Namita Education & welfare Society SIDDHARTH B.Ed. COLLEGE Recogni zed by NCTE (NCTE CODE Maharashtra Govt, jiversity Contact No. 7888007124, 9158867084 ge Affiated to Mumbai Mail. Id: prineipalnews2012@gmail.com N.S. Knowledge Center, At. Post. Boradpada-Chargaon, On Badiapur-Mhasa Road, Tal. Ambarnath) Dist. Thane,421 503 Course Name: CORE COURSE 3 (CC 3) LEARNING AND TEACHING Task 2: PSYCHOLOGICAL TEST: LEARNING STYLE INVENTORY- KOLB Name of the Student: Ms. Tahereen Noorulhuda Momin Class: FY B.Ed-2018-19Namita Education & welfare Society SIDDHARTH B.Ed. COLLEGE 2 (NCTE CODE-1586), Maharashtra Govt, . Affiated to Mumbai University Mail. Id: prineipalnews2012@gmail.com ntact No. 7888007124, 9158867084 N.S. Knowledge Center, At. Post. Boradpada-Chergaon, On Badlapur-Mhasa Road, Tal. Ambarnath) Dist. Thane,421 503 CERTIFICATE This is to certify that Ms. Tahereen Noorulhuda Momin of the class FYBEd 2018-19 has successfully completed _the task/Activity/Test/Case study/Project work of the Subject “LEARNING AND TEACHING” On the topic/title “PSYCHOLOGICAL TEST: LEARNING STYLE INVENTORY- KOLB”. Principal SignatureTask 2: PSYCHOLOGICAL TEST: LEARNING STYLE INVENTORY- KOLB INTRODUCTION: David Kolb published his learning styles model in 1984 from which he developed his learning style inventory. Kolb's experiential leaning theory works on two levels: a four-stage cycle of learning and four separate learning styles. Much of Kolb’s theory is concerned with the learner's internal cognitive processes, Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. In Kolb’s theory, the impetus for the development of new concepts is provided by new experiences. “Learning is the process whereby knowledge is created through the transformation of experience” CONCEPT: THE EXPERIENTIAL LEARNING CYCLE Kolb's experiential learning style theory is typically rep learning cycle in which the learner 'touches all the bases’: sented by a four-stage Concrete Experience ? A (doing / having an \ experience) Active Reflective Experimentation Observation (planning / trying out (reviewing / reflecting what you have learned) on the experience) r Abstract a Conceptualisation (concluding / learning from the experience)1. Concrete Experience - (a new experience or situation is encountered, or a reinterpretation of existing experience). 2. Reflective Observation of the New Experience - (of particular importance are any inconsistencies between experience and understanding). 3. Abstract Conceptualization (reflection gives rise to a new idea, or a modification of an existing abstract concept The person has learned from their experience). 4. Active Experimentation (the learner applies their idea(s) to the world around them to see what happens) Effective learning is seen when a person progresses through a cycle of four stages: of (1) having a concrete experience followed by (2) observation of and reflection on that experience which leads to (3) the formation of abstract concepts (analysis) and generalizations (conclusions) which are then (4) used to. test hypothesis in future situations, resulting in new experiences. = (Test) (Reflection } (Reflection } ‘Conceptualise Kolb (1974) views learning as an integrated process with each stage being mutually supportive of and feeding into the next. It is possible to enter the cycle at any stage and follow it through its logical sequence. However, effective Ieaming only occurs when a learner can execute all four stages of the model Therefore, no one stage of the cycle is effective as a learning procedure on its own.LEARNING STYLES Kolb's learning theory (1974) sets out four distinct learning styles, which are based on a four-stage learning cycle (see above). Kolb explains that different people naturally prefer a certain single different learning style. Various factors influence a person's preferred style. For example, social environment, educational experiences, or the basic cognitive structure of the individual Whatever influences the choice of style, the learning style preference itself is actually the product of two pairs of variables, or two separate 'choices' that we make, which Kolb presented as lines of an axis, each with ‘conflicting’ modes at either end: A typical presentation of Kolb's two continuums is that the east-west axis is called the Processing Continuum (how we approach a task), and the north- south axis is called the Perception Continuum (our emotional response, or how we think or feel about it). Concrete Experience Feeling 5 5 Accommodating 3 Diverging feel and do = feel and watch § 8 Active Processing Continuum Reflective Experimentation + — Observation Doing z Watching § Converging 3 Assimilating think and do é think and watch | Abstract a Conceptualisation Thinking Kolb believed that we cannot perform both variables on a single axis at the same time (e.g,, think and feel). Our learning style is a product of these twochoice decisions. It's often easier to see the construction of Kolb’s learning styles in terms of a two-by-two matrix. Each learning style represents a combination of two preferred styles. The matrix also highlights Kolb's terminology for the four learning styles; diverging, assimilating, and converging, accommodating: LEARNING STYLES Active Experimentation |] Reflective Observation (Doing) (Watching) Concrete Experience Accommodating (Feeling) (CE/AE) Diverging (CE/RO) Abstract Conceptualization (Thinking) Converging (AC/AE) |} Assimilating (AC/RO) LEARNING STYLES DESCRIPTIONS Knowing a person's (and your own) learning style enables learning to be orientated according to the preferred method. That said, everyone responds to and needs the stimulus of all types of learning styles to one extent or another - it's a matter of using emphasis that fits best with the given situation and a person's learning style preferences.Here are brief descriptions of the four Kolb learning styles: Diverging (feeling and watching - CE/RO) These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations from several different viewpoints. Kolb called this style ‘diverging’ because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a diverging learning style have broad cultural interests and like to gather information.They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback Assimilating (watching and thinking - AC/RO): The Assimilating learning preference involves a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than a practical opportunity. They excel at understanding wide-ranging information and organizing it in a clear, logical format. People with an