Learning styles diverging assimilating converging accommodating

Diagram 2 below are the explanation for each of the stage.The diagram above highlights Kolb's terminology for the four learning styles; diverging, assimilating, converging, and accommodating.It is the construction of Kolb’s Learning Styles in term of a two-by-two matrix 6) Kolb's model for learning styles can be visualized by thinking of two lines intersecting at right angles.Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. Concrete Experience - (a new experience of situation is encountered, or a reinterpretation of existing experience).2. Of particular importance are any inconsistencies between experience and understanding).3.In Kolb’s theory, the impetus for the development of new concepts is provided by new experiences.“Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. Abstract Conceptualization (Reflection gives rise to a new idea, or a modification of an existing abstract concept).4.Because of these traits, the learner is viewed as someone who is creative, open-minded, respectful of other people's perspective, and has a greater awareness of the perceived affordance.Preferred working environment: Team - The learner prefers using a concise and logical approach.

Therefore, no one stage of the cycle is an effective as a learning procedure on its own.

Despite this, (and this is my personal view, not the view of the 'anti-Learning Styles lobby'), many teachers and educators continue to find value and benefit by using Learning Styles theory in one way or another, and as often applies in such situations, there is likely to be usage which is appropriate, and other usage which is not.

Accordingly - especially if you are working with young people - use systems and methods with care.

Based on Diagram 1, Kolb expressed Four-stage cycle of learning in which “immediate or concrete experiences” provide a basis for “observations and reflections”.

These “observations and reflections” are assimilated and distilled into “abstract concepts” producing new implications for action which can be “actively tested” in turn to creating new experiences.

Kolb (1974) views learning as an integrated process with each stage being mutually supportive of and feeding into the next.

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