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    Kolb's Expeeintial Learning Cycle

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    Christina Hristova
    Kolb's experiential learning cycle consists of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Learners begin with a hands-on experience, then reflect on that experience, make sense of it by connecting it to existing knowledge or theories, and finally plan how to apply what they've learned through further experimentation. This cyclical process allows for continuous learning as learners test ideas, learn from experiences, and build upon what they have already mastered.

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    Kolb's Expeeintial Learning Cycle

    Uploaded by

    Christina Hristova
    39 views2 pages
    Kolb's experiential learning cycle consists of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Learners begin with a hands-on experience, then reflect on that experience, make sense of it by connecting it to existing knowledge or theories, and finally plan how to apply what they've learned through further experimentation. This cyclical process allows for continuous learning as learners test ideas, learn from experiences, and build upon what they have already mastered.

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    Kolb learning style

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    Kolb's experiential learning cycle consists of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Learners begin with a hands-on experience, then reflect on that experience, make sense of it by connecting it to existing knowledge or theories, and finally plan how to apply what they've learned through further experimentation. This cyclical process allows for continuous learning as learners test ideas, learn from experiences, and build upon what they have already mastered.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    39 views2 pages

    Kolb's Expeeintial Learning Cycle

    Uploaded by

    Christina Hristova
    Kolb's experiential learning cycle consists of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Learners begin with a hands-on experience, then reflect on that experience, make sense of it by connecting it to existing knowledge or theories, and finally plan how to apply what they've learned through further experimentation. This cyclical process allows for continuous learning as learners test ideas, learn from experiences, and build upon what they have already mastered.

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    Kolb's Experiential Learning Cycle

    The most widely used learning theory is Kolb's experiential learning cycle. There are four stages starting

    with Concrete Experience.

    Stage  Description  Activities to help


     
    Concrete Kolb's cycle starts with a concrete experience. In other words,  ice breakers &
    experience it begins with doing something in which the individual, team energisers
    or organisation are assigned a task. Key to learning therefore  team games
    is active involvement. In Kolb's model one cannot learn by  problem solving
    simply watching or reading about it, to learn effectively the  discussion
    individual, team or organisation must actually do.  practical exercises,
    e.g. making a
    presentation
     debates
    Reflective The second stage in the cycle is that of reflective observation.  ask for observation
    observation This means taking time-out from "doing" and stepping back  write a short
    from the task and reviewing what has been done and report on what
    experienced. At this stage lots of questions are asked and took place
    communication channels are opened to others members of  give feedback to
    the team. Vocabulary is very important and is needed to other participants
    verbalize and discuss with others.  quiet thinking time
     tea & coffee
    breaks
     completing
    learning logs or
    diaries
    Abstract Abstract Conceptualisation is the process of making sense of  present models
    conceptualisation what has happened and involves interpreting the events and  give theories
    understanding the relationships between them. At this stage  give facts
    the learner makes comparisons between what they have
    done, reflect upon and what they already know. They may
    draw upon theory from textbooks for framing and explaining
    events, models they are familiar with, ideas from colleagues,
    previous observations, or any other knowledge that they have
    developed.
    Active The final stage of the learning cycle is when the learner  give learners time
    experimentation considers how they are going to put what they have learnt to plan
    into practice. Planning enables taking the new understanding  use case studies
    and translates it into predictions as to what will happen next  use role play
    or what actions should be taken to refine or revise the way a  ask learners to use
    task is to be handled. For learning to be useful most people real problems
    need to place it in a context that is relevant to them. If one
    cannot see how the learning is useful to one's life then it is
    likely to be forgotten very quickly.

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