Core 3 unit iv new kolb learning
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The document discusses Kolb's experiential learning theory, which presents a four-stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. It also describes four different learning styles - diverging, assimilating, converging, and accommodating - based on how people process information at each stage of the cycle. Kolb's model emphasizes that effective learning is an ongoing process that involves acquiring knowledge through transforming experiences.
Core 3 unit iv new kolb learning
- 1. I Year B.Ed - CORE 3 LEARNING AND TEACHING Ms R SRIDEVI Assistant Professor, Pedagogy of Mathematics, Loyola College of Education Chennai 34 UNIT IV Cognitive And Humanistic Theories Of Learning KOLB LEARNING STYLES
- 2. The questions and allotment of marks are as described below: • Type of course : Full course • Type of Questions : Essay type • Questions : 10 • To answer : 7 • Marks : Each carries 10 marks • Total marks : 70 ( 7 x 10 ) • Maximum word : 600 words / 5 sides for each question • Time : 3 hrs
- 3. Unit IV Cognitive And Humanistic Theories Of Learning • Learning – Meaning of learning as defined by cognitive psychologists • Insight learning (Kohler) • Modes of cognitive development (Bruner) • Stages of intellectual development (Piaget) • Learning styles (Kolb) • Self-actualization ( Maslow) • Theory of a fully functioning person ( Carl Rogers).
- 4. David . A. Kolb - Learning Cycle “All learning comes from experience” --John Dewey
- 5. Born : 1939 Nationality : American Chairman : Experience based Learning systems Famous for: Learning styles theory
- 6. "Learning is the process whereby knowledge is created through the transformation of experience" Kolb (1984, 38) Kolb’s Experiential Learning Theory
- 7. 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.
- 8. Kolb proposes that experiential learning has six main characteristics: Learning is best conceived as a process, not in terms of outcomes. Learning is a continuous process grounded in experience. Learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world (learning is by its very nature full of tension).
- 9. Kolb proposes that experiential learning has six main characteristics: Learning is a holistic process of adaptation to the world. Learning involves transactions between the person and the environment. Learning is the process of creating knowledge that is the result of the transaction between social knowledge and personal knowledge.
- 11. Concrete experience (CE) Learning by Doing Reflective observation (RO) Reviewing / Reflecting on experience Abstract conceptualisation (AC) Learning by experience Active experimentation (AE) Trying out what you have learned
- 12. CONCRETE EXPEREIENCE(CE) a) A new experience or situation is encountered b) Ability to be open-minded and adapt to change Eg: B.Ed
- 13. CONCRETE EXPEREIENCE(CE) 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.
- 14. Understand the ideas and situations from different points of view The learner rely on their own thoughts and feelings, patience and careful judgement Reflective Observation Reviewing / Reflecting on the experience
- 15. 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. Reflective Observation Reviewing / Reflecting on the experience
- 16. Abstract Conceptualization (Learning from experience) Gives rise to new idea or modification Learning involves using theories, logic ideas The learner rely on systematic planning and develops theories and ideas to solve problems.
- 17. Abstract Conceptualization (Learning from experience) 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.
- 18. Abstract Conceptualization (Learning from experience) This involves interpreting the experience and making comparisons to their current understanding on the concept. Concepts need not be “new”; learners can analyze new information and modify their conclusions on already existing ideas.
- 19. Active Experimentation (trying out what you have learned) The learner applies them to the world around them to see what results Experimental process Practical approach Way to improve and tries out methods & strategies based on the previous stages of the cycle.
- 20. Active Experimentation (trying out what you have learned) 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, analyze 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.
- 21. Concrete experience (CE) Learning by Doing Reflective observation (RO) Reviewing / Reflecting on experience Abstract conceptualisation (AC) Learning by experience Active experimentation (AE) Trying out what you have learned
- 23. Diverges Ask: “What is it?” FEEL & WATCH
- 24. Diverging (feeling and watching CE/RO) This learning style takes an original and creative approach. Rather than examining concrete experiences by the actions taken, individuals tend to assess them from various perspectives. They value feelings and take an interest in others. Individuals who prefer this learning style tend to enjoy tasks such as brainstorming ideas and working collaboratively in groups.
- 25. Diverging (feeling and watching CE/RO) There are a few instructional techniques that Divergers prefer: Hands-on activities and the opportunity to explore Classic teacher-class lecture that highlights how to use a system as well as its strengths and weaknesses.
- 26. Diverging (feeling and watching CE/RO) They tend to ….. Recognise problems Gather Information Work in groups Receive personal feedback Generate lots of ideas Sensitive Open minded Be imaginative Be understanding
- 28. Assimilators ask: “What does it mean?” THINK & WATCH
- 29. Assimilating (watching and thinking - AC/RO) ) This learning style emphasizes reasoning. Individuals who demonstrate this learning style are able to review the facts and assess the experience as a whole. They tend to enjoy designing experiments and working on projects from start to completion.
- 30. Assimilating (watching and thinking - AC/RO) ) There are a few instructional techniques that Assimilators prefer: Independent, prepared exercises that the learner can complete without the instructor Classic teacher-class lecture supported by an audio or video presentation Private exploration or demonstration that follows a tutorial, with answers provided.
- 31. Assimilating (watching and thinking - AC/RO) ) They tend to …. Plan … Create models Define problems.. Develop theories Be patient Logical approach Clear explanations Time to think….
- 33. Convergers ask: “What can I do?” THINK & DO
- 34. Converging (doing and thinking - AC/AE) ) This learning style highlights problem solving as an approach to learning. Individuals who prefer this learning style are able to make decisions and apply their ideas to new experiences. Unlike Divergers, they tend to avoid people and perceptions, choosing instead to find technical solutions.
- 35. Converging (doing and thinking - AC/AE) ) There are a few instructional techniques that Convergers prefer: Workbooks or worksheets that provide problems sets Tasks that are computer-based Interactive activities.
- 36. Converging (doing and thinking - AC/AE) ) They tend to…. Solve problems Make decisions Find solutions to practical issues Experiment with new ideas Work with practical application
- 38. Accommodators ask: "How can I do it?” DO & FEEL
- 39. Accommodating (doing and feeling - CE/AE) This learning style is adaptable and intuitive. These individuals use trial and error to guide their experiences, preferring to discover the answers for themselves. They are able to alter their path based on the circumstance and generally have good people skills.
- 40. Accommodating (doing and feeling - CE/AE) There are a few instructional techniques that Accommodators prefer: Activities that allow them to be actively engaged Exploration and instructor support for deeper questioning, such as “what if?” or “why not?” Tasks that promote independent discovery.
- 41. Accommodating (doing and feeling - CE/AE) They tend to …. 'hands-on‘ experience Take risks Initiate Be adaptable and practical Active participation Doing things instead of reading
- 42. Accommodators Diverges Convergers Assimilators CE AE RO AC Kolb’s Experiential Learning Theory “What is it?” “What does it mean?” “What can I do?” "How can I do it?” FEEL & WATCH THINK & WATCH THINK & DO DO & FEEL
- 43. 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.
- 44. 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.