Kolb points out that this cycle recurs continuously. He suggests that each learner has a tendency towards a particular part of the cycle and that this is exhibited as a preference for specific types of learning activity that appeal to the individuals learning strengths (Learning to learn). Kolb introduced four learning styles, namely: Converger, Diverger, Assimilator and Accommodator. He believes that everyone has a preferred learning style but it does not mean that they cannot operate effectively in other styles. As per his theory every person has a different learning style that suits their preferences and how they learn best.
Write a report in which you exemplify how you have modified your own practice through implementing the good practice in generic and specialist areas of learning and teaching, highlighted in a range of approaches to inclusive curriculum design * Analyse how theories, principles and models of inclusive design and development are used to inform own practice and the provision in own specialist area. Within my own practice I use aspects of a variety of theories, principles and models depending on the learners I am teaching. For my lower achieving learners I prefer to use a more ‘expressive’, ‘process’ based (Dewery 1916) ’linear’ curriculum design approach…this is mainly because I have to be certain that the all criteria have been covered, and the methodical method of ‘linear’ means it is easy to spot where something is not right or missing. This being said it is also important for learners to be able to express themselves and do things their own way, and as Pinkerton (1985) says, to learn by their mistakes…it is the journey, and what they learn on it which is important, not the fact that they got there. This is purposefully a very liberal humanistic approach, because I want to make sure that everyone has the opportunity to achieve, no matter what their particular learning difficulty…with these lower achieving learners my role is more like ‘Knowles’ ‘andragogy’ approach, being the facilitator in helping learners reach their own individual goals, not expecting everyone to hit the same target.
2) Reflective observation-where you think about it. 3) Abstract conceptualisation- you think about how it fits into a pattern or theory and work out some rules. 4) Active experimentation-the next time the same situation occurs, you apply your rules/theories. As a result, this will make your experience different from the first time. This can be applied to different factors, therefore you continue to reflect, think and work out different solutions.
Based on the descriptions in the text, where do you see yourself on the Kolb Inventory of Learning Styles? I see myself as having Active experimentation ability first and then my next ability is Concrete experience. The reason I believe this is because I have always been quick to move from an idea to than applying that idea into action, and I’m pretty good at learning from other people thru their mistakes and success. After reading about the Myers-Briggs Type Indicator, determine which personality is most like you, such as ENTJ. Based on the Myers-Briggs Type Indicator my personality is STJI.
It, too, has its roots in Vygotsky, Dewey, and the other social learning theorist. The basic idea is that there is a conclusion to a problem presented to the students and they are to discover if that solution is viable. There are several variations on inquiry-based learning (Banchi & Bell, 2008). Banchi and Bell, 2008, suggest that there are four levels of inquiry. These include confirmation inquiry, structured inquiry, guided inquiry, and open inquiry.
Explanations for how cognitive processes work are known as information processing theories or models. This model suggests that information is added from the environment into the mind of students. If the students are paying attention that information will register and then goes to the short term memory and later encoded to the long term memory where it can be retrieved at a later time. Based on this model, I now realize that demonstrations allow me to encode information to my long term memory as a result learning takes place. According to B.F Skinner learning and motivation to learn are caused by external forces.
In addition, I offer my reflection about my experience of learning to use a critical reflection approach to integrate theory and practice. . As a student, I understand that in order to develop professionally , I need to set up my goals and I need to analyze my strength and weaknesses. Much of this is achieved by being actively involved in reflective practice. Through reflection, I can focus my thoughts on my experiences, gain greater understanding of learning practice, become more aware of the knowledge and skills that I have developed, identify my strengths and areas for development, develop an action plan for future practice.
Look at the finding of David Kolb and complete an assignment on equality, diversity, motivation and inclusive learning (1500 words) Through this assignment the Author aims to describe the findings of David Kolb and look at the stages within the Experiential learning cycle this assignment will also outline his theory on learning styles. David Kolb (1984) Proposed a four stage learning cycle which would enable people to learn and understand their own experiences, as a result of this the people would then modify their behaviours. The model is based on the idea that the more a student reflects on a task the more opportunities they have to adapt or refine their work in the future. In doing so this attends to the diversity of individuals and promotes the idea of inclusive learning. (REF) Kolb’s experiential learning cycle Concrete experience The Doing stage.
Of the learning theories and perspectives presented this week, which do you think best describe how you learn? I believe I learn through cognitive learning, because I learn through both past experiences and through thinking or reflecting of those experiences. With cognitive orientation of learning, the principles that follow this theory are the instruction
It represents a cluster of personality and mental characteristics that influence how a pupil perceives, remembers, thinks, and solves problems,” (Morrison, 2006:186). ELT practitioners must realize that there are many different learning styles, as well as personality types within the classroom and being assertive on identifying our students’ needs and developmental areas according to their learning preferences will lead them to acquire knowledge in a more natural way. For this assignment, I will describe and evaluate the differences in learners response to the activities developed in a regular grammar lesson based on their motivation, age and learning styles. I will also talk about the strategies that I will use to evaluate that learner’s progress has taken place and consider ways in which the quality of learning can be improved. II.