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Kolb Learning Styles David Kolb’s theory of learning styles is one of the best known and widely applied and it suggest that learning is a cyclic process which involves an individual proceeding through each of the following four stages and will eventually prefer and rely upon one style more than the others.
The paper contains a discussion of Kolb’s Learning Theory and an elaboration of the experiential learning cycle as well as the four staged learning styles. These learning styles which are diverging, accommodating, converging and assimilating are perceived by Kolb to be helpful in aiding the mentor to develop the suitable style for the student.
In early 1970s, Kolb developed the experiential learning model which comprised of four main elements. These elements were concrete experience, observation and reflection on such experience, abstract concepts formation based on the above reflection and finally testing of the new concepts.
Kolb Learning Styles Final Report Unit 5 Project by Chassidy B. Kolb Learning Styles David Kolb’s theory of learning styles is one of the best known and widely applied and it suggest that learning is a cyclic process which involves an individual proceeding through each of the following four stages and will eventually prefer and rely upon one style more than the others.
The learning cycle that David Kolb analysed in his model published in 1984 basically involves four stages, namely: concrete learning, reflective observation, abstract conceptualization and active experimentation. Effective learning can be seen when the learner progresses through the cycle.
In 1971 David Kolb developed the Learning Style Inventory (LSI) to assess individual learning styles. While individuals tested on the LSI show many different patterns of scores, research on the instrument has identified four statistically prevalent learning styles -- Diverging, Assimilating, Converging, and Accommodating (Figure 1).
Experience Kolb (1984) suggests that learning starts with experience. However, the model explains that experience alone is not sufficient for us to learn. We need to reflect on our experience: concrete experience - having an experience reflection - reviewing the experience conceptualisation - concluding from the experience.