A Study on Kolbs Learning Cycle (1984)

A Study on Kolbs Learning round of golf (1984)David A. Kolb with Roger peasant created this famous computer simulation out of four elements concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations. The principle of Kolbs reading cycle is that we tout ensemble follow the following four stages of acquisition as we acquire knowledge, experience and skill. He represented these in the famous experiential learning circle that involves (1) concrete experience followed by (2) observation and experience followed by (3) forming abstract concepts followed by (4) testing in new situations. All this may happen in a flash, or over days, weeks or months, depending on the topic, and there may be a wheels within wheels process at the same time.Forms of Knowledge and the Learning CycleThe four quadrants of the cycle argon associated with four opposite forms of knowledge, in Kolbs view. Each of these forms is paired with its diagonal oppos ite.Four kinds of knowledge located in Kolbs schemeKolbs work therefore make fors on 2 levels a four-stage cycleConcrete Experience (doing/having an experience)The Concrete Experience is the doing component which derives from the content and process of the programme done attending the workshops or, in the case of the on-line module, your reading of the on-line learning materials to take aimher with your actual experience of teaching in the classroom plus your former(a) teaching duties and work outs. It may in addition derive from own experience of being a student.Reflective annotation (reviewing/reflecting on the experience)The Reflective Observation element stems from your synopsis and judgements of events and the discussion about the learning and teaching that you engage in with your mentor and colleagues. This might be termed common-sense reflection.For example this might be through your own self-reflections or evaluations after the event through keeping a log or journ al. It may in addition include student feedback, peer observation of teaching (e.g. comments make by your mentor or colleague), moderation of assessments, external examiner comments, and discussions with your mentor. All of these can be brought together to give an overall reflection on your practice. manifestation in itself, though, is insufficient to promote learning and professional development.Abstract Conceptualisation (concluding/learning from the experience)In order to plan what we would do differently next time, we contract in addition to our reflections on our experience to be informed by educational theory e.g. through readings of relevant literature on teaching and learning or by attending staff development or other activities. Reflection is therefore a middle ground that brings together theories and the analysis of outgoing action. It wills us to come to conclusions about our practice Abstract Conceptualism.Active Experimentation (planning/trying out what you have learned)The conclusions we formed from our Abstract Conceptualisation stage thusly form the basis by which we can plan changes Active Experimentation. Active Experimentation then starts the cycle again when we implement those changes in our teaching practice to generate another concrete experience which is then followed by reflection and review to form conclusions about the effectiveness of those changes.Four-type definition of learning modes, (each representing the combination of both preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which Kolb used the termsDiverging (CE/RO) confederacy of Concrete Experience and Reflective ObservationFeeling and WatchingLike to gather information, good at brainstorming, interested in people, see different perspectives, prefer group work, open minded. assimilatory (AC/RO) compounding of Abstract Conceptualization and Reflective ObservationWatching and ThinkingConcise logical approach, ideas and concepts more important than people, prefer lectures, reading, time to appreciateConverging (AC/AE)Combination of Abstract Conceptualization and Active ExperimentationDoing and ThinkingSolve practical problems prefer technical tasks, like experimenting and simulation, less interested in interpersonal issues. fit (CE/AE)Combination of Concrete Experience and Active ExperimentationDoing and FeelingHands on, attracted to new challenges and experiences, rely on others instead of doing own analysis, action oriented, set targets work hard in teams to chance on tasks.Kolbs learning styles matrix viewIts often easier to see the construction of Kolbs learning styles in terms of a two-by-two matrix. The diagram also highlights Kolbs terminology for the four learning styles diverging, assimilating, and converging, accommodatingDoing (Active Experimentation AE)Watching (Reflective Observation RO)Feeling (Concrete Experience CE)Accommodating (CE/AE)Diverging (CE/RO)Thinking (Abst ract Conceptualization AC)Converging (AC/AE)Assimilating (AC/RO)Thus, for example, a person with a dominant learning style of doing rather than watching the task, and feeling rather than thinking about the experience, will have a learning style which combines and represents those processes, namely an Accommodating learning style, in Kolbs terminology.The Kolb Model and Subject DisciplinesBroadly speaking, David Kolb suggests that practitioners of creative disciplines, such as the arts, are found in the Divergent quadrant. Pure scientists and mathematicians are in the Assimilative quadrant. Applied scientists and lawyers are in the Convergent quadrant. Professionals who have to operate more intuitively, such as teachers, are in the Accommodative quadrant.There are also differences in the location of specialists within the more general disciplinesThis would suggest that different subject areas call for different learning styles, and raises the usual chicken and egg question as to whe ther the discipline promotes a particular learning style, or whether preferred learning style leads to word sense of a discipline, or of course, both. (All of the above assumes that there is some validity in this conceptualisation of learning styles.)Simply, people who have a clear learning style preference, for whatever reason, will tend to learn more effectively if learning is orientated according to their preference. My learning style is the converging and accommodating one. I think I have the ability to find solution to practical issues. I can solve problems and make decisions by finding solutions to questions and problems. I like challenges and lead out plans. I like experiment with new ideas and work with practical application.Studying is not just gaining greater knowledge and understanding of subjects but also more confidence, broader interests and more purpose in life. Well Im studying because I do have an objective in life which I want to achieve at any cost. It is very ha rd to study and to work at the same time which unfortunately I have to do, no choice Kolb learning cycle is actually very effective way to study which just need to be followed. I like groups works, when discussing with other people I get different point of view for the topic discussed.One of the main problems I have is how to manage my study time. In fact I have two kinds of problems with time finding enough of it and using it effectively. I do make plan about my time but its hard to stick to it, almost impossible. The however thing I need is to improve my time management skill and should take it serious now.ConclusionKolbs learning cycle is a key model in current use relating to adult learning and development. Knowing your own and your teams learning style allows you to grow and develop more effectively, building skills and experience which allow you to meet your life goals. Thus the learning cycle can begin at any one of the four points and that it should really be approached as a continuous spiral. However the learning process depends on how the person is carrying out a particular action and then seeing the effect of the action in this situation.