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Cycle Learing Model

Cycle Learing Model

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Published by: idapuspita on Dec 07, 2009
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07/01/2013

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Developing new skills and capabilities effectively is not only about formaltraining but is also about profiting from your everyday work experience. Itinvolves:
Doing:
carrying out and being aware of all the activities you areparticipating in
Reflecting:
reviewing and summarising what has just taken place
Linking:
making links and connections with previous knowledge
Planning:
using what you have learnt to make improvements,which involves planning, structuring what you do in a new way, andsetting targets.
 http://www.interconnections.co.uk/Market/PCFG/learning.htm
We naturally cycle through each of these stages in the course of our dailylives, however, most of us tend to focus on one or two areas more thanthe others.
The Four Stages of the Learning Cycle
Doing
involves activity, participation and engagement with experience.People who are most comfortable in this stage emphasise practicalachievement and involvement.
Reflecting
involves impartially gathering information about activities thathave taken place. People who are most comfortable in this stage
 
emphasise discussion, exploration and playing back experiences in theirminds.
Linking
is the stage during which we make connections betweenexperiences and ideas, and see how the experience ties in or conflictswith other concepts and models. People who are most comfortable in thisstage emphasise knowledge, conceptual thinking, and abstract ideas.
Planning
enables us to modify our actions by deciding how we will dothem differently the next time. It involves reviewing and summarisingwhat we have learnt, and deciding the next steps. People who are mostcomfortable in this stage emphasise decision making, categorising,applying judgements and organising.Learning is an ongoing process that can be seen as a cycle of continualimprovement. Depending on our natural preferences we tend to be mostcomfortable at one particular stage of this cycle, and least comfortable atanother. To learn fully from all our experiences however, it is important toengage in each stage of the cycle.
Learning From Experience
 Traditionally, learning has been associated with reading books, attendingcourses and lectures, etc. However, real learning is not just aboutacquiring information, but about engaging with it and integrating it so thatit affects not only your thinking but also your behaviour. It has beenshown that there are many different ways to learn, some more suitable toparticular Personality Patterns than others. The Learning Cycle can be applied at a general level and at a specificlevel. To give an example of the former, more general level, a highly qualifiedmanager in an aerospace company was made redundant, and was unableto find suitable work. To remedy the situation he decided to undertake aStrategic Management course at University. He chose this route becausehe has a naturally preference for the Thinking stage of the cycle, and ismore comfortable learning ideas and theoretical knowledge.However, on seeking the advice of a professional career consultant, herealised that his best course of action would be to improve his personaland interpersonal skills by taking part in a series of shorter presentationskills workshops in which activity, role play and participation are required.He found this uncomfortable at first, but saw that this was exactly what heneeded in order to become a more convincing and persuasive manager. The Learning Cycle showed him the area that he needed to develop most. To give an example of the latter, more specific level, most of us use thetelephone at work. After you have made a call, write down or discuss witha colleague precisely what happened during the call. This is the Reflectingstage of the cycle. Next, read up about effective telephone techniquesand/or talk to a colleague whose telephone manner impresses you. This isthe Linking stage. Finally, using the information you have gathered writedown precisely what you will do differently next time you have a similarcall. This may seem a simple thing to do, but you will be surprised how
 
effective it can be to make a small change to the way we normally dothings.
Kolb Learning Cycle Tutorial - Static Version
Text and concept by Clara Davies (SDDU, University of Leeds)Tutorial design by Tony Lowe (LDU, UNversity of Leeds)Multimedia version (Flash plug-in required).
Introduction
Reflective practice is important to the development of lecturers as professionals as it enablesus to learn from our experiences of teaching and facilitating student learning. Developingreflective practice means developing ways of reviewing our own teaching so that it becomesa routine and a process by which we might continuously develop.Kolb developed a theory of experiential learning that can give us a useful model by which todevelop our practice. This is called The Kolb Cycle, The Learning Cycle or The ExperientialLearning Cycle. The cycle comprises four different stages of learning from experience andcan be entered at any point but all stages must be followed in sequence for successfullearning to take place. The Learning Cycle suggests that it is not sufficient to have anexperience in order to learn. It is necessary to reflect on the experience to makegeneralisations and formulate concepts which can then be applied to new situations. Thislearning must then be tested out in new situations. The learner must make the link betweenthe theory and action by planning, acting out, reflecting and relating it back to the theory.
Concrete Experience (doing / having an experience)
In the case of the PGCLTHE, the 'Concrete Experience' is the 'doing' component whichderives from the content and process of the PGCLTHE programme - through attending theworkshops or, in the case of the on-line module, your reading of the on-line learningmaterials - together with your actual experience of teaching in the classroom plus your other teaching duties and practices. It may also derive from your own experience of being astudent.

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