Ash and Clayton have further emphasized this by creating what is called the DEAL Method of reflection and is a useful tool in assisting students and faculty in creating reflection-based inquiry, goal setting and ultimately assessment. They describe that designing reflection proceeds best when framed in scholarly terms: In other words, the designer of applied learning opportunities is best understood as a reflective practitioner themselves—one who engages in the same critical reflection that is expected from their students— thereby improving their thinking and action relative to the work of generating, deepening, and documenting student learning in applied learning. Ash and Clayton describe, reflection and its central role in applied learning are often misunderstood or seen as unnecessary.
Reproduced from LearningWire, a free digest from TrainingZone For more about diagrams and models see the page: Experiential Learning Cycles Many of us engaged in professional learning have a broad understanding of the work of David Kolb.
His highly influential book entitled 'Experiential Learning: Experience as the source of learning and development' was first published in since when his ideas have had a dramatic impact on the design and development of lifelong learning models. Show me, and I may remember. Involve me, and I will understand.
A useful place to start this online exploration is David Kolb's own website. Here you need to be careful. There is another and different David Kolb, a professor of philosophy at Bates College, who is a prolific author.
The man we seek is the professor of organisational behaviour at Weatherhead School of Management. David A Kolb describes himself as a "contemporary advocate of Experiential Learning". The concept of experiential learning explores the cyclical pattern of all learning from Experience through Reflection and Conceptualising to Action and on to further Experience.
It also describes the process for recording continuous professional development, through taking time to capture, record and implement learning in our daily work.
There are many adaptations and uses of the model. A fascinating one is provided on the Natural Learning website where analogy between this model of learning and organic growth in the plant and gardening worlds is well made [was at: Honey and Mumford defined four styles, based loosely around the four stages of David Kolb's learning cycle: Activists, Reflectors, Theorists and Pragmatists.
Perhaps the best exposition of these learning styles [now at archive. The work on learning styles has been used and developed by many groups and institutions.
David Kolb's work has influenced the work of many in the learning, development and education fields. The National Society for Experiential Education is a membership association and networking resource promoting experience-based approaches to teaching and learning. Their site has an extensive library of further resources.
The Association for Experiential Education aims to "contribute to making a more just and compassionate world by transforming education". The International Consortium for Experiential Learning organises its networking activities within four 'villages', two of which are concerned with community action and social change, and with personal growth, self awareness and group effectiveness.
A further development of these ideas has led to the notion of groups and companies transforming themselves into Learning Organisations. An impressive and highly active network of people was busy exploring all aspects of this field through the Learning-Org Dialog on Learning Organizations TrainingZone, in collaboration with the European Consortium for the Learning Organisationhas provided an open conference about learning organisation matters.
The Internet offers a virtually limitless resource for extending our own knowledge as this article seeks to demonstrate.
To explore some of these ideas further, look up any of the links from this article, and register for further updates with TrainingZone.1. ACTIVE vs. REFLECTIVE LEARNERS: Active learners tend to retain and understand information best by doing something active with it–discussing or applying it or explaining it to others.
Reflective learners prefer to think about it quietly. Active learners tend to like group work more than reflective learners, who prefer working alone. 4/12/ 1 Health Professionals’ Inventory of Learning Styles (H‐PILS) Zubin Austin PhD Associate Dean – Academic University of Toronto, Canada.
1. ACTIVE vs. REFLECTIVE LEARNERS: Active learners tend to retain and understand information best by doing something active with it–discussing or applying it or explaining it to others.
Reflective learners prefer to think about it quietly. Active learners tend to like group work more than reflective learners, who prefer working alone. Reflection, especially critical reflection, requires deep connection with the inner self.
This can be difficult to achieve after long periods of blockage caused by the repetitiveness and intensity of daily events. Sample Discussion Board Questions That Work Using an online discussion board in a face-to-face or distance education course is a highly effective way of engaging students in class discussion and.
A Review of Multimodal Learning Style and Strategies The multimodal learning style is highly adaptive and is the most common type of learning style. It can encompass a strong preference two or more of the styles, or an equal preference for all of the 4 learning styles: aural, visual, read/write and kinesthetic.