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These reflections are then assimilated (absorbed and translated) into abstract concepts with implications for action, which the person can actively test and experiment with, which in turn enable the creation of new experiences.
Despite this, (and this is my personal view, not the view of the 'anti-Learning Styles lobby'), many teachers and educators continue to find value and benefit by using Learning Styles theory in one way or another, and as often applies in such situations, there is likely to be usage which is appropriate, and other usage which is not.
Moreover Learning Styles objectors and opponents assert that heavy relience upon Learning Styles theory in developing and conducting young people's education, is of questionable benefit, and may in some cases be counter-productive.
(which might also be interpreted as a 'training cycle').
In this respect, Kolb's model is particularly elegant, since it offers both a way to understand individual people's different learning styles, and also an explanation of a cycle of experiential learning that applies to us all.
It is wrong to apply any methodology blindly and unquestioningly, and wrong not to review and assess effectiveness of methods used.
That said, Learning Styles theories such as Kolb's model and VAK are included on this website for very broad purposes; these materials form a part of a much bigger range of concepts and other content concerning personality, self-awareness, self-development, and the development of mutual understanding and teams, etc., especially for the use in adult careers, work, business, management, human resources, and commercial training. A note about Learning Styles in young people's education: Towards the end of the first decade of the 2000s a lobby seems to have grown among certain educationalists and educational researchers, which I summarise very briefly as follows: that in terms of substantial large-scale scientific research into young people's education, 'Learning Styles' theories, models, instruments, etc., remain largely unproven methodologies. In addition to personal business interests (Kolb is founder and chairman of Experience Based Learning Systems), David Kolb is still (at the time of writing, 2005) Professor of Organizational Development at Case Western Reserve University, Cleveland, Ohio, where he teaches and researches in the fields of learning and development, adult development, experiential learning, learning style, and notably 'learning focused institutional development in higher education'.Our learning style is a product of these two choice decisions: The combination of these two choices produces a preferred learning style. It's often easier to see the construction of Kolb's learning styles in terms of a two-by-two matrix.The diagram also highlights Kolb's terminology for the four learning styles; diverging, assimilating, and converging, accommodating: Thus, for example, a person with a dominant learning style of 'doing' rather than 'watching' the task, and 'feeling' rather than 'thinking' about the experience, will have a learning style which combines and represents those processes, namely an 'Accommodating' learning style, in Kolb's terminology.Knowing a person's (and your own) learning style enables learning to be orientated according to the preferred method.That said, everyone responds to and needs the stimulus of all types of learning styles to one extent or another - it's a matter of using emphasis that fits best with the given situation and a person's learning style preferences.The ability to use or 'switch between' different styles is not one that we should assume comes easily or naturally to many people.Simply, people who have a clear learning style preference, for whatever reason, will tend to learn more effectively if learning is orientated according to their preference.See further notes about Learning Styles detractors and considerations below.Kolb's learning theory sets out four distinct learning styles (or preferences), which are based on a four-stage learning cycle.