Leaning style is a means of 'grasping the experience', which explain our approach to it, and choose a way to 'transform the experience' into meaningful way which defines our emotional reaction to the experience. Our learning style is a result of two choice decisions: how to approach a task - i.e., 'grasping experience' - longing to watch or do and emotional response to the experience - i.e., 'transforming experience' - to think or feel.
KOLB'S LEARNING STYLES - MATRIX VIEW
Kolb's learning styles is articulated in terms of a two-by-two matrix. The diagram highlights Kolb's terminology for the four learning styles; diverging, assimilating, and converging, accommodating: Doing(Active Experimentation- AE) Watching(reflective observation-RO)
Feeling(Concrete
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Diverging (feeling and watching - CE/RO)
People with diverging learning style view things in diverse perspectives. They are insightful and have broad cultural interests to gather information. They prefer to watch than doing, tending to collect information and use imagination to solve problems. They are finest at viewing concrete situations. Kolb called this style 'Diverging' because these people do better in situations that require ideas-generation. They tend to be inventive and emotional and strong in the arts. People with the diverging style desire to work in groups, listen with an open mind and receive personal feedback.
2. Assimilating (watching and thinking - AC/RO)
In assimilating learning style preference is for a concise, logical approach where Ideas and concepts are imperative than people. These people need clear explanation rather than practical opportunity. People with an assimilating learning style are more interested in ideas and abstract concepts choosing information and science careers.People with this style are less focused on people and attracted to logically sound theories than practicality. People with this style prefer reading, thinking and exploring analytical
This tool states that learning is made up of four basic phases, which includes diverging, assimilating, converging, and accommodating, that gives one a better understanding of how they learn. The booklet claims that learning can be cyclical and four basic phases. These learning phases are described as a concrete experience, reflective observation, abstract conceptualization, and active experimentation. The assessment asserts that knowing about your learning style can help you better understand how to maximize your learning, solve problems, work in teams, manage conflict, making career choices and how to improve
Psychological learning style elements relate to global versus analytical processing. The construct of field dependence/independence is a component of this learning style. Field dependent individuals are more group-oriented and cooperative and less competitive than field independent individuals. Research generally has indicated that Mexican- American and other minority students are more field dependent than nonminority students. Studies have found that Hispanic middle and secondary school students were more field dependent than Anglo students; Hispanic female (and African-American male) students had a greater internal focus of control than other groups; and Hispanic male (and African-American female) students had a greater external focus of control than other groups.
It is a transformational via intention and a process on how we do thing. Diverger is a reflective observation (RO) or reflector, learning by watching and examining to see concrete situation in a different points of view or perspective to understand something. They also interest in people broad cultural interests and prefer learn by watching or observe than to perform, they tend to collect information and use their strong imagination to solve a problems. Individual with diverger style able to perform in a better way in some situation that require ideas generation such as brainstorming. They are tend to be imaginative and emotional, interested in people and tend to be strong in arts. In application to teaching, student as a reflector learn by observe and thinking about what happen. They formulates theorist and define problem, they will reflecting and analyse the experience by asking what have they thought about this experience and what these result imply and its relation to their learning? How did I influence the outcome? By reflect and review, they criticise the performance recall the experience by assess behaviour and consequences. They prefer to work in groups, to receive personal feedback from other and to listen with an open mind. Doing activities such as self-analysis, questionnaires, personality questionnaires, observing activities and interview. The strength in this learning style,
David Kolb published his learning styles theory, in 1984, after many years of development. His theory stated that people learn in two different steps, inputting information and processing information. How people do this is also different. Think of inputting information on a vertical line, one person may prefer concrete examples at the top and abstract concepts at the bottom. Processing information is on a horizontal line with active experimentation on the left and reflective observation on the right.
The Learning Styles. What's Your Learning Style?
Learning is defined as a permanent change in attitude or behaviour that occurs as a result of repeated experience (Sims & Sims, 1995). Understanding one’s learning style has many advantages as it can help one to identify the learning method or activities that can help to optimise the learning experience. It has been suggested that the importance of one’s learning style has been identified through studies and research on how one can maximise the potential for success and further learning development (Honey & Mumford, 2006). Learning styles are unique to each individual and are developed in childhood (Chase, 2001). We all have different personalities; therefore we all have preferred learning styles that suit us best. The way one learns depends on preference. Some learn by observing, listening and imitating others and draw conclusions from their experience. There are several factors that affect our learning style; for example, background, culture, religion and environment can have a major influence on one’s learning.
