This document discusses Kolb's experiential learning theory and learning styles. It proposes that learning involves a four-stage cycle of experience, reflection, conceptualization, and experimentation. Kolb identified two learning style dimensions: perception (feeling vs. thinking) and processing (doing vs. watching). Several examples are provided of how teachers can incorporate different learning styles into their lessons, including using hands-on activities, videos, and group work. Opinions expressed agree that understanding learning styles helps teachers meet all students' needs.

1. Learning Styles and
Strategies
Current Events
Peter, Ryan, Laura J,
Allison, Laura B

2. Kolb - Learning
Styles
Two facets:
Experiential Learning
Cycle
Learning Styles

3. Kolb - Experiential Learning
Best learning happens through
use of all four
Basic steps:
Experience
Reflection
Conceptualize
Test

4. Kolb - Learning Styles
Two continuums:
Perception
Feeling vs. Thinking
Processing
Doing vs. Watching
Most people are a combination
of all, with some more
predominant

5. Examples
Ms. Davis went to school in the
1960s, and was taught in a
traditional way wherein the teacher
lectures from the front of the room
and students take notes. Because
of this, she chooses to teach in the
same way. Many of her students
are struggling in her class because
they rely more on concrete
experiences and active
experimentation to learn
effectively. Ms. Davis simply
attributes their lack of
understanding to laziness. [Laura]
An example of this would be when
learning about different habitats. The
students could experience a habitat
and see what plants and animals live
in that environment. Students could
then have the opportunity to reflect
on their experience in the
environment to further their
understanding of the habitat. Using
this knowledge, students could think
about what they might observe in a
similar habitat, for example; a
meadow to a forest. Then students
could apply it to the new habitat using
what they have already experienced.
[Ryan]

6. Examples
Mrs. Thomas wanted her class to
learn about wetlands in a way that
connected with everyone. She knew
she had a vast array of learning styles
in the room, and needed everyone to
be involved. After brainstorming as a
class, watching an infomative video,
and looking at pictures in magazines,
they developed a plan as a class for
what they would do when they got
there. She took inventory of the
learning styles in the class, and
helped assign duties for the project
where everyone could be utilized and
involved to the best of their ability.
[Peter]

7. Opinions
I feel that Kolb’s theories make
sense to me. I believe that they are
simply another way of stating what
has been proposed by numerous
other theorists, such as Gardner
with his eight intelligences. I also
see evidence of the practical
applications and implications of
Kolb’s theories in my everyday life
and in my experiences with
students. [Laura]
Kolb’s theories seem to me to be
already understood by educators.
But the complete idea that these
have to exist can sometimes
provide a crutch for learners who
don’t feel motivated for other
reasons that other theories explain.
It’s hard to find a concrete way to
dispute these from either direction,
but careful consideration to them
when planning instruction is still
necessary because the needs of the
students should always be at the
forefront. [Peter]

8. Opinions
I agree with the concept and ideals
of learning styles. I believe that
each individual student is
motivated differently based on the
presentation of content. Instructors
should provide multiple
opportunities for students of
different learning styles to display
their understandings. In my own
teaching, I try to differentiate both
my instruction and assessment
based on process and product.
I try to give my students choices in
how to access the content (i.e. on
the web vs. text, listening to a story
vs. reading). In addition, I try to
provide opportunities for
assessments to meet multiple
learning styles (i.e. illustrations,
reports, acting it out, etc.) [Ryan]

9. Felder & Soloman:
Learning Styles and
Strategies
Focuses on eight learning
styles
Grouped in bipolar pairs
Provides tips for learners in
each category

10. Dichotomous Pairings & How to Help Yourself
Active & Reflective
Active:
Study in a group
Incorporate problem-solving
Reflective:
Think of possible questions
Write short summaries
Sensing & Intuitive
Sensing:
Ask for specific examples
Discover practical applications
Intuitive:
Make interpretations to link
facts
Visual & Verbal
Visual:
Find diagrams, sketches, etc.
Color-code notes
Verbal:
Write summaries of material
Work in groups
Sequential & Global
Sequential:
Consult references to fill in
skipped steps
Outline lecture material
Global:
Skim before detailed reading
Relate material to prior
knowledge

11. Examples
Students are required to study a
concept (water cycle) through
whatever means they desire, and
can then present by any means
they desire. They then will present
to the class and can use any
technology or props they feel
contribute to the experience.
[Peter]
Students take a learning styles quiz
on the first day of class. They then
are given a different strategy each
week to utilize in their classes to
attempt to help themselves
overcome the deficits in their
learning styles. This would provide
students with a variety of skills and
the ability to determine what works
best for them. [Laura]

12. Examples
In a remedial math course, all
students are taught that there is
only one way to solve the problem
and all other methods/strategies
are marked incorrect. Students
may not stray from the algorithm
or include any supplemental
understandings to support their
thinking. [Ryan]

13. Opinions
The article itself seems intuitive to
anyone in the educational setting.
Although the actual groupings
involved were a bit more detailed
than most others have agreed with.
This just gives more targets for the
teacher to hit when categorizing
students, and to help specialize
education for everyone. [Peter]
This article would be very helpful
for college students or students in
a learning environment which does
not provide them with supports.
Additionally, it helps students to
identify the type of learner they
are, as long as students are able to
reflect on their own experiences
and relate to one of the
descriptions listed. I found the
article to align closely with
Gardner’s multiple intelligences,
and believe that the strategies are a
step above just identifying one’s
learning style. [Laura]

14. Opinions
I believe that these differences in
learners is evident only if the
learner is self aware of
metacognitive strategies. For
younger students, it is more
difficult for the learner to be aware
of what they already know and how
they learn best. As a result, the
instructor must facilitate a variety
of strategies to best meet the
needs of students in the classroom.
For older students, the instructor
can design instruction to best meet
the needs of individual students
based on preferences, learning
style and ability. [Ryan]