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Kolb's learning style is explained on the basis of two dimensions: they are how a person understands and processes the information. This perceived information is then classified as concrete experience or abstract conceptualization, and processed information as active experimentation or reflective observation. [4]
A third example of experiential learning involves learning how to ride a bike, [13] a process which can illustrate the four-step experiential learning model (ELM) as set forth by Kolb [14] and outlined in Figure 1 below. Following this example, in the "concrete experience" stage, the learner physically interacts with the bike in the "here and ...
In 1933 (based on work first published in 1910), John Dewey described five phases or aspects of reflective thought: In between, as states of thinking, are (1) suggestions, in which the mind leaps forward to a possible solution; (2) an intellectualization of the difficulty or perplexity that has been felt (directly experienced) into a problem to be solved, a question for which the answer must ...
As a child explores and observes, teachers ask the child probing questions. The child can then adapt prior knowledge to learning new information. Kolb breaks down this learning cycle into four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation.
A 2013 study pointed out that Kolb's Learning Style Inventory, among its other weaknesses, incorrectly dichotomizes individuals on the abstract/concrete and reflective/action dimensions of experiential learning (in much the same way as the Myers-Briggs Type Indicator does in a different context), and proposed instead that these dimensions be ...
In the early 1970s, Kolb and Ron Fry (now both at the Weatherhead School of Management) developed the Experiential Learning Model (ELM), [2] composed of four elements: concrete experience, observation of and reflection on that experience, formation of abstract concepts based upon the reflection, testing the new concepts, (repeat).
These theorists have proposed sensory and activity-based learning methods. It was Kolb and Fry who were able to develop a methodology for experiential learning that involves concrete experience, observation and reflection, forming abstract concepts, and testing in new situations. [4]
Later theorists include David Kolb, David Boud ("reflection in learning"), [3] and Donald Schön. [ 4 ] [ 5 ] In a professional context, this is known as reflective practice , wherein the use of the reflective process allows a practitioner to understand their experiences differently and take action accordingly.