Kolb Theory

Presentation by Theresa Bridges, James Cardin, and Amanda Walker

Outline

Historical Overview Kolb Theory Assessment Instruments Research Applications Critique and Future Directions

What is Typological Theory?

Reflects different learning styles Non-evaluative Explains interpersonal interactions Patterned after Jung’s work

Learning depends on:

Heredity

Present environment

Past life experiences

Kolb’s Theory

Four Stages or Cycles

Concrete Experience (CE)

Reflective Observation (RO)

Abstract Conceptualization (AC)

Active Experimentation (AE)

Convergers

Combination of AC and AE Good problem solvers and decision makers Excel at tasks that involve the single best

answer Often work in the physical sciences and

engineering

Divergers

Combination of CE and RO Usually imaginative Produce alternative solutions to problems Usually people and feeling oriented Usually work in humanities and liberal arts

Assimilators

Combination of AC and RO Have the ability to create theories Have logical thinking skills Focus on ideas and concepts rather than

people Usually work in basic sciences and

mathematics

Accommodators

Combination of CE and AE Action oriented Plan and complete tasks Open to new experiences and change Comfortable with people Usually work in practical fields, such as

business

Experiential Learning

Concrete Experience Involving the learner in the experience

Field experience, role play, interviews

Reflective Observation Engage in activities that require him/her to

step back and look at the experience or get others’ perspectives

Small Group Sessions

Experiential Learning (con’t)

Abstract Conceptualization Student using research and methods of their

discipline to develop hypotheses when engaging in films, lectures or computer assisted instruction

Active Experimentation Students can apply principles or theories in

problem solving Role play, “what if” situations, action planning

Typological Theorists

Kolb (1984)Myers-Briggs (1980)Holland (1985/1992)

Assessment

According to Kolb (1984, 41), "learning is the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it." He proposes that experiential learning has six main characteristic:

Learning is best conceived as a process, not in terms of outcomes.

Six Characteristics of Learning

Learning is a continuous process grounded in experience.

Learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world (learning is by its very nature full of tension).

Learning is a holistic process of adaptation to the world.

Learning involves transactions between the person and the environment.

Learning is the process of creating knowledge that is the result of the transaction between social knowledge and personal knowledge.

1. "The Learning Style Inventory (LSI) is a simple self-description test, based on experiential learning theory, that is designed to measure your strengths and weaknesses as a learner. Experiential learning is conceived as a four stage cycle:    (1) immediate concrete experience is the basis for    (2) observation and reflection;    (3) these observations are assimilated into a "theory" from which new implications for action can be deduced;

  (4) these implications or hypotheses then serve as guides in acting to create new experiences.

Kolb’s Learning Style Inventory (LSI)

Assessment Tool LSI

Complete the Learning Styles Inventory handout

See handout for detailed explanation of results.

Discuss results

References

Chickering, A.W. & Associates. (1981). The modern American college. San Francisco: Jossey-Bass.

Chickering, A.W. & Reisser, L. (1993). Education and identity (2nd ed.). San Francisco: Jossey-Bass.

Delworth, U., Hanson, G. & Associates. (1989). Student services. (2nd ed.). San Francisco:

Jossey-Bass. Evans, N., Forney, D., & Guido-DiBrito, F. (1998).

Student development in college. San Francisco: Jossey-Bass.

Komives, S.R., Woodard, D.B. & Associates. (2003). Student services: A handbook for the profession. (4th ed.). San Francisco: Jossey-Bass.

References (continued)

Kolb, D. A. (1981) 'Learning styles and disciplinary differences'. in A. W. Chickering (ed.) The Modern American College, San Francisco: Jossey-Bass.

Kolb, D. (1985). Learning style inventory. Boston, MA: McBer and Company