A Study on Kolbs Learning Cycle (1984)

A Study on Kolbs Learning Cycle (1984)David A. Kolb with Roger barbarian created this famous model out of four components concrete experience, observation and reflection, the establishment of abstract concepts and testing in new situations. The principle of Kolbs accomplishment bike is that we all follow the following four items of development as we arrive knowledge, experience and skill. He represented these in the famous experiential education 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 whitethorn happen in a flash, or over days, weeks or months, depending on the topic, and there may be a wheels at bottom wheels process at the said(prenominal) time.Forms of Knowledge and the Learning CycleThe four quadrants of the cycle are associated with four distinguishable forms of knowledge, in Kolbs spate. Each of these forms is paired with it s diagonal opposite. quartet kinds of knowledge located in Kolbs schemeKolbs model therefore working on two levels a four-stage cycle cover Experience (doing/having an experience)The Concrete Experience is the doing component which derives from the content and process of the programme by tending the workshops or, in the case of the on-line module, your reading of the on-line learning materials together with your actual experience of teaching in the classroom plus your other teaching duties and practices. It may also derive from own experience of world a student.Reflective Observation (reviewing/reflecting on the experience)The Reflective Observation element stems from your analysis 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 journal. It may also include student feedback, peer observation of teaching (e.g. comments made by your mentor or colleague), relievo of assessments, external examiner comments, and discussions with your mentor. All of these can be brought together to dedicate an overall reflection on your practice. formulation in itself, though, is insufficient to bring up learning and professional development. squeeze Conceptualisation (concluding/learning from the experience)In severalize to plan what we would do una desirely next time, we need in extension to our reflections on our experience to be informed by educational conjecture 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 former(prenominal) action. It allows us to come to conclusions about our practice Abstract Conceptualism. fighting(a) experimentation (planning/tryin g out what you prevail learned)The conclusions we formed from our Abstract Conceptualisation stage past form the basis by which we can plan changes Active experiment. 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 description of learning musical modes, (each representing the combination of two takered styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which Kolb exercisingd the termsDiverging (CE/RO) gang of Concrete Experience and Reflective ObservationFeeling and Watching alike to gather information, good at brainstorming, interested in people, see different perspectives, prefer group work, open minded.Assimilating (AC/RO)Combination of Abstract conceptualisation and Reflective ObservationWatching and sentimen tConcise logical approach, ideas and concepts to a greater extent(prenominal)(prenominal) important than people, prefer lectures, reading, time to thinkConverging (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. accommodative (CE/AE)Combination of Concrete Experience and Active ExperimentationDoing and Feeling manpower on, attracted to new challenges and experiences, rely on others instead of doing own analysis, action oriented, circumscribe targets work touchy in teams to achieve 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 convergence, accommodatingDoing (Active Experimentation AE)Watching (Reflective Observation RO)Feeling (Concrete Experience CE)Accommodating (CE/AE)Diverging (CE/RO)Thinking (Abstract Conceptualization AC)Converging (AC/AE)Assimilating (AC/RO)Thus, for example, a person with a overabundant learning style of doing rather than watching the task, and feeling rather than thought about the experience, will have a learning style which combines and represents those processes, viz. an Accommodating learning style, in Kolbs terminology.The Kolb Model and Subject DisciplinesBroadly speaking, David Kolb suggests that practitioners of fictive trys, such as the arts, are found in the Divergent quadrant. consummate(a) scientists and mathematicians are in the Assimilative quadrant. Applied scientists and lawyers are in the focussed 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 ar eas call for different learning styles, and raises the usual chicken and egg question as to whether the discipline promotes a particular learning style, or whether preferred learning style leads to adoption of a discipline, or of course, both. (All of the above assumes that there is some grimness in this conceptualisation of learning styles.)Simply, people who have a go by 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 engender solution to practical issues. I can solve problems and make decisions by finding solutions to questions and problems. I like challenges and carry out plans. I like experiment with new ideas and work with practical application.Studying is not sound gaining greater knowledge and understanding of subjects but also more confidence, broader interests and more purpose in tone. Wel l Im studying because I do have an objective in life which I want to achieve at each cost. It is very hard 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 on the button 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 chief(prenominal) 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 only thing I need is to correct 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 obtain 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 unbroken 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.