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Kolb’s Theory of Experiential Learning, Study notes of Social change

It the process whereby knowledge is created through the transformation of experience.

Typology: Study notes

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Robin&Hamilton&
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Theory Name- Kolb’s Theory of Experiential Learning
Theory Creator/Originator- David Kolb
Specific Aspects of the Theory (steps, stages, beliefs, etc.)
Definition of Learning: “the process whereby knowledge is created through the transformation of
experience” (Evans, Forney, Guido, Patton, Renn, 2010, p. 138).
Learning Cycle: Kolb described his learning cycle in “a series of steps rather than developmental
stages” (Evans et al., 2010, p. 138). He indicated that “to be effective, learners need the abilities
represented by each of the four components of the learning cycle” (Evans et al., 2010, p. 138).
The learning cycle includes concrete experience, reflective observation, abstract
conceptualization, and active experimentation. Please see diagram below. (Evans et al., 2010)
Learning Style: “a habitual way of responding to a learning environment” (Evans et al., 2010, p.
139). These styles include convergers, divergers, assimilators, and accommodators. (Evans et
al., 2010)
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CONCRETE'EXPERIENCE'(CE)'
learn&by&feeling!
Northerner:!“balance!AE !&!RO”!!
(Evans et al., 2010, p. 1 41)
!
ABSTRACT'CONCEPTUALIZATION'(AC)'
learn&by&thinking&
Southerner:!“balance!AE!&! RO”!!
(Evans et al., 2010, p. 1 41)
!
REFLECTIVE'OBSERVATION'(RO)'
learn&by&watching&&
Easterner:!“ba lance!CE! &!AC”!!
(Evans et al., 2010, p. 1 41)
!
ACTIVE'EXPERIMENTATION'(AE)'
learn&by&doing&
Westerner:!“balance !CE!&!AC”!
(Evans et al., 2010, p. 1 41)
!
ACCOMODATOR'
carry&out&plans&&&
adapt&to&change&
(Evans et al., 2010)
&
DIVERGERS'
imaginative&&&
aware&of&meaning&
(Evans et al., 2010)
CONVERGERS'
problem&solvers&
&&decision&
makers&
(Evans et al., 2010)
&
inductive&
reasoning&&&
pf2

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Robin Hamilton

Theory Name- Kolb’s Theory of Experiential Learning

Theory Creator/Originator- David Kolb

Specific Aspects of the Theory (steps, stages, beliefs, etc.)

Definition of Learning : “the process whereby knowledge is created through the transformation of

experience” (Evans, Forney, Guido, Patton, Renn, 2010, p. 138).

Learning Cycle : Kolb described his learning cycle in “a series of steps rather than developmental

stages” (Evans et al., 2010, p. 138). He indicated that “to be effective, learners need the abilities

represented by each of the four components of the learning cycle” (Evans et al., 2010, p. 138).

The learning cycle includes concrete experience, reflective observation, abstract

conceptualization, and active experimentation. Please see diagram below. (Evans et al., 2010)

Learning Style : “a habitual way of responding to a learning environment” (Evans et al., 2010, p.

139). These styles include convergers, divergers, assimilators, and accommodators. (Evans et

al., 2010)

CONCRETE EXPERIENCE (CE)

learn by feeling Northerner: “balance AE & RO” (Evans et al., 2010, p. 141) ABSTRACT CONCEPTUALIZATION (AC) learn by thinking Southerner: “balance AE & RO” (Evans et al., 2010, p. 141)

REFLECTIVE OBSERVATION (RO)

learn by watching Easterner: “balance CE & AC” (Evans et al., 2010, p. 141)

ACTIVE EXPERIMENTATION (AE)

learn by doing Westerner: “balance CE & AC” (Evans et al., 2010, p. 141)

ACCOMODATOR

carry out plans & adapt to change (Evans et al., 2010)

DIVERGERS

imaginative & aware of meaning (Evans et al., 2010) CONVERGERS problem solvers & decision makers (Evans et al., 2010)

ASSIMILATORS

inductive reasoning & create theories (Evans et al., 2010)

Robin Hamilton

Learning and Development : Kolb believed that learning is a central task in and individual’s life.

He indicated that “how one learns becomes a major determinant of the course of personal

development” (Evans et al., 2010, p. 141). Acquisition, specialization, and integration are the three

stages in learning and development.

How theory was created and how it should be applied?

David Kolb’s theory involves “learning styles, the relationship between learning and

development, and implications of learning styles for higher education” (Evans et al., 2010, p. 138).

His work of experimental learning was developed and connected to the previous work of Dewey, Lewin, and Piaget. (Evans et al., 2010) It was created “to underscore the role of experience in the learning process” (Evans et al., 2010, p. 138). The learning style factor of Kolb’s theory is highlighted often; however, “it is conceptually more broadly based as a developmental theory” (Evans et al., 2010, p. 137), and can be applied to adult development.

Your thoughts on how this applies to your work.

“If academic disciplines are to be accessible to students with diverse learning styles,

efforts must be made to provide varied methods of instructions and evaluation” (Evans et al.,

2010 , p. 143). This concept is what I have been consciously focused on during my first semester teaching GEP101. With every assignment and lesson I plan, I attempt to include varied learning styles so that each student is able to relate to and participate in the topic. An example of my effort includes my students’ final personal and professional development mini portfolio. This portfolio includes six parts, impromptu thirty second introduction of themselves, personality and skill assessment, cover letter and resume, four-year academic plan, his or her class schedule for next semester, and a career research paper. When preparing for this project and now after understanding Kolb’s theory, it is my hope that each student will learn and develop and understanding about their individual strengths, interests, skills and abilities. In addition, they are able to able to illustrate the knowledge that he or she gained in the final project.

Reference

Evans, N. J., Forney, D. S., Guido, F. M. Patton, L. D., & Renn, K. A. (2010). Student

development in college: Theory, research, and practice. San Francisco, Jossey-Bass.