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Kolb

The document summarizes Kolb's Experiential Learning Theory and learning styles. It explains that Kolb's theory involves a four stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Learners ideally progress through all stages to transform experiences into knowledge. Kolb also identified four learning styles based on how learners balance the concrete/abstract and active/reflective dimensions: diverging, assimilating, converging, and accommodating. Teachers can identify student learning styles through observing them in classroom activities and discussions. The theory emphasizes that learning is a holistic process that can incorporate all stages of the cycle.

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243 views

Kolb

The document summarizes Kolb's Experiential Learning Theory and learning styles. It explains that Kolb's theory involves a four stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Learners ideally progress through all stages to transform experiences into knowledge. Kolb also identified four learning styles based on how learners balance the concrete/abstract and active/reflective dimensions: diverging, assimilating, converging, and accommodating. Teachers can identify student learning styles through observing them in classroom activities and discussions. The theory emphasizes that learning is a holistic process that can incorporate all stages of the cycle.

Uploaded by

meliaanne
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Kolb’s Experiential Learning Theory & Learning Styles

The humanistic and constructivist approaches to education, which emphasize that


learning occurs naturally, include David Kolb’s Theory of Experiential Learning.
Kolb proposed that experience was critical in the development of knowledge
construction, as learning occurs through discovery and active participation. Kolb
defined leaning as “the process whereby knowledge is created through the
transformation of experience” (Kolb, 1984).

There are two parts to Kolb’s Experiential Learning Theory. The first is that
learning follows a four-stage cycle, as outlined below. Kolb believed that, ideally,
learners progressed through the stages to complete a cycle, and, as a result,
transformed their experiences into knowledge. The second part to Kolb’s Theory
focused on learning styles, or the cognitive processes that occurred in order for
acquire knowledge. Essentially, Kolb believed that individuals could demonstrate
their knowledge, or the learning that occurred, when they were able to apply
abstract concepts to new situations.

Completion of all stages of the cycle allows the transformation of experience to


knowledge to occur. Kolb’s entire theory is based on this idea of converting
experience into knowledge. With each new experience, the learner is able to
integrate new observations with their current understanding. Ideally, learners
should have the opportunity to pass through each stage.

Experiences are central to Kolb’s theory, as he viewed it as a process by which


something must be changed or transformed. Memorization or recollection of ideas
taught does not equal learning, as no value has been added to the learner. Kolb’s
model acknowledges that something must be generated from the experience in
order for it to be defined as learning.

Kolb’s Four Stages Of Learning:


Kolb’s Learning Cycle is based on the Jean Piaget’s focus on the fact that learners
create knowledge through interactions with the environment. See also: Social
Learning Theory: Albert Bandura.
1. Concrete Experience:
Kolb’s learning process cycle begins with a concrete experience. This can either be
a completely new experience or a reimagined experience that already happened. In
a concrete experience, each learner engages in an activity or task. Kolb believed
that the key to learning is involvement. It is not enough for learners to just read
about it or watch it in action. In order to acquire new knowledge, learners must
actively engage in the task.

2. Reflective Observation:
After engaging in the concrete experience, the learner steps back to reflect on the
task. This stage in the learning cycle allows the learner to ask questions and discuss
the experience with others. Communication at this stage is vital, as it allows the
learner to identify any discrepancies between their understanding and the
experience itself. Good vocabulary also allows a solid review of the events that
occurred.

3. Abstract Conceptualization:
The next step in the learning cycle is to make sense of these events. The learner
attempts to draw conclusions of the experience by reflecting on their prior
knowledge, using ideas with which they are familiar or discussing possible theories
with peers. The learner moves from reflective observation to abstract
conceptualization when they begin to classify concepts and form conclusions on
the events that occurred. This involves interpreting the experience and making
comparisons to their current understanding on the concept. Concepts need not be
“new”; learners can analyze new information and modify their conclusions on
already existing ideas.

4. Active Experimentation:
This stage in the cycle is the testing stage. Learners return to participating in a task,
this time with the goal of applying their conclusions to new experiences. They are
able to make predictions, analyze tasks, and make plans for the acquired
knowledge in the future. By allowing learners to put their knowledge into practice
and showing how it is relevant to their lives, you are ensuring that the information
is retained in the future.

As Kolb’s learning theory is cyclical, one can enter the process at any stage in the
cycle. However, the cycle should then be completed in entirety to ensure that
effective learning has taken place. Each stage is dependent on the others and all
must be completed to develop new knowledge.

