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In implementing a process of reflective practice teachers will be able to move themselves, and their schools, beyond existing theories in practice. [44] Larrivee concludes that teachers should "resist establishing a classroom culture of control and become a reflective practitioner, continuously engaging in a critical reflection, consequently ...
The approach works on two levels: a four-stage learning cycle and four distinct learning styles. Kolb's experiential learning theory has a holistic perspective which includes experience, perception, cognition and behaviour. It is a method where a person's skills and job requirements can be assessed in the same language that its commensurability ...
Reflective learning is a form of education in which the student reflects upon their learning experiences. A theory about reflective learning cites it as an intentional and complex process that recognizes the role of social context and experience. [ 1 ]
The Reflective Turn: Case studies in and on educational practice. New York: Teachers College (Columbia), 1991 (with M. Rein) Frame Reflection: Toward the Resolution of Intractable Policy Controversies. New York: Basic Books, 1994 (with C. Argyris) Organizational learning II: Theory, method and practice. Reading, MA: Addison Wesley, 1996.
The Integrated Psychological Theory of leadership attempts to integrate the strengths of the older theories (i.e. traits, behavioral/styles, situational and functional) while addressing their limitations, introducing a new element – the need for leaders to develop their leadership presence, attitude toward others, and behavioral flexibility ...
Robert Kramer applies the theory of art, creativity and "unlearning" of the psychologist Otto Rank to his practice of Action Learning. In Kramer's work, Action Learning questions allow group members to "step out of the frame of the prevailing ideology," [ 21 ] reflect on their assumptions and beliefs, and re-frame their choices.
Adding reflective practice, allows for consolidation of key learnings. [20] Further, for the efficacy of experiential education, the learner must be given sufficient time to process the information. [19] Experiential education informs many educational practices in schools (formal education) and out-of-school (informal education) programs.
Kolb integrated this learning cycle with a theory of learning styles, wherein each style prefers two of the four parts of the cycle. The cycle is quadrisected by a horizontal and vertical axis. The vertical axis represents how knowledge can be grasped, through concrete experience or through abstract conceptualization , or by a combination of both.