David Kolb Experiential Learning Theory

1. David KolbExperiential Learning Theory Four Processes of Learning Four Stages of Learning Four Learning Styles Theory Use as an Educator Critique of Theory

2. 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

3. 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

4. Theoretical Backgrounds • Dewey • Learning grounded in experience • Lewin • Being active in learning • Piaget • Resulting from interaction of the person and the environment

5. 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

6. Four Learning Stages

7. Concrete Experience • Doing or having an experience

8. Reflective Observation • Reviewing or reflecting on the experience

9. Abstract Conceptualization • Concluding or learning from the experience

10. Active Experimentation • Planning or trying out what you have learned

11. Four Learning Styles

12. 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

13. 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

14. 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

15. 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

16. Kolb’s Experiential Learning Cycle

17. 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).

18. 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.