Warm up March 29Warm up March 29

What new experience did you have this What new experience did you have this weekend? weekend?

Explain how assimilation and Explain how assimilation and accommodation played a role in how you accommodation played a role in how you handled this experience. handled this experience.

David David KolbKolb

ELT & LSIELT & LSI

Experiential learning theory (ELT), and learning Experiential learning theory (ELT), and learning styles inventory (LSI).styles inventory (LSI).

44 distinct learning styles distinct learning styles (or preferences), (or preferences), based on based on a four-stage learning cyclea four-stage learning cycle. .

Way to understand Way to understand individual people's individual people's different learning stylesdifferent learning styles, and also an , and also an explanation of explanation of a cycle of experiential a cycle of experiential learning that applies to us alllearning that applies to us all..

Cycle of learningCycle of learning

Kolb includes this 'cycle of learning' as a Kolb includes this 'cycle of learning' as a central principle in his experiential learning central principle in his experiential learning theory. theory. ““immediate or concrete experiences'immediate or concrete experiences' provide a provide a

basis for basis for 'observations and reflections''observations and reflections'. These . These 'observations and reflections' are assimilated and 'observations and reflections' are assimilated and distilled into distilled into 'abstract concepts''abstract concepts' producing new producing new implications for action which can be implications for action which can be 'actively 'actively tested'tested' in turn creating new experiences. in turn creating new experiences.

Learning CycleLearning Cycle

Kolb's model therefore works on two Kolb's model therefore works on two levels - levels - a four-stage cyclea four-stage cycle::

Concrete Experience - (CE)Concrete Experience - (CE) Reflective Observation - (RO) Reflective Observation - (RO) Abstract Conceptualization - (AC)Abstract Conceptualization - (AC) Active Experimentation - (AE)Active Experimentation - (AE)

Learning StylesLearning Styles

Four-type definition of learning stylesFour-type definition of learning styles, (each , (each representing the combination of two preferred representing the combination of two preferred styles, rather like a two-by-two matrix of the styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), four-stage cycle styles, as illustrated below), for which Kolb used the terms: for which Kolb used the terms:

Diverging (CE/RO)Diverging (CE/RO) Assimilating (AC/RO)Assimilating (AC/RO) Converging (AC/AE)Converging (AC/AE) Accommodating (CE/AE)Accommodating (CE/AE)

AxisAxis

A typical presentation of Kolb's two continuums is that A typical presentation of Kolb's two continuums is that the east-west axis is called the Processing Continuum the east-west axis is called the Processing Continuum (how we approach a task), and the north-south axis is (how we approach a task), and the north-south axis is called the Perception Continuum (our emotional called the Perception Continuum (our emotional response, or how we think or feel about it).response, or how we think or feel about it).

These learning styles are the combination of two lines These learning styles are the combination of two lines of axis (continuums) each formed between what Kolb of axis (continuums) each formed between what Kolb calls 'dialectically related modes' of 'grasping calls 'dialectically related modes' of 'grasping experience' (doing or watching), and 'transforming experience' (doing or watching), and 'transforming experience' (feeling or thinking):experience' (feeling or thinking):

In layman’s termsIn layman’s terms

In other words we choose our In other words we choose our approach to the approach to the task or experiencetask or experience ( ('grasping the 'grasping the experience'experience') by opting for 1(a) or 1(b):) by opting for 1(a) or 1(b):

1(a) - though watching others involved in the 1(a) - though watching others involved in the experience and reflecting on what happens experience and reflecting on what happens (('reflective observation' - 'watching''reflective observation' - 'watching') or ) or

1(b) - through 'jumping straight in' and just 1(b) - through 'jumping straight in' and just doing it (doing it ('active experimentation' - 'doing''active experimentation' - 'doing') )

And And at the same timeat the same time we choose how to we choose how to emotionally transform the experienceemotionally transform the experience into something meaningful and useful by into something meaningful and useful by opting for 2(a) or 2(b):opting for 2(a) or 2(b):

2(a) - through gaining new information by 2(a) - through gaining new information by thinking, analyzing, or planning (thinking, analyzing, or planning ('abstract 'abstract conceptualization' - 'thinking'conceptualization' - 'thinking') or ) or

