Session 2 - Learning Styles Rh (1)

7/28/2019 Session 2 - Learning Styles Rh (1)

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BIMM 17Action Learning:

Understanding andImproving how you Learn

through your own

experience.


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Todays Learning

Outcomes

By the end of this session, a successful participant

will be able to:

Identify your strengths and your areas for

improvement as a learner

Discuss your personal strategies for learning

effectively through action and experience.


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Time for your test ...What do you think Im going to ask you to do?


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3 - 2 - 1

3 - what were the three main points you got from this

reading?

2 - what are two thoughts / opinions you have on this

reading? (Back your ideas up!)

1 - what is one practical thing you can take from this

reading, and turn into an action? How will you do

this? Why is it important to you?


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Successful reading is

about your interactionwith the text.

Ask yourself:What do I think? Why?

What can I get out of

this?


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Kolbs Learning Cycle.

Heres one well known model

on what we need to do (the

stages we need to use) inorder to learn effectively from

our experiences.Learning = change = growth.


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David Kolb

His 1984 publication Experiential Learning:

Experience as the Source of Learning and

Development-really gave impetus to the modernlearning styles movement

In this, he defines learning as the process whereby

knowledge is created through the transformation of

experience. Knowledge results from thecombination of grasping experience and

transforming it.(1984:41)


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DO

REFLECT

GENERALISE

PLAN

Experiential

Learning

Cycle (Kolb)


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C.E.

R.O.

A.C.

A.E.

Experiential

Learning

Cycle (Kolb)

Concrete Experience

Reflective

Observation

Abstract

Conceptualisation

ActiveExperimentation


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Kolbs definition of

experiential learningKolb proposes that experiential learning has 6

characteristic features:

1 - Learning is best thought of as a process, andnot just in terms of outcomes;

2 - Learning is a continuous process grounded in

experience;

3 - Learning is a holistic process of adaptation to

the world.


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Experiential learning 2

4 - Learning involves transactions between the

person and the environment;

5 - Learning is the process of creating knowledge

which is the result of the transaction between

social knowledge and personal knowledge.(1984:36)


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Experiential learning 36 - Learning requires the resolution of conflicts

between dialecticallyopposed modes of adaptation

to the world. (this is the one that most clearly links

to learning styles ...)

This links to the two-axis Kolb model well study

next. We need to negotiate one axis from concrete

experiencing of events to abstract

conceptualisation of them; and another from activeexperimentation at one end to reflective observing

at the other. There is always a tension as we

negotiate these axes - alone and together.


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Kolb on learning styles

As a result of our hereditary equipment, our

particular past life experience, and the demands of

our present environment, most people develop

learning styles that emphasise some learning

abilities over others. Through socialisation

experiences in family, school and work, we come

to resolve the conflicts between being active and

reflective and between being immediate and

analytical in characteristic ways, thus leading to

reliance on one of the four basic forms of knowing

... (1984: 76-77)


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Kolb's

learning

styles

Reflective

ObservationWatching

ConcreteExperience

Feeling

Active

ExperimentationDoing

Abstract

ConceptualisationThinking

Processing Continuum

how we do things

PerceptionContinuum

howw

ethink

aboutthings

Assimilating(thin k and watch)

AC/RO

Diverging(feel and watch)

CE/RO

Converging(thin k and do)

AC/AE

Accommodating(feel and do)

CE/AE


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Concrete experience v

abstract conceptualization

I prefer:

A - hands-on learning experiences

B - learning through thinking & reasoningI tend to:

A - rely on feelings when making decisions

B - rely on logical reasoning when making

decisionsI learn more effectively from:

A - my peers

B - my teachers


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Concrete experience v

abstract conceptualization

I like learning through:

A - simulations / activities

B - lectures

I learn well by:

A - practical experience

B - applying theories to hypothetical situations

I am best at learning:

A - concrete facts / information

B - concepts / ideas


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Kolb's

learning

styles

Reflective

ObservationWatching

ConcreteExperience

Feeling

Active


Abstract



how we do things

Perception

Continuum

howw

ethink

aboutthings


AC/RO


CE/RO


AC/AE


CE/AE

Mainly Bs

Mainly As


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active experimentation v

reflective observation

I learn best through:

C - active involvement in projects

D - observation

I would rather:

C - do volunteer work (with disadvantaged kids)

D - read (about disadvantaged kids)

I prefer assignments that require me:

C - to work with real-life examples

D - to think about situations


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active experimentation v

reflective observation

I learn well through:

C - participating in a discussion

D - listening to what others have to sayI tend to:

C - jump right in with something new

D - think about possible outcomes before trying

something newI learn best:

C - by doing

D - watching and thinking about it


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Kolb's

learning

styles

Reflective

ObservationWatching

ConcreteExperience

Feeling

Active


Abstract



how we do things

Perception

Continuum

howw

ethink

aboutthings


AC/RO


CE/RO


AC/AE


CE/AE

Mainly Bs

Mainly As

Mainly DsMainly Cs


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Converging (AC & AE / mainly

B & C)

The converging style = abstract & active

Strengths = practical application of ideas /

problem solving / decision making

Often does best in situations where there is a

single correct answer, or where they can focus

on a specific problem or situation.Often relatively unemotional / controlled in the

expression of emotion - preferring to deal with

things rather than people / problems rather than

interpersonal issues.


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diverging (CE & RO /

mainly A & D)

The diverging style = concrete & reflective

Strengths in creativity and imaginative ability.