The term learning styles is based on the assumption that individuals differ in regards to what mode of instruction is most effective for them. Educational practitioners have long stressed that optimal instruction requires diagnosing these individual styles and designing instruction accordingly. It is based on two fundamental flaws that I give the following rebuttal: 1) there appears to be no credible scientific evidence establishing learning styles exist (Riener & Willingham, 2010), and 2) assuming [1], it must be therefore true that people can learn in a variety of ways outside of one particular learning style. However, before abandoning the learning style paradigm completely, I will still contend that the research in this area has not
Learning is a process that individuals face every day, whether it is in classroom, at work, or surfing the Internet, but each person has a particular style in which they prefer to accomplish this learning. An individual’s learning style is the manner in which that person finds learning to be the easiest for them, and while many individuals have a primary style, everyone uses all the learning styles in various combinations throughout their day and life.
I found Kolb's (1984) model of experiential learning a useful way to summarize the process if individual learning. The cycle begins when we each experience the world through our senses. Kolb calls this step ‘concreate experience', to indicate that he does not mean the various experiences we have through books or plays, but real-world experiences. Examples of concrete experience could be as varied as sitting through a boring meeting or suffering the distress of losing a job. Kolb suggest that to learn from our experiences we must engage in a second step of consistency reflecting on what has occurred. This step he calls ‘reflective observation'. We are able to reflect on much less than what occurred in the actual experience. Reflection is selective and influenced by our expectations. The third step in the learning cycle is making sense of what we have experience. In other words, ‘abstract conceptualization'. The final step in Kolb's model is ‘active experimentation'. At this step, we test out the meaning that we have constructed by taking action in the world – which then leads to new experiences. Kolb has shown that over time we tend to get more proficient at some steps of the process that at others, thus we develop a learning style preference. Kolb has noted all the steps are necessary, the smallest alteration to any of these steps can make the learning process less
Anderson (2011) suggests that a dual learning style has an important role in the development of skills. Using learning styles allows the student to understand how they work best and what their preferred learning style is. However learning style theories have been criticised extensively by many, there are many educational psychologists who believe that there is little evidence for efficacy of most learning styles models. According to Greenfield (2007) the practice is “nonsense” from a neuroscientist point of view. Furthermore Henry (2007) believes “Humans have evolved to build a picture of the world through our senses working in unison, exploiting the immense interconnectivity that exists in the brain” (Henry, 2007).The foundation of being a good mentor is building a good working relationship with the student (Walsh, 2014). The student – mentor relationship is crucial to the students learning throughout the placement (Wilkes, 2006). All mentors when working with students must have effective professional and inter-professional working relationships which will enable and enhance to support the learning for students. Part of the skills required maintaining the relationship with students and the multi professional team include; being organised, prioritising, providing ongoing support and constructive feedback and being able to liaise with other
Kolb’s Experiential Learning Theory (ELT) is a four part learning process that contains both behavioral and cognitive theory aspects (Spector, 2016). Behaviorism is defined by observing a learner’s actions and reactions to their environment to explain learning (Spector, 2016). According to Jonassen, behaviorism only focuses on what the learner can do and how behavioral dispositions are shaped by selective reinforcement, but behaviorism doesn’t include the learner’s mental capabilities (Objectivism versus constructivism: Do we need a new philosophical paradigm?, 1991). The basic concept of ELT is “learning by doing”. This concept is similar to Papert’s constructionism.
“A learning style is a way of learning and refers to the way that you learn new information” (2). Most people have one preferred learning style and perform to a lesser standard when learning in a different style than what they’re used to. Nowadays, children are told to take a quiz in school to determine what their preferred learning style is, but after a few years, not many of these children remember what their preferred learning style is, or even if they do, they don’t apply it to their learning.
Learning Styles/Learning Preferences Education psychologists do not believe in the term “learning styles”. Psychologists do not believe in the term “learning styles” because these conceptions of learning styles have little research support and are based on solid studies. “But I believe learning preferences is a more accurate label because most of the research describes preferences for particular learning environments- for example, where, when, with who, or with what lighting, food, or music you like to study” (Woolfolk, pg.121, 2011). Language and Labeling a. Some of the pros of labeling are educators argue that for younger students, being labeled as “special needs” protects the child. Some of the cons of labeling students is a controversial
Manner, Barbara M. (2001). Learning Styles and Multiple intelligences in students. Journal of College Science Teaching. 30(6) p 390-93. retrieved April 7, 2003 from Eric/Ebsco database.
Thought out our lives, we are faced with many different learning experiences. Some of these experiences have made a better impact than others. This can be attributed to everyone’s different multiple intelligences or learning styles. A persons learning style is the method though which they gain information about their environment. As a teacher, it is our responsibility to know these styles, so we can reach each of our students and use all of the necessary methods.