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Kolb includes this 'cycle of learning' as a central principle his experiential learning theory, typically expressed as four-stage cycle of learning, in which 'immediate or concrete experiences' provide a basis for 'observations and reflections'.
These 'observations and reflections' are assimilated and distilled into 'abstract concepts' producing new implications for action which can be 'actively tested' in turn creating 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.
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.
Kolb says that ideally (and by inference not always) this process represents a learning cycle or spiral where the learner 'touches all the bases', ie., a cycle of experiencing, reflecting, thinking, and acting.
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.
Here are brief descriptions of the four Kolb learning styles: As with any behavioural model, this is a guide not a strict set of rules.
Nevertheless, most people clearly exhibit clear strong preferences for a given learning style.
The result of these two decisions produces (and helps to form throughout our lives) the preferred learning style, hence the two-by-two matrix below.
We choose a way of 'grasping the experience', which defines our approach to it, and we choose a way to 'transform the experience' into something meaningful and usable, which defines our emotional response to the experience.