Essay on Learning Styles

Kolb's Experiential Learning Model

Kolb developed his learning styles in the year 1984 where he created the learning approach inventory. His experiential learning model works on two distinct levels; four unique approaches and a four-phase learning cycle. Much of the model is associated with the learners' internal cognitive procedures. The scholar states that the process of learning starts with the acquisition of abstract approaches which are applicable with flexibility in different situations. In the model, the enthusiasm for the advancement of new concepts is offered by new capabilities (McLeod 1). Kolb defines learning as the process through which knowledge is developed through the transformation of experience.

The Experiential Learning Cycle

The experiential learning cycle is manifested through a four-stage sequence where the learner gets in touch with all the bases. Firstly, there is the establishment of concrete experience on the part of the learners. A new situation or experience is encountered, or there is a reinterpretation of existing experiences. Secondly, there is a reflective observation with regard to the new experiences (McLeod 2). The reflection brings about the uncovering of inconsistencies existing between understanding and experience. Third, there is the development of abstract conceptualization. In this phase, reflection comes up with a new idea or the transformation of existing abstract concepts. Fourth, there is active experimentation. The learner applies new skills to real-life situations and the environment around them to see the results. Effective learning is realized through a learner progressing over the cycle of four stages (Bergsteiner and Avery 259). Having a concrete experience is succeeded by observation and reflection, then there is the development of abstract concepts, and finally, the conceptions test hypotheses in future circumstances and develop new experiences.

Learning Styles

Knowing individual learning styles provides for the orientation of education in tandem with the most preferred method. Learners need and respond to the needs of stimuli of all kinds of learning styles. It is all about applying emphasis which fits best with the prevalent situation and the learner's preferred method of learning.

The Diverging Approach

The first style is the diverging approach, and it is preferred by individuals who are able to look at things in various dimensions. The learners here are sensitive, and they prefer watching to doing and have the tendency of gathering information and the application of imagination in solving problems (McLeod 2). They are best when it comes to looking into concrete situations from different angles. People who adopt this style tend to have a wide cultural interest, and they are interested in other individuals.

The Assimilating Style

Learners engaging in the assimilating style engage in concise and logical approaches; concepts and ideas are more important than people. Learners here require transparent explanations but not practical opportunities (McLeod 2). They are excellent in wide-ranging understanding information and arranging it in a logical and clear format. The style is significant for effectiveness in science and communication careers.

The Converging Style

Converging style provides for learners to solve problems through using their newly acquired skills to realize solutions to practical issues. Learning adopting this style prefer technical tasks and are less concerned with interpersonal approaches. The styles nurture technological and specialist abilities. Learners with the converging style like experimenting with new ideas, stimulating, and working with practical applications.

The Accommodating Style

The fourth approach is the accommodating style, and it is founded on intuition rather than logic. Learners in this style use other individuals' analyses and like taking experiential and practical concepts (Li and Armstrong 426). The learners are attracted to experiences and new challenges and carrying out plans. Learners assuming this style tend to depend on others for gathering information instead of conducting their original analyses. The style is dominant in the general population.

Reflection

The reflection of teachers and teaching assistants is important in the critical evaluation of learning provisions available to learners. It provides for the development of additionally appropriate educational opportunities. Both teachers and teaching assistants through reflection realize mistakes made in the past both by the educators and learners. In the process, they correct past errors and create a foundation for continuous improvement into the future (Liston and Zeichner 12). It provides for a continued improvement in the quality of education delivered to the learners.

Works Cited

Bergsteiner, Harald, and Gayle C. Avery. "The twin-cycle experiential learning model: reconceptualising Kolb's theory." Studies in Continuing Education 36.3, 2014, pp.257-274.

Li, Ming, and Steven J. Armstrong. "The relationship between Kolb's experiential learning styles and Big Five personality traits in international managers." Personality and Individual Differences 86, 2015, pp. 422-426.

Liston, Daniel P., and Kenneth M. Zeichner. Reflective teaching: An introduction. Routledge, 2013, pp. 12

McLeod, Saul A. "Kolb-learning styles." Simply Psychology, 2013, pp. 2