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Kolb

Kolb's experiential learning theory emphasizes learning through concrete experiences, reflective observation, abstract conceptualization, and active experimentation. It identifies four learning styles: diverging, assimilating, converging, and accommodating, each with distinct preferences and strengths. The model encourages individuals to engage in a continuous cycle of learning and reflection to enhance their understanding and application of knowledge.

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9 views

Kolb

Kolb's experiential learning theory emphasizes learning through concrete experiences, reflective observation, abstract conceptualization, and active experimentation. It identifies four learning styles: diverging, assimilating, converging, and accommodating, each with distinct preferences and strengths. The model encourages individuals to engage in a continuous cycle of learning and reflection to enhance their understanding and application of knowledge.

Uploaded by

std35371
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Experiential

Learning
theory by
Edward Kolb
Kolb’s experiential learning cycle
It is founded on the idea that an individual would learn through
discovery and by experiencing something for themselves. If an
individual has encountered something new, they then need to make
sense of it. For many students this means something that has happened
in a workplace setting, or something within your course that you need to
investigate further.
There are four key elements to this model. Although you can start at
any point in the cycle, it is often easiest to start by thinking about a
concrete experience. If you complete the cycle, you can then put your
learning into practice in a new concrete experience. Then continue to
analyse your experience by continuing around the cycle repeatedly,
becoming a true reflective practitioner.
Concrete Experience
Basically, learning by doing, you need to be
part of the event.
• What was this experience?
• What happened?
• What was your role?
Reflective Observation

Taking a step back from the event and thinking


deeply about what happened. Can you put this into
context by talking to others?
Thinking about the experience and what happened,
why do you think it unfolded as it did?
Can you write a diary or learning log entry to
consider this event at the time and do you interpret it
differently later on?
What are other people’s perspectives?
If you have a mentor, did you discuss this with them,
what is their perspective?
What did others who were there at the time say?
How does this all relate to your own understanding?
Abstract Conceptualization

The ability to make sense of what has happened


and put this into context of other experiences and
learning.
What do you already know about this type of
event/experience?
What have you read about this topic?
What new information can you find in the
academic literature?
What do your professional guidelines or
legislation say about this type of event?
How does your experience relate to these
different strands of information?
Active Experimentation

At this point you can consider how this


experience has shaped your knowledge
and how this might affect your future
practice.
What do you now understand about the
experience you had?
What would you do if confronted by the
same experience now?
How will you put your learning into
practice in future?
Will this experience change your future
practice?
Kolb’s Learning Styles
Diverging

The diverging learning style, also known as feel and


watch, balances concrete experience and reflective
observation. Learners with this style tend to perform
better in situations that require idea generation, such
as brainstorming. They tend to be imaginative and
specialize in the arts. Diverges learn best through
hands-on activities, group work, and conventional
lectures. They operate best when they are able to take
in various perspectives as they form their own.

Share about a student who has diverging style of


learning?
Assimilating

The assimilating learning style, also known as think


and watch, balances reflective observation and
abstract conceptualization. Learners with this learning
style emphasize reasoning. These learners prefer to
review the facts and assess the concrete experience.
Assimilators prefer independent exercises, classic
lectures supported by video presentation, readings,
and tutorial-led exploration. They operate best when
they have time to think and analyze the information.

Think of your sibling or cousin who has assimilating


style. What evidences support his/her learning style.
Converging

The converging learning style, also known as think


and do, balances abstract conceptualization and
active experimentation. These learners approach
learning from a problem-solving lens and prefer to
find technical solutions. Converges prefer
worksheets, computer-based tasks, and interactive
activities where problem-solving is required. They
operate best when they are applying theories to
real-world problems and practical solutions.

What is your experience of a friend who has


converging style of learning?
Accommodating

The accommodating learning style, also known as


feel and do, balances active experimentation and
concrete experience. These learners tend to be
adaptable and follow their “gut” rather than
resorting to logic. Accommodators prefer engaging
in hands-on activities, “what if” and “why not”
questions, and independent discovery. They operate
best when they are actively doing things and have
the opportunity to follow their own initiative in
progressing through an experience.

Why would you find yourself in accommodative style


of learning.
Teaching All Styles - Small Group Discussion

What are the possibilities?


What are the challenges?
What are the solutions?
Identification and understanding of Personal Learning Style Activity
and writing a paragraph of 100 words

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