Experiential Flashcards
Sugarman, L. (1985). Kolb’s Model of Experiential Learning: Touchstone for Trainers, Students, Counselors, and Clients. Journal of Counseling & Development, 64(4), 264. https://doi.org/10.1002/j.1556-6676.1985.tb01097.x
(Sugarman, 1985)
Counseling specific application of Kolb
Kolb avoids heirarchicial jugments of the learning styles, each has it strengths and place the in the learning process
CE Concrete experiencing- involve self openly without bias in new experience
RO Reflective observation- reflect on the new experience
AC Abstract conceptualization- integrate into theory
AE Active experimentation- test out new theories and use for decision-making
Learners have preferred styles
Divergers- prefer CE concrete and RO reflection, view concrete situations from multiple stances, ex. analyze video and apply various counseling theories
Assimilators- RO reflection and AC abstract, dissatisfied with programs that offer a single perspective, assimilate disparate observations into integrated explanations
Convergers- AE experiment actively and AC, application of theory to test practical application
Accomodators- AE and CE, active involvement in concrete situations, use trial and error
Counseling process fits the model. Approach new client with open-mindedness, being fully present. Reflect on experiences with client. Using observations, develop hypotheses for next steps. Test out hypotheses through interventions or other methods, then begins the cycle again.
Reflect on counseling styles as influenced by learning styles. Ex: Divergers may reflect on whether they are too cautious to impose views on clients
Training programs intentionally integrate learning cycles throughout, striving for balance. Or own any bias and work to attract candidates that match learning/teaching style.
Most effective learning emanates from personal experience, thus the beginning of the cycle. Start with experiential exercise. Different from traditional teaching models, usually AC.
Make integration of Kolb explicit, for the benefit of different kinds of learners to identify when their particular needs may not be met. (Too much theory for accomodators)
Kolb, Alice & Kolb, David & Passarelli, Angela & Sharma, Garima. (2014). On Becoming an Experiential Educator: The Educator Role Profile. Simulation & Gaming. 45. 204-234. 10.1177/1046878114534383.
(Kolb et. al., 2014)
Complex relational process that balances attention to the learner and subject matter as well as balancing reflection on the deep meaning of ideas with skills in applying them
Educators tend to teach the way they learn; concrete learners use learner-centered, facilitator, while abstract learners tend to use expert and evaluator roles that are subject-centered.
Develop flexibility in using all learning styles and educator roles
Debriefing is integral to learning process, experience is not sufficient
Educator Role Profile- dynamic matching model of teaching around the learning cycle (switching among the 4 roles, challenging learners to use less preferred styles)
Seeks to tap into the intrinsic motivation of learners, creating a hospitable learning space, remove barriers to learning
Six propositions:
Learning is a process, not outcome focused
All learning is re-learning
adaptation of conflicts between dialects (action/reflection and experience/abstraction)
Holistic process of adaptation to the world
Synergistic transactions between person and environment
Process of creating knowledge
Modes of grasping experience - concrete experience (CE) and Abstract Conceptualization (AC), and modes of transforming experience - Reflective Observation (RO) and Active Experimentation (AE)
9 ways of moving through learning cycle; learning style is not fixed but habit of learning shaped by experience and choice
The experiencing style may apply best to prac/intern- draws on CE while balancing AE and RO
4 Educator roles: Facilitator role, subject expert, standard-setter/evaluator, coaching role
