Date post: | 26-Dec-2015 |
Category: |
Documents |
Upload: | jasmin-gordon |
View: | 234 times |
Download: | 2 times |
David KolbExperiential Learning Theory Four Processes of LearningFour Stages of LearningFour Learning StylesTheory Use as an EducatorCritique of Theory
Objectives
•Define Experiential Learning Theory•Review theoretical backgrounds•Discuss four processes of learning•Explain four learning stages•Discuss four learning styles•Apply Experiential Learning theory in
education•Review critique of theory
Experiential Learning Theory
•“learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38)
•Integrating new information into existing knowledge
•Involving the whole person•Transacting between the person and the
environment
Theoretical Backgrounds
•Dewey▫Learning grounded in experience
•Lewin▫Being active in learning
•Piaget▫Resulting from interaction of the person
and the environment
Four Processes of Learning
•Watching▫Senses -perceiving information
•Thinking ▫Mind – reflecting how it impacts life
•Feeling▫Emotions – fitting into learners experiences
•Doing▫Muscle – performing new ways to act
Accommodator
•Learns through concrete experience•Transforms learning into abstract
experimentation•Leaders, risk takers, needs mentor,
strength in doing, likes examples
•Teaches students by encouragement, modeling
Diverger
•Learns through concrete experience•Transforms learning by reflective
observation•Likes to brainstorm, solve problems,
imaginative, emotional, people person
•Teaches through lectures and motivates students to learn
Converger
•Learns through abstract conceptualization•Transforms information through active
experimentation – by doing•Prefers objects, dislikes group activities,
likes questioning, problem-solver, unemotional
•Teaches by questioning and encouraging students
Assimilator
•Learn through abstract conceptualization•Transform learning through reflective
observation•Likes reading, research, organizing,
working alone, likes class calendar
•Teaches students by lecturing, traditional classroom
Critique
•Cultural consideration are not included•Little research support•Stages of learning may be sequenced
differently•Does not apply in all types of learning
situations•Insufficient information on reflection•Doesn’t explore nature of knowledge in
depth Smith, (2001).
References• Hurst-Wajszczuk, K. (2010). Do they really get it? Using the Kolb LSI to reach every student. Journal of Singing, 66(4), 421-
427.
• Kolb, D. A. (1984). The process of experiential learning. In D. Kolb, Experiential learning: experience as the source of
learning and development (pp. 20-38). Englewood Cliffs, NJ: Prentice Hall Inc.
• Kolb, D. A. & Kolb, A .Y.(2005) Learning styles and learning spaces: enhancing experiential learning in higher education. Academy of
Management Learning and Education, 4(2), 193-212.
• Lisko, S. A. & O’Dell, V. (2010). Integration of Theory and Practice: experiential learning theory and nursing education. Nursing
Education Perspectives, 31(2), 106-108.
• Merriam, S. B., Caffarella, R. S., Baumgartner, L.M. Learning in adulthood: a comprehensive guide (3rd Ed.). San Francisco: CA. Jossey-Bass.
• Smith, M. K. (2001). David. A. Kolb on experiential learning. The Encyclopedia of Informal Education. Retrieved August 3, 2010 from
http://www.infed.org/bexplrn.htm.