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Kolb Prezi 2014

Kolb Presentation for NATS Internship Program
by

Kristine Hurst-Wajszczuk

on 26 January 2015

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Transcript of Kolb Prezi 2014

Do They REALLY Get It?
Using Kolb LSI to Reach Every Student

Kristine Hurst-Wajszczuk, DMA
University of Alabama at Birmingham

NATS Intern Program June 2014

Why bother with this at all
College attrition
Unemployment rates
Work and personal interaction
Passion for communication

Teaching areas
Studio voice
Direction: Opera & Musical Theater
Vocal Pedagogy
Diction
Bodywork for Musicians

Kolb's application in my life
University of Colorado at Boulder GTP
My own teaching
Relationships

Studying learning is nothing new...
For NATS Internship Program
June 15, 2013

Dr. Kristine Hurst-Wajszczuk
Associate Professor of Music

University of Alabama-Birmingham

Do They Really Get It?
Using Kolb Learning Styles To Reach Every Student

khw@uab.edu

205-306-6093

Kristine Hurst-Wajszczuk

http://www.haygroup.com/ww/media/details.aspx?id=21223&c=8

For more information

What are the drawbacks to using the Kolb
in lesson planning?

What are the advantages?

Kolb: the obvious questions…

Choose one topic you might cover in a class. Design a lesson plan that would equally involve each learning style.

What does each person want? How can you give each learning style something they need in this setting, and still get through the material?

Kolb Activity #5

Describe your ideal teacher. How did s/he teach? What made you feel successful in that environment? Use descriptive words.

If you were to guess which learning preference that teacher had, what was it? Was it possibly the same as your own learning preference?

Kolb Activity #3

Grasping experience
Doing v. Watching

Transforming experience
Thinking v. Feeling

Kolb’s simultaneous continuum

Effective learning entails:

1. concrete experience
2. reflective observation
3. abstract conceptualization
4. active experimentation

We rarely have all equally

Different order

Kolb Learning Styles Inventory

Developed the Learning Styles Inventory (LSI)
to help learners understand their strengths and weaknesses

Limitations
Self-rating
Does not rate through standards or behavior

David A. Kolb and Roger Fry

Gained prominence in 1980s

The heart of learning = how we process experience

Learning is a cycle

Can also determine preference

Theory of experiential learning

Online and paper versions

The Hay Group

http://www.haygroup.com/leadershipandtalentondemand/enhancing/kolb.aspx

To purchase the LSI

Goal: master double / single consonants in Italian using IPA

Explain importance, tell applicable story (Heart)
Have class timeline on the board, lecture on the components, give clear directions (Equation)
Have examples on the board to try (Questioner)
Have a final project, such as a song for students to perform with examples imbedded (Product)
Be flexible about who needs to do what (reflective observers vs. active experimenters prefer different things)

Example: Singer’s Diction class

Kolb Activity #4

Divide into groups, according to where you think you fit in the Kolb model.

Discuss among yourselves how you learn. Decide how you might communicate this to the larger group.

Describe to the other groups how you learn best.
Likes, dislikes, etc…

Kolb Activity #2

Do the Quick Activity
Score yourself
Plot your location

Kolb Activity #1

Kolb Adaptation

© concept david kolb, adaptation and design alan chapman 2005-06, based on Kolb's learning styles, 1984

Four distinct preferences


Offers an explanation of the cycle of learning

Kolb’s learning theory

Further refined concept by dividing it into two separate learning activities:

1. Perceiving
(how we think about things)

2. Processing
(how we do things)


David A. Kolb

Kolb's work addresses how we process information and transform it into experience

Aural, Visual, Kinesthetic

Felder and Silverman's Index
Sensory v. Intuitive
Visual v. Verbal
Active v. Reflective
Sequential v. Global

And more...