assimilating leaming style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. This learning style is important for effectiveness in information and science careers, In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through. Converging (doing and thinking - AC/AE) People with a converging learning style can solve problems and will use their leaming to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems. People with a converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A converging learning style enables specialist and technology abilities. People with a converging style like to experiment with new ideas, to simulate, and to work with practical applications. Accommodating (doing and feeling - CE/AE) The Accommodating learning style is ‘hands-on,’ and relies on intuition rather than logic. These people use other people's analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans.They commonly act on ‘gut’ instinct rather than logical anal . People with an accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent within the general population. Scoring: You score one point for each item you ticked. There are no points for items you crossed. Go back over your responses and simply circle the question number in the table below for each question you ticked. Then add up the number of circled responses in the Totals row. Learning Style | Act Reflector | Theorist_] Pragmatist Total 5 5 5 5 Your preferred learning styles Now circle your total scores for each learning style on the table below to determine the strength of your preference. Activist. [Reflector | Theorist | Pragmatist | Recommendation 5 5 5 3 Very strong preference 4 4 4 4 Strong preference 3 3 3 3 Moderate preference 2 2 2 2 Low preference 1 1 1 1 Very low preference RESULT: Name: Thave very strong preference for Ihave a strong preference for Ihave a moderate preference for Thave a low preference for Thave a very low preference forACTIVISTS want practi | tasks and very little theory. They learn best from activities where: THEORISTS want handout . New experiences are emphasized; The focus is on the present and on doing such activities as games, problem solving, simulations; There is a lot of action and excitement; They can lead and be in the limelight; Ideas are generated without any concern about practical constraints; They have to respond to a challenge and take risks; The central focus is on team problem-solving. mething to take away and study. They learn best from activities where; 1. The learning forms a part of a conceptual whole, such as a model for a theory; 2. There is time to explore the interrelationship amongst elements; 3. They can explore the theory and methodology underlying the subject under investigation; 4, They are intellectually stretched; . There is a clear and obvious purpose to the activities; . There is a reliance on rationality and logic; . They can analyse situations and then generalize their findings; They are asked to understand complex situations REFLECTORS want lots of breaks to go off and read and discuss. They learn best from activities where; 1 2. There are opportunities to observe and consider; There is a strong clement of passive involvement such as listening to a speaker or watching a video; There time to think before having to act or contribute; There is opportunity for research and problems can be probed in some depth; . They can review what was happening; . They are asked to produce reports that carefully analyse a situation or issue; There is interaction with others without any risks of strong feelings coming to the fore;8. They can finalize a view without being put under pressure. PRAGMATISTS want shortcuts and tips. They lean best from activities where; 1. There is a clear link back to some job-related problem; 2. Material is directed towards techniques that make their work easier; 3. They are able to practice what they have learned; 4, They can relate to a successful role model; 5. There are many opportunities to implement what has been leaned; 6. The relevance is obvious and the learning is easily transferred to their jobs; 7. What is done is practical such as drawing up action plans or trialing techniques or procedures. . Concrete Kolb's Experience learning feeling styles ‘Accommodating Diverging (feel and do) (feel and watch) CE/AE € 8g CE/RO is . Processing) § {continuum Reflective n |< 4 Se hime | Observation how we i & fottinas Wateing gS ConagnD és ‘Assimilating (think and do) (think and watch) ACIAE AC/RO Abstract Conceptualisation ThinkingSCREEN SHOTCONCLUSION: Kolb’s theory provides a way at looking at how a person learns, thinks, and acts. His theory is not a be-all, end-all to understanding student learning and development, but it is a helpful tool. Yes, there are critiques of Kolb’s theory (Tennant, 1997, and Jarvis, 1987). The criticisms are generally in the area of inapplicability to a variety of ethnicities and global application to human development. These criticisms do tend to be valid, yet the theory is still worthy of consideration. Having an understanding of Kolb’s learning theory can be beneficial to the educator or college counselor because when you understand the learning style of a student, you can better teach, counsel, or advise the student based on the style by which they learn or think.12 Educational Implications: * Both Kolb's (1984) learning stages and cycle could be used by teachers to critically evaluate the learning provision typically available to students, and to develop more appropriate learning opportunities. ¢ Educators should ensure that activities are designed and carried out in ways that offer each learner the chance to engage in the manner that suits them best. * Also, individuals can be helped to lean more effectively by the identification of their lesser preferred learning styles and the strengthening of these through the application of the experiential learning cyele. * Ideally, activities and material should be developed in ways that draw on abilities from each stage of the experiential learning cycle and take the students through the whole process in sequence. REFLECTIO! Knowing your own and your team’s learning style allows you to grow and develop more effectively, building skills and experience which allow you to meet your life goals. Thus the learning cycle can begin at any one of the four points and that it should really be approached as a continuous spiral. However the learning process depends on how the person is carrying out a particular action and then seeing the effect of the action in this situation