations. • The learner would take a practical approach and be concerned with what really works, as opposed to simply watching a situation. • In the example, the student considers ways to improve, and tries out methods and strategies based on the previous stages of the cycle.
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  The Four StageLearning Cycle
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  Retention of Learning •20% AC • 50% AC + RO • 70% AC + RO + CE • 90% AC + RO + CE + AE Source: 2006 Hay Group
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  Kolb's learning styles •Kolb's four stage learning cycle provides the basis for his model of learning styles. • Kolb proposed that an individual's learning style was the product of two pairs of preferences we have in how we approach the task of learning.
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  Kolb's learning styles •Kolb presented these as lines of axis, each with "conflicting" modes at either end:
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  Kolb's learning styles •Kolb proposed that learning is a combination of both how we approach a task and how we respond to and assimilate the experience. • In approaching a task (processing) we have a preference for either doing or watching, and in responding to the experience we have a preference for either feeling or thinking. • The combination of these preferences creates four main learning styles.
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  Kolb's learning styles
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  Accommodator • Learn primarilyby “hands-on” • Act on “gut” rather than logical analysis (intuitive) • Rely more heavily on people for information than technical analysis • Like getting involved in new experiences • Task oriented
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  Diverger • View concrete solutionsfrom many different points of view • Like brainstorming, idea generation • Observe rather than take action • Imaginative, creative
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  Assimilator • Focus moreon abstract ideas and concepts than people • More important that theory is sound rather than have practical value • Can take a wide range of information and put it into concise, logical form
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  Converger • Practical applicationof ideas • Solution focused – decision maker • Prefer dealing with technical problems rather than social or interpersonal issues • Does best when there is a single right answer