Although the stages work together to create a learning process, some individuals
may prefer some components over others. While one may depend heavily on
concrete and reflective experiences, they may choose to spend less time on the
abstract and active stages. Because of this, Roger Fry worked with Kolb to identify
four unique learning styles:
1. Diverging (Concrete Experience/Reflective Observation)
This learning style takes an original and creative approach. Rather than examining
concrete experiences by the actions taken, individuals tend to assess them from
various perspectives. They value feelings and take an interest in others. Individuals
who prefer this learning style tend to enjoy tasks such as brainstorming ideas and
working collaboratively in groups.

There are a few instructional techniques that Divergers prefer:

 Hands-on activities and the opportunity to explore


 Classic teacher-class lecture that highlights how to use a system as well as
its strengths and weaknesses.

2. Assimilating (Abstract Conceptualization/Reflective


Observation)
This learning style emphasizes reasoning. Individuals who demonstrate this
learning style are able to review the facts and assess the experience as a whole.
They tend to enjoy designing experiments and working on projects from start to
completion.
There are a few instructional techniques that Assimilators prefer:

 Independent, prepared exercises that the learner can complete without the
instructor
 Classic teacher-class lecture supported by an audio or video presentation
 Private exploration or demonstration that follows a tutorial, with answers
provided.

3. Converging (Abstract Conceptualization/Active


Experimentation)
This learning style highlights problem solving as an approach to learning.
Individuals who prefer this learning style are able to make decisions and apply
their ideas to new experiences. Unlike Divergers, they tend to avoid people and
perceptions, choosing instead to find technical solutions.

There are a few instructional techniques that Convergers prefer:

 Workbooks or worksheets that provide problems sets


 Tasks that are computer-based
 Interactive activities.

4. Accommodating (Concrete Experience/Active


Experimentation)
This learning style is adaptable and intuitive. These individuals use trial and error
to guide their experiences, preferring to discover the answers for themselves. They
are able to alter their path based on the circumstance and generally have good
people skills.

There are a few instructional techniques that Accommodators prefer:

 Activities that allow them to be actively engaged


 Exploration and instructor support for deeper questioning, such as “what
if?” or “why not?”
 Tasks that promote independent discovery.
Application
Generally, teachers are able to identify learning styles by observing their students
in the classroom. Students begin to show their preference for particular styles
through presentations, discussions, and collaborative activities. When delivering
courses online, it is important for the instructor to engage with the students
throughout the entire learning cycle in order to reveal their preferences. As a rule,
best teaching practices always include a wide range of learning activities in order
to reach all learning styles. A variety of experiences supports all learners regardless
of preferred style, as it helps them develop skills in specific areas and creates a
more flexible, well-rounded learner.

Kolb’s theory of experiential learning includes learning as a whole process. All


stages can be included throughout the experiences. For example, a classic teacher-
student lecture may be both a concrete and an abstract experience, based on how
the learner interacts with it. This also means that the learner could view strong and
emotional reflection as a concrete experience, or completing a computer-based task
as an abstract experience. Additionally, a learner may develop their own abstract
model to better understand a concrete experience or task. It is important not to limit
learning experiences to the stage that you perceive them to be.

Reference:

Kolb, D.A. (1984). Experiential learning: experience as the source of learning and
development. Englewood Cliffs, NJ: Prentice Hall.

Experiential Learning melibatkan dua cara mendapatkan pengetahuan


yaitu Concrete experience (pengalaman konkret) dan Abstract
Conceptualization (Konseptualisasi abstrak). SEL juga melibatkan dua cara
transformasi pengetahuan yaitu Reflective observation (observasi reflektif)
dan active experimentation (Eksperimentasi aktif), dimana individu melakukan
observasi dan bisa menjelaskan peristiwa yang terjadi disertai pemahaman, dan
kemudian aktif mempraktikkan.

Experiential learning adalah proses yang melibatkan konstruksi pengetahuan dimana guru


sebagai agen harus kreatif dan juga harus bisa mendorong kreativitas peserta didik. Guru
juga harus bisa memberikan materi sesuai dengan tuntutan zaman. Guru adalah
FASILITATOR. Proses pembelajaran ini melibatkan siklus dasar yaitu mengalami
(experiencing), refleksi diri (reflecting), berpikir (thinking), melakukan (acting). Pengalaman
konkret adalah dasar observasi dan refleksi diri.

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