in order to achieve their objectives. They also value having an influence on the environment around them and like to see results” (Kolb, 1984, p. 69). Here is another learner who might benefit from working in groups. This type of learner might be readily engaged in creating learning materials for the study group. They might learn the most and be the most energized by having to create flash cards for the upcoming study session. This type of learner might also benefit from any type of project something that gets them out of – the classroom and away from their books. For example, designing a study, creating a model, creating a video, etc. Kolb Combines His Four Orientations to Create Four Learning Styles Kolb separates these four learning orientations into two primary dimensions of the learning process. The first has concrete experiencing of events at one end and abstract conceptualizations at the other. The second dimension has active experimentation at one end and reflective observation at the other. in the process of learning, one moves in varying degrees from “Thus, actor to observer, and from specific involvement to general analytic detachment” (Kolb, 1984, p. 31). Concrete Experience Accommodation Divergence Observation Experimentation Convergence Assimilation Reflective Active Abstract Conceptualization (Reproduced from Kolb, 1984, p. 81) The learning style relies primarily on the dominant learning abilities of abstract convergent conceptualization and active experimentation (Kolb, 1984). The greatest strength of this approach lies in solving problems, making decisions, and the practical application of ideas. Kolb calls this learning style the because a person with this style seems to do best in situations like converger conventional intelligence tests, where there is a single correct answer or solution to a question or problem. In this learning style, knowledge is organized in such a way that through deductive reasoning, it can be focused on specific problems. Research conducted on individuals with this style of learning shows that convergent people are controlled in their expression of emotion. They prefer dealing with technical tasks and problems rather than social and interpersonal issues.
in order to achieve their objectives. They also value having an influence on the environment around them and like to see results” (Kolb, 1984, p. 69). Here is another learner who might benefit from working in groups. This type of learner might be readily engaged in creating learning materials for the study group. They might learn the most and be the most energized by having to create flash cards for the upcoming study session. This type of learner might also benefit from any type of project – something that gets them out of the classroom and away from their books. For example, designing a study, creating a model, creating a video, etc. Kolb Combines His Four Orientations to Create Four Learning Styles Kolb separates these four learning orientations into two primary dimensions of the learning process. The first has concrete experiencing of events at one end and abstract conceptualizations at the other. The second dimension has active experimentation at one end and reflective observation at the other. “Thus, in the process of learning, one moves in varying degrees from actor to observer, and from specific involvement to general analytic detachment” (Kolb, 1984, p. 31). Concrete Experience Active Experimentation Accommodation Divergence Reflective Observation Convergence Assimilation Abstract Conceptualization (Reproduced from Kolb, 1984, p. 81) The convergent learning style relies primarily on the dominant learning abilities of abstract conceptualization and active experimentation (Kolb, 1984). The greatest strength of this approach lies in solving problems, making decisions, and the practical application of ideas. Kolb calls this learning style the converger because a person with this style seems to do best in situations like conventional intelligence tests, where there is a single correct answer or solution to a question or problem. In this learning style, knowledge is organized in such a way that through reasoning, it can be focused on specific problems. Research conducted on individuals with this style of learning shows that convergent people are controlled in their expression of emotion. They prefer dealing with technical tasks and problems rather than social and interpersonal issues. deductive
Chris-Motz-Teaching-Resource.docx