Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
COUN 214 Group Presentation: Kolb's Theory of Experiential Learning (Chapter 8)
Transcript of COUN 214 Group Presentation: Kolb's Theory of Experiential Learning (Chapter 8)
Abstract Kolb’s Definition of Learning “The process whereby knowledge is created through the transformaton of experience” (Kolb, 1984, p.38)
Origin of Ideas He was interested in finding the “best fit” for individuals
Linked his theory to the work of great theorists, such as: Dewey (1958), Piaget (1971), Freire (1973, 1974), Illich (1972) and Jung (1960)
Focused on the learning styles of individuals
Believed that knowledge is created by experience
How Kolb's Theory can be Useful “How one Learns” becomes a major determinant of the course of personal development.
1. Acquisition: basic learning and cognitive structures develop (birth-adolescence)
2. Specialization: social, educational, and organizational socialization development; extends through formal schooling and career training and into early adulthood (both work related and personal)
3. Integration: where the person emphasizes the expression of his/her preferred learning styles (learning cycle components)
Development consists of three stages: Evans, N. L., Forney, D.S., & Guido-DiBrito, F., Patton, L.D., Renn, K.A. (2010). Student development in college: Theory, research, and practice. Second Edition. San Francisco: Jossey-Bass. Development through these stages (Acquisition, Specialization, Integration) is characterized by increasing complexity and relativism in dealing with the world.
-development in the mode of concrete experience (CE) increases one’s affective complexity (feelings)
-development in reflective observation (RO) increases perceptual complexity (observations)
-development in abstract conceptualization (AC) increases symbolic complexity (thoughts)
-development in active experimentation (AE) increases behavioral complexity (actions)
Evans, N. L., Forney, D.S., & Guido-DiBrito, F., Patton, L.D., Renn, K.A. (2010). Student development in college: Theory, research, and practice. Second Edition. San Francisco: Jossey-Bass. Higher Education and Learning Styles Kolb observed that different academic disciplines are inclined to impose different kinds of learning demands.
http://tccl.rit.albany.edu/knilt/images/6/67/Celebratesmarts.png In Relationship to the Four Learning Styles in Higher Education Convergers > physical sciences and engineering (AE doing > AC thinking)
Divergers > humanities and liberal arts (CE feeling > RO watching)
Assimilators > basic sciences and mathematics (RO watching > AC thinking)
Accommodators > practical fields like business (CE feeling > AE doing)
If academic disciplines are to be accessible to students with diverse learning styles, (meaning more than one) efforts must be made to provide both varied methods of instruction and evaluation. http://ucityschools.org/vimages/shared/vnews/stories/49060972a910d/1_49060972a910d-40-1.jpg Examples of preferred learning situations (Strengths) for each learning style: Concrete Experience (CE): would value methods such as games, role plays, peer discussion, feedback, and personalized counseling.
Reflective Observation (RO): students strong in reflective observation would value lectures, observing, seeing different perspectives, and tests of their knowledge.
Abstract Conceptualization (AC): would value theory readings, studying alone, and well organized presentation of ideas.
Active Experimentation (AE): would value opportunities to practice with feedback, small group discussions, and individualized learning opportunities.
http://bsspdl.files.wordpress.com/2008/04/kolb_cycle1.gif Evans, N. L., Forney, D.S., & Guido-DiBrito, F., Patton, L.D., Renn, K.A. (2010). Student development in college: Theory, research, and practice. Second Edition. San Francisco: Jossey-Bass. Learning is a Continuous Process Grounded in Experience “the principle of continuity of experience means that every experience both takes up something from those which have gone before and modifies in some way the quality of those which come after....As an individual passes from one situation to another, his world, his environment, expands or contracts. He does not find himself living in another world but in a different part or aspect of one and the same world. What he has learned in the way of knowledge and skill in one situation becomes an instrument of understanding and dealing effectively with the situations which follow. The process goes on as long as life and learning continue.” (Dewey, 1938, pp. 35,44) Limitations Empirical support for the model is weak
Does not apply to all situations
Limited number of factors that influence learning
The model takes very little account of different cultural experiences/conditions.
Simplistic Linear Nature of Model
(feel and do)
Greatest strength is doing things
More likely to be risk takers
Open to new experiences and change
Comfortable with people
Often work in practical fields, such as business
(think and watch) Have the ability to create theories
Have logical thinking skills
Focus on ideas and abstract concepts rather than people
Often work in basic sciences and mathematics
(feel and watch) Strong imaginative ability
Can view situations from many perspectives
Usually people and feeling oriented
Often work in humanities and liberal arts
(think and do)
Good problem solvers and decision makers
Excel at tasks that involve the single best answer
Prefer technical tasks over social/interpersonal settings
Have narrow interests
Often work in the physical sciences and engineering
Concrete Experience (CE) “Feeling”
Involving the learner in the experience
(Field experience, role play)
Reflective Observation (RO) “Watching”
Engage in activities that require him/her to look back at the experience or get others’ perspectives
(Small group sessions)
Abstract Conceptualization (AC) “Thinking”
Idea formulation and integration Active Experimentation (AE) “Doing”
Incorporation of new ideas into action
(Role play “what if” situation, action planning)
Angelica Robles-Trinh What is your learning style?
Please take a few minutes to complete the Learning Inventory on the last pages of your Kolb Learning Style Inventory handout.
Good Will Hunting Scene (Math Problem) YouTube What do you think is Matt Damon's character's learning style? Why? Assessments
The Kolb Learning Style Inventory—Version 3.1
2005 Technical Specifications
Alice Y. Kolb
Experience Based Learning Systems, Inc.
David A. Kolb
Case Western Reserve University
May 15, 2005 Learning styles and adaptive flexibility: Testing experiential learning theory
Mainemelis, Charalampos, Boyatzis, Richard E., & Kolb, David A.
Management Learning, Mar 2002, 33, 1; ABI/INFORM Complete pg. 5 Learning Style Inventory
a self-assessment exercise and tool
designed to measure degree to which individuals exhibit different learning styles described by ELT
requires the individual to decide between an abstract or concrete orientation (perception dimension) and an active or reflective orientation (processing dimension)
forced choice format also ranks individuals among the four modes of the learning cycle
Created for two purposes:
(1) as an educational tool and starting point for exploration of how individuals learn
(2) as a research tool for investigating experiential learning theory (ELT) Learning Skills Profile Developed to assess adaptive comptencies associated with learning style.
Measures skill development in four skill areas:
Interpersonal Skills (CE) such as leadership, relationship, and help
Perceptual/Informational Skills (RO) such as sense making, information gathering, and information analysis
Analytic Skills (AC) such as theory building, quantitative analysis, and technology
Behavioral Skills (AE) such as goal setting and initiative.
Adaptive Style Inventory Developed to assess if and how individuals change their learning style depending on the learning situation.
Individuals with abstract (converging and assimilating) specialized learning styles show less adaptive flexibility.
Kolb (1984) asserts that individuals with high adaptive flexibility are more self-directed. Why do you think this might be true?
Please organize yourselves into four groups of approximately 6 students each.
Read your scenario, answer the questions, and be ready to discuss with the whole class.