LEARNING MODELS

LEARNING MODELS

This matrix provides a learning cycle that involves four processes that must be present for learning to occur.

Kolb called this Experiential Learning since experience is the source of learning and development (1984). Each ends of the continuums (modes) provide a step in the learning process:

Concrete experience (feeling): Learning from specific experiences and relating to people. Sensitive to other's feelings.

Reflective observation (watching): Observing before making a judgment by viewing the environment from different perspectives. Looks for the meaning of things.

Abstract conceptualization (thinking): Logical analysis of ideas and acting on intellectual understanding of a situation.

Active experimentation (doing): Ability to get things done by influencing people and events through action. Includes risk-taking.

Depending upon the situation or environment, the learners may enter the learning cycle at any point and will best learn the new task if they practice all four modes.

Enjoys new experiences and challenges. Thrives best in situations which involve

changing range of activities. Enjoys being the center of attention Benefits from the opportunity to develop

ideas through discussion and interaction with others

Likely to learn most effectively through group work, discussions, seminars, workshops, etc.

Dislikes taking a passive role in learning and does not enjoy tightly constrained tasks. Prefers to work with others. Learns least effectively from the lectures, labs, reading writing on own

Enjoy seeing how theory relates to practice. Enjoys practical techniques relevant to

subject/Employment and practical problem solving.

Prefers practical rather than theoretical and likes clear guidelines to work to.

Learns most effectively through work based projects, practical problem solving etc.

Dislikes learning situations where material too theoretically based and where the practical application or relevance cannot be seen.

Learns least effectively from theoretical discussion, debate, etc.

Likes the opportunity to think and mull over applications

Prefers to take back seat in discussions. Learns from listening, observing and working

independently Learns most effectively through individual

project work, lectures and independent study Dislikes being forced to contribute to

discussion without considering all evidence and being rushed from one activity to another.

Learns most effectively when dealing with models and theories and likes a clear and definite purpose for work.

Enjoys exploring connections between ideas, issues and concepts.

Learns most effectively through problem solving, discussion and questioning theory, or reading and evaluating books.

Dislikes being involved in unstructured situations with no obvious theoretical framework

Likely to be more comfortable with objective facts

Learns least effectively from open-ended questions, explorative project work, skills training etc.