Aproaches to learning †Theories of learning styles and learning strategies Essay

Kolb (1984), in introducing the idea of the experiential education cycle and of development styles, defines learning as the process whereby knowledge is created through the transformation of expertise. He suggests that ideas are not repair but are formed and modified through current and last(prenominal) experiences. His learning cycle consists of tetrad stages completing each stage is important to improve learning in the next stage nimble Experimentation (The learner actively uses the theories formed and also tries them in in the buff situations.The latter takes him back to the start of the cycle. ) Concrete Experience (The learner is encouraged to become involved in in the buff experiences. ) Reflective Observation (The learner reflect on his experience from different perspective. Enough cartridge holder and supportive feedback is helpful in this stage. ) Abstract Conceptualisation (The learner forms ideas and logical theories. ) Of course, not everyone acts in the cor responding way, some prefer considering all possible alternatives whilst others like trying out as much as possible.Hence, Kolb associated cardinal learning styles with his learning cycle the Converger, who applies ideas in a practical way, the Accommodator, who carries out plans and tasks involving him in new experiences, the Diverger, who has good imagination and ideas, and finally the Assimilator, who creates theoretical models. Kolb also points out that learning styles are not fixed personality traits but relatively stable patterns of behaviour. Based on Kolbs model Honey and Mumford (1992) essential a similar model with new terms for Kolbs learning preferences (Honey and Mumford terms in brackets)Active Experimentation (Activist) Concrete Experience (Pragmatist) Reflective Observation (Reflector) Abstract Conceptualisation (Theorist) tally to Honey and Mumford four learning styles can be distinguished the Activist, the Pragmatist, the Reflector, and the Theorist Activists strengths Acting quickly concerned in actually doing things Putting ideas into action Activists weaknesses Lack of planning and attention to elaborate Unlikely to consider many alternatives Pragmatists strengths Integrating theory and practice. Testing things out to get indemnify solutions Pragmatists weaknesses Lack of imagination Impatient Not interested in concepts and theories Reflectors strengths solicitation data from variety of sources Reflecting on experiences Reflectors weaknesses Needs a lot of time to begin with he is able to start Dislike precise instructions Theorists strengths Creating theoretical models give attention to detail and systematic analysis Theorists weaknesses Overcautious Relies on logic and commonly does not trust feelings Needs a stated purpose.Honey and Mumford developed a Learning Styles Questionnaire to be used as a checklist to identify ones learning preference. Kolb states the combination of all four learning forms produces the highest level of learning by allowing more powerful and adaptive forms of learning to emerge. But still, thither is the danger of labelling people as theorists or pragmatists although most people exhibit more than one good preference. To overcome this problem other theorists, e. g. Schmeck (1988) and Entwistle (1998), use the expression learning strategy which also includes personal traits.According to them people can not be labelled because they usually react flexibly on learning, depending on the expected outcome A student may read a book close the British history because he is actually interested in or because he needs to read it to play an exam. Either way involves learning, but in the second case the student is unlikely to take notes about facts he is interested in but those the tutor may ask. Bibliography Bendrey, M. et al (1996), Accounting and Finance in Business. London Continuum. Cottrell, S. (2003) The Study Skills Handbook.New York Palgrave Macmillian. Entwistle, N. (1998) Styles of Learning and Teaching. London David Fulton Publishers. Brown, R. and Hawksley, B. (1996) Learning skills, studying styles and profiling. Dinton Mark Allen Publishing. Honey, P. and Mumford, A. (1992) The manual of learning styles, Maidenhead Peter Honey Publications Ltd. Honey, P. and Mumford, A. (2000) The learning styles helpers guide. Maidenhead Peter Honey Publications Ltd. Kolb, D. A. (1984) existential learning experience as the source of learning and development. Englewood Cliffs, New Jersey Prentice-Hall.