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.
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” (Kolb, 1984, p. 38).
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.
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” (Kolb, 1984, p. 38).
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.
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.
We learn from our experiences almost every moment. We remember what we do better than what we read or hear. Using this simple fact, making children (even adults) learn from their experience is effective. If the medium used is fun, it makes it that much easier. Along with fun, if we use adventure, nature, outdoors
Experiential learning requires time and effort from teachers, but it greatly benefits students, especially those who are struggling. Read this slideshare for examples of experiential learning activities and more.
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.
We learn from our experiences almost every moment. We remember what we do better than what we read or hear. Using this simple fact, making children (even adults) learn from their experience is effective. If the medium used is fun, it makes it that much easier. Along with fun, if we use adventure, nature, outdoors
Experiential learning requires time and effort from teachers, but it greatly benefits students, especially those who are struggling. Read this slideshare for examples of experiential learning activities and more.
A learning style is student’s consistent way of responding to and using stimuli in the context of learning.
David A. Kolb, Harvard Professor of Organizational Behavior, put forward the mode of “experiential learning cycle”
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5. The Experiential Learning Cycle
Concrete Experience
Participates in an experience
(Feeling /”Gut”)
Concrete Experience
Participates in an experience
(Feeling /”Gut”)
Abstract
Conceptualization
Makes generalizations,
develops theories
(Thinking/”So What”)
Abstract
Conceptualization
Makes generalizations,
develops theories
(Thinking/”So What”)
Active Experimentation
Implements new action
Experiments with new
ways (Doing/”Then
What”)
Active Experimentation
Implements new action
Experiments with new
ways (Doing/”Then
What”)
Reflective Observation
Makes sense of the
experience
(Watching /”What”)
Reflective Observation
Makes sense of the
experience
(Watching /”What”)
7. Kolb’s Experiential Learning Theory
Divergers –
View situations from many perspectives and rely heavily upon mind
storming and generation of ideas.
Assimilators –
Use inductive reasoning and have the ability to create theoretical
models.
Converges –
Rely heavily on hypothetical-deductive reasoning.
Accommodators –
Carry out plans and experiments and adapt to immediate
circumstances.
8. Kolb’s Experiential Learning Theory
Advantages -
Flexible and open-minded.
Happy to be exposed to new situations.
Good at listening to others and Grasping information.
Good at asking probing questions.
Businesslike – get straight to the point.
Technique oriented.
9. Kolb’s Experiential Learning Theory
Dis-Advantages -
Take unnecessary risks.
Get bored with implementation.
Slow to make up their minds and reach a decision.
Low tolerance for uncertainty.
Intolerant of anything subjective or intuitive.
Tendency to seize on the first expedient solution to a problem.
10. Conclusion
Active learning, research and inquiry have an important role to
play in enhancing the quality of student learning (but they
involve more than just ‘doing’)
Recognising that students have different preferred learning
styles needs to be built in to the design of learning activities and
assessment.
11. Kolb’s learning cycle provides a useful framework for
designing effective active learning experiences.
Designing ways of engaging students in active learning,
research and inquiry so that their learning is enhanced is
challenging.
Being creative and thinking outside the box can help.