Good at seeing situations from many

perspectives. Skilled at brainstorming. Original.

May be seen as a bit off the wall. Adapts by

observation rather than action.

Interested in people. Connected. Emotional.

Tends to be feeling-oriented.


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assimilating (ac & ro / mainly

b & d)

The assimilating style = abstract & reflective

Strength lies in ability to understand and create

theories. Reasons inductively (infers general

laws from particular instances - deductive

reasoning is the opposite). Also tends to be

good at research and planning. Logical &

precise. Synthesises ideas.

Less interested in people. Interested in concepts

- but not necessarily in their practical application.


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accommodating (CE & AE /

mainly A & c)

The accommodating style = concrete & active

Strengths lie in carrying out plans and

experiments and involving themselves in newsituations. Action-oriented. Risk takers. Highly

adaptable. Good in situations needing quick

decisions.

Tend to solve problems intuitively / through trial

and error. Very people focused, and at ease with

people (though may be seen as impatient or

pushy).


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starter question

Great - but so what?

Just knowing about my learning style / preferencedoesnt actually get me very far ...

So here are two useful questions:

How can I use my learning preference to myadvantage this year on the BA?

How can I flex my muscles, and step into the

bits Im not normally so strong at?


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Summary critique of Kolb, from: Coffield, F. et al (2004)Learning Styles and Pedagogy

in post-16 Learning: A systematic and Critical Review(London: Learning & Skills

Research Centre) p.70


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Further reading on this

Jonassen, D. & Grabowski, B. (1993) Handbook of

Individual Differences, Learning and Instruction

(NJ: Lawrence Erlbaum)

Kolb, D. (1984) Experiential Learning: Experience

as the Source of Learning and Development

(Englewood Cliffs, NJ: Prentice Hall)

Kolb, D. (2000) Facilitators Guide to Learning

(Boston: Hay/McBer)


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Another take on this:

Honey & MumfordsLearning Styles

Dimensions of


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Activist

- having anexperience

Reflector- reviewing

the experience

Theorist

- concluding fromthe experience

Pragmatist- planning the next

steps

Honey & Mumfords

Learning Cycle

Source:

Honey & Mumford (2000)


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Numbers of

preferences

Number of strong preferences

1 strong preference = 35% / 2 = 24% / 3 = 20%

/ 4 = 2% / 0 = 19%


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Activists (activist

style?)Strengths - tend to:

Be flexible & open-minded / ready to take action

/ like to be exposed to new situations / optimistic/ generally comfortable with change

Weaknesses - tend to:

Act without considering consequences / takeunnecessary risks / do too much themselves and

hog limelight / rush into things without preparing /

get bored with implementation & follow-through.


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Reflectors (reflective


Be careful / thorough & methodical / thoughtful /

good at listening to others & assimilatinginformation / rarely jump to conclusions.


Hold back from participation / be slow to makeup minds and reach conclusions / too cautious &

not take enough risks / not assertive &

forthcoming - have no small talk


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Theorists (theoretical


Be logical thinkers / rational & objective / good at

asking probing questions / disciplined approach /grasp of big picture


Be restricted to lateral thinking / low tolerance foruncertainty, disorder & ambiguity / intolerant of

anything subjective & intuitive / full of shoulds,

oughts & musts.


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Pragmatists (pragmatic


Be eager to test things out / practical, down-to-

earth & realistic / businesslike / get straight to the

point / technique-oriented


Reject anything without an obvious application /

not very interested in theory or basic principles /seize on first expedient solution / impatient with

indecision / more task-oriented than people

oriented.

SOURCE: HONEY & MUMFORD (200


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Two questions for you

So - what am I strong at and what works well for

me to help me learn (and change and grow)? Howdo I get more of this?

What am I weaker at? How can I begin to develop

myself here? What do I need to do to get 5% better

in the next fortnight?


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Summary critique of Honey & Mumford, from: Coffield, F. et al (2004)Learning Styles and

Pedagogy in post-16 Learning: A systematic and Critical Review(London: Learning & Skills

Research Centre) p.76


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Further reading on this

Honey, P. & Mumford, A. (1992) The Manual of

Learning Styles (Maidenhead: Peter HoneyPublications)

Honey, P. & Mumford, A. (2000) The Learning

Styles Helpers Guide (Maidenhead: Peter Honey

Publications)


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Further reading on

learning stylesId recommend you look at: Coffield, F. et al (2004)

Learning Styles and Pedagogy in post-16 Learning:

A Systematic and Critical Review(London:

Learning & Skills Research Centre)

This is on-line - see esp. Sections 1 & 6-9

N.B. It also covers other learning styles models,including the Herrmann Brain Dominance

Instrument (HBDI); MBTI; & Cognitive Styles

Analysis ...


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Blogwork for the week

Please post on something you plan to do this yearthat will exploit your strengths as a learner. Why do

you think this will work?

(Its important to do both parts!!)


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Reading for the week

Next week were going to start working with Myers

Briggs

So - just have a poke about on their website to get

a sense of whats going on

Start here: http://www.myersbriggs.org/
http://www.myersbriggs.org/http://www.myersbriggs.org/


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Todays Learning

Outcomes

By the end of this session, a successful participant

will be able to:

Identify your strengths and your areas for

improvement as a learner

Discuss your personal strategies for learningeffectively through action and experience.

Session 2 - Learning Styles Rh (1)

Documents

Transcript of Session 2 - Learning Styles Rh (1)