The work of Kolb (1984) provides us with insight into differences in student learning styles and how we can assist different learners. Kolb suggests that individuals have a preference for how they like to take in information: through abstract conceptualization or through concrete experience and then how they prefer to consolidate that new learning, either through active experimentation or through abstract reflection. Four learning styles emerge:
Kolb’s Learning Styles:
Concrete/Active Learner:
- greatest strength is doing things
- a risk taker
- does well when required to react to immediate circumstances
- solves problems intuitively
– may need encouragement to plan thoroughly and collect and analyze data
Abstract/Active Learner:
- looks for practical solutions
- needs to see relevance of theory to practice
- uses factual data to build concepts; little tolerance for ‘fuzzy’ ideas
– may need encouragement to look at other perspectives on problems; to imagine the implications of uncertain situations
Concrete/Reflective Learner:
- good at generating ideas and seeing things from different perspectives; likes to get the “big picture”
- takes initiative to seek out answers to questions
- learns through in depth discussion
- interested in people and cultural perspectives
– may need encouragement to set and meet goals
Abstract/Reflective Learner:
- excels in inductive reasoning
- seeks facts
- benefits from theoretical models/rationale
- cautious in applying theory to practice; not a risk taker
– may need encouragement to experiment and to take initiative
What strategies do you find work well with different learners? Let us know
References:
Blackmore, J. (1996). Pedagogy: Learning Styles: An introduction.
Kolb, D.(1984 . Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs: Prentice-Hall Inc.