Assimilator

("Equation")

Based on adaptation of Kolb by Laura L. B. Border, Graduate Teacher Program Director, CU-Boulder

Strengths: Creates models and plans
Traits: Organized and rational, prefers concepts to people, amasses knowledge
Asks: What are the facts?
Seeks: Facts and expertise
Goal: To achieve
Likes: Expert teacher
Learns by: Listening, reading, writing, organizing
Motivated by: Expertise, mastery
Teaches by: Telling and giving information
Weakness: Forgets practical application; often too critical of others
Stressed by: Being put down or not being viewed as an expert; by not knowing overall plan and being surprised; being forced to work quickly and therefore making mistakes
Soothed by: Clear plans, all the facts, recognition of expertise

Characteristics of Quadrants

Based on adaptation of Kolb by Laura L. B. Border, Graduate Teacher Program Director, CU-Boulder

Diverger

("Heart")

Strengths: Likes brainstorming, understands problems
Traits: Imaginative, empathetic, likes personal involvement
Asks: Why or why not?
Seeks: Meaning
Goal: To be involved in important issues
Likes: Personally involved teacher
Learns by: Listening, absorbing, discussing
Motivated by: Curiosity, passion
Teaches by: Motivating students to find their own purpose or goal
Weakness: Paralyzed by alternatives; generates too many possibilities
Stressed by: Busy work; no feedback, being left in the dark without knowing why
Soothed by: Being told why something is occurring; being given supportive, appreciative feedback

Characteristics of Quadrants

Converger

("Questioner")

Based on adaptation of Kolb by Laura L. B. Border, Graduate Teacher Program Director, CU-Boulder

Strengths: Questions, solves problems
Traits: Efficient, prefers things to people, questions everything, doubts
Asks: How does this work?
Seeks: Usability and application
Goal: To identify boundaries
Likes: Teachers who allow / encourage questioning
Learns by: Hands on experience, making mistakes
Motivated by: Problems and questions
Teaches by: Questioning and encouraging
Weakness: Solves wrong problem but resents being given the answer
Stressed by: Being given no boundaries, not being able to try things or to ask questions
Soothed by: Clear parameters, having questions answered

Characteristics of Quadrants

Accommodator

("Product")

Based on adaptation of Kolb by Laura L. B. Border, Graduate Teacher Program Director, CU-Boulder

Strengths: gets things done, a leader
Traits: prefers doing to theorizing, can be impatient
Asks: what can this become?
Seeks: to produce a product
Goal: to make things happen
Likes: one-on-one relationship
Learns by: trial and error, making mistakes
Motivated by: finished product
Teaches by: encouraging to do, modeling
Weakness: meaningless activities, impatient
Stressed by: not being able to start, not having a coach or mentor to share work with
Soothed by: trying and making mistakes, supportive one-on-one relationship, positive feedback

Characteristics of Quadrants

AC

AE

RO

CE

Where do you fit?

Kolb Quadrants

Accommodating

Diverging

Based on adaptation of Kolb by Laura L. B. Border, Graduate Teacher Program Director, CU-Boulder

Assimilating

Converging

Kolb Quadrants: renamed

© concept david kolb, adaptation & design alan chapman 2005-06, based on Kolb's learning styles, 1984

Accommodating
(feel and do)
CE/AE

Converging
(think and do)
AC/AE

Diverging
(feel and watch)
CE/RO

Assimilating
(think and watch)
AC/RO

Processing Continuum

(how we do things)
Abstract Conceptualization (Thinking)

Active Experimentation (Doing)

Concrete
Experience
(Feeling)

Reflective Observation (Watching)

Approximation
Preference
A little of each

Bear in mind...

Recall a recent class. How did you teach? Lecture, small groups, student presentation?

Who were your “star” students? What were their characteristics? Did they sit quietly? Listen and take notes? Did they ask questions? Enjoy group work? Read/follow directions? Did they challenge or doubt you? How did you respond?

Ask same questions regarding your “troublesome” students.
Thank you for having me!
khw@uab.edu
Heart
Product
Questioner
Equation
(Gathers information)
(Purpose = product)
(Watches to learn)
(Tries first)
Perceiving Continuum
(how we perceive things)
Full transcript