2(b) - through experiencing the 'concrete, 2(b) - through experiencing the 'concrete, tangible, felt qualities of the world' tangible, felt qualities of the world' (('concrete experience' - 'feeling''concrete experience' - 'feeling') )

Doing (Active Doing (Active Experimentation Experimentation

- AE)- AE)

Watching Watching (Reflective (Reflective

Observation - Observation - RO)RO)

Feeling Feeling (Concrete (Concrete

Experience - CE)Experience - CE)

Accommodating Accommodating (CE/AE)(CE/AE)

Diverging Diverging (CE/RO)(CE/RO)

Thinking Thinking (Abstract (Abstract

ConceptualizatioConceptualization - AC)n - AC)

Converging Converging (AC/AE)(AC/AE)

Assimilating Assimilating (AC/RO)(AC/RO)

Warm up March 31stWarm up March 31st

In what ways have you learned through In what ways have you learned through observation?observation?

In what ways have you seen a sibling or In what ways have you seen a sibling or younger cousin or younger person learn younger cousin or younger person learn from your behaviour?from your behaviour?

BanduraBandura

Observational learning.Observational learning. Also known as vicarious learning, social Also known as vicarious learning, social

learning, or modeling.learning, or modeling. Is a function of observing, retaining and Is a function of observing, retaining and

replicating behaviour. replicating behaviour.

• Attention to the modelAttention to the model - In order for the behaviour to be - In order for the behaviour to be learned, the observer must see the modeled behaviour learned, the observer must see the modeled behaviour

• Retention of detailsRetention of details – The observer must be able to – The observer must be able to recall the modeled behaviour recall the modeled behaviour

• Motor reproductionMotor reproduction – The observer must have the motor – The observer must have the motor skills to reproduce the action, the observer must also have skills to reproduce the action, the observer must also have the motivation to carry out the action the motivation to carry out the action

• Motivation and opportunity Motivation and opportunity – The observer must be – The observer must be motivated to carry out the action they have observed and motivated to carry out the action they have observed and remembered, and must have the opportunity to do so. remembered, and must have the opportunity to do so. Motivations may include past reinforcement, promised Motivations may include past reinforcement, promised incentives, and vicarious reinforcement. Punishment may incentives, and vicarious reinforcement. Punishment may discourage repetition of the behaviourdiscourage repetition of the behaviour

BehaviourismBehaviourism

Self-regulation -- controlling our own Self-regulation -- controlling our own behavior -- is the other “workhorse” of behavior -- is the other “workhorse” of human personality.  Here Bandura human personality.  Here Bandura suggests three steps: suggests three steps:

1.  1.  Self-observation.Self-observation.  We look at   We look at ourselves, our behavior, and keep tabs ourselves, our behavior, and keep tabs on it. on it.

2.  2.  JudgmentJudgment.  We compare what we see with a .  We compare what we see with a standard.  For example, we can compare our standard.  For example, we can compare our performance with traditional standards, such as performance with traditional standards, such as “rules of etiquette.”  Or we can create arbitrary “rules of etiquette.”  Or we can create arbitrary ones, like “I’ll read a book a week.”  Or we can ones, like “I’ll read a book a week.”  Or we can compete with others, or with ourselves. compete with others, or with ourselves.

3.  3.  Self-response.Self-response.  If you did well in comparison   If you did well in comparison with your standard, you give yourself rewarding with your standard, you give yourself rewarding self-responses.  If you did poorly, you give self-responses.  If you did poorly, you give yourself punishing self-responses.  These self-yourself punishing self-responses.  These self-responses can range from the obvious (treating responses can range from the obvious (treating yourself to a sundae or working late) to the more yourself to a sundae or working late) to the more covert (feelings of pride or shame). covert (feelings of pride or shame).

TherapyTherapy

Modeling therapyModeling therapy Used with phobics. They watch one person Used with phobics. They watch one person

do what they are afraid to do and are more do what they are afraid to do and are more likely to participate or copy because it has likely to participate or copy because it has been modelled. been modelled.

Web Quest

With a partner – take the Bandura Webquest and find answers to each questions.