Bakil, Aliza A.

BSN 1-J

February 20, 2021

I will share my experienced about factors that were effective as a learner. There

are so many factors to consider when it comes to learning process. The environment

factor, this factor plays the vital role on my learning process. The people and

surroundings that I dealt with bring big impact to my learnings.

Since, I am a visual type of learner I want actual or real things. I learn if I can see

pictures or things and easily understand or remember if I can see it with my two eyes

and i can picture it in my mind right away.

Considering my type of learning that's why I always focus on the environment where i

stay and to whom I will deal with.

 David Kolb’s Cycle of Learning (1984)

And

Anthony Gregorc’s Cognitive Styles Model (1982)

In 1984, David Kolb published his model of learning styles, from which he
created his inventory of learning styles. The experiential learning theory of Kolb works
on two levels: a four-stage learning loop and four different modes of learning. Most of
the theory of Kolb is dealing with the internal cognitive processes of the learner. His
theory considers learning as a holistic process where proposals for change are
constantly generated and applied. According to Kolb, only when an individual completes
a series of four stages can successful learning take place: concrete experience,
reflective evaluation, abstract conceptualization and productive exploration. Concrete
experience, in the first stage of the cycle a person has an experience that serves as the
basis for observation. The individual encounters a new experience that creates an
opportunity for learning. According to Kolb’s theory, a person cannot learn by simply
observing or reading. The goal is for the individual to actively participate in the
experience so they can learn from it. Reflective observation, in the second stage, the
individual reflects on the experience before making any judgements. Particular notice is
paid to any inconsistencies between experience and understanding. The goal is for the
individual to review the situation and find meaning behind the experience. Abstract
conceptualization, in abstract conceptualization, the individual develops theories to
explain their experience. This analysis often gives rise to a new idea or changes a
preexisting concept. In this stage, the individual identifies recurring themes, problems
and/or issues that will help them with new learning experiences. The goal is to create
concepts that they can apply in the future. Active experimentation, in the final stage,
individuals apply what they learned in the experience to another situation. They use
their theories to solve problems, make decisions and influence people and/or events.
The learner takes risks and implements theories to see what will result
(experimentation). The goal is to test the concepts in different and new situations to
discover ways to improve.
 Most educators consider two kinds of students: holists (global students) and
serialists (sequential or analytical learners). Holists (or random learners like them in the
Gregorc class) are top-down (general to particular) learners who learn better by
constructing a logical context into which facts and specific knowledge match. In the
other hand, serialists (or sequential learners) are bottom-up learners who prefer to read
particular information and then use a sequence of steps to achieve a general
understanding. Gregorc adds to this definition another dimension: students often
choose concrete (literal, actual, hands-on) or abstract (theoretical, conceptual,
symbolic) content. There are four learning style combinations or types. Concrete
Sequential (BD), prefer direct, hands-on experience, highly organized, sequential
lessons, concrete materials, and step-by-step instructions and learning tasks such as
workbooks; hands-on, experiential learning; demonstrations; diagrams; computer
assisted instruction; and concrete examples/illustrations. This learning style is very
compatible with a behavioral teaching style. Concrete Random (BC), use an
experimental, trial and error approach, have “flashes of insight” and make “intuitive
leaps” and prefer learning tasks such as learning games, independent study projects,
discovery learning/constructivist activities, and problem-solving activities. This learning
style is most compatible with a cognitive discovery teaching style. Abstract Sequential
(AD), like written and verbal symbols, often think in “conceptual pictures,” grasp ideas
easily through reading and listening, and like learning activities such as reading
assignments, lectures about theories and ideas, writing essays, concept maps. This
learning style is most compatible with the cognitive expository teaching style. Abstract
Random (AC), prefer to receive information in an unstructured manner, enjoy group
discussion, cooperative learning, and multi-sensory experiences, often connect feelings
with concepts and ideas and prefer to learn through simulations, discussion-based
activities, confluent/holistic education, and cooperative/collaborative learning. This
learning style is most compatible with a humanistic teaching style