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A note about Learning Styles in young people's education: Towards the end of the first decade of the 2000s a lobby seems to have grown among certain educationalists and educational researchers, which I summarise very briefly as follows: that in terms of substantial large-scale scientific research into young people's education, 'Learning Styles' theories, models, instruments, etc., remain largely unproven methodologies. In addition to personal business interests (Kolb is founder and chairman of Experience Based Learning Systems), David Kolb is still (at the time of writing, 2005) Professor of Organizational Development at Case Western Reserve University, Cleveland, Ohio, where he teaches and researches in the fields of learning and development, adult development, experiential learning, learning style, and notably 'learning focused institutional development in higher education'.
Here are brief descriptions of the four Kolb learning styles: As with any behavioural model, this is a guide not a strict set of rules.
Nevertheless, most people clearly exhibit clear strong preferences for a given learning style.
The ability to use or 'switch between' different styles is not one that we should assume comes easily or naturally to many people.
Simply, people who have a clear learning style preference, for whatever reason, will tend to learn more effectively if learning is orientated according to their preference.
Kolb meant by this that we cannot do both at the same time, and to an extent our urge to want to do both creates conflict, which we resolve through choice when confronted with a new learning situation.
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We internally decide whether we wish to do or watch, and at the same time we decide whether to think or feel.The result of these two decisions produces (and helps to form throughout our lives) the preferred learning style, hence the two-by-two matrix below.We choose a way of 'grasping the experience', which defines our approach to it, and we choose a way to 'transform the experience' into something meaningful and usable, which defines our emotional response to the experience.(Also as a pdf.) Kolb diagrams also in colour (like the image below): Kolb learning styles colour diagram MSWord, and Kolb colour diagram PDF.(Kolb diagrams updated May 2006) See also the personality styles and models section for help with understanding how Kolb's theory correlates with other personality models and psychometrics (personality testing). See also Gardner's Multiple Intelligences and VAK learnings styles models, which assist in understanding and using Kolb's learning styles concepts. In turn, Kolb's learning styles model and experiential learning theory are today acknowledged by academics, teachers, managers and trainers as truly seminal works; fundamental concepts towards our understanding and explaining human learning behaviour, and towards helping others to learn. Authorship/referencing Having developed the model over many years prior, David Kolb published his learning styles model in 1984.Accordingly - especially if you are working with young people - use systems and methods with care. In his publications - notably his 1984 book 'Experiential Learning: Experience As The Source Of Learning And Development' Kolb acknowledges the early work on experiential learning by others in the 1900's, including Rogers, Jung, and Piaget. The model gave rise to related terms such as Kolb's experiential learning theory (ELT), and Kolb's learning styles inventory (LSI).