ad Kolb’s Model of Reflection and reflect on this course by justifying the use of technology when teaching reading and writing.

Read Kolb’s Model of Reflection and reflect on this course by justifying the use of technology when teaching reading and writing. Use references from previous weeks to guide you. Use the statements below to help you: Concrete Experience: “what I did” section

• Briefly describe the circumstances and activity that you engaged in so that a person not in attendance can understand what the experience was.
• eflective Observations: “what I wonder” section
  • Identify a specific component of the experience that had particular relevance to you, or that was instructive or valuable to you and Identify WHY this element(s) of the experience was important and worth reflecting upon.
  • Abstract Conceptualization: “what I learned” so what” section
    • Make connections and reflect on the significance of the experience and relate it to what you already knew/understood; discuss the meaning of what you experienced and how it has changed you.
    • Application “now what” section
      • Identify the implications of what you have learned for future experiences and discuss how you anticipate applying the knowledge that you have gained to new experiences or situations in your life.
      • rubic:
      • Self-improvement – Demonstrates clear understanding that self-reflection is a key component of improving both a) her/his own teaching practices and b) the growth, development and learning of one’s students. Clear, applicable details and examples are provided in the reflection.
      • Connection to outside experiences – Engages in detailed analysis of aspects of her/his own experiences and those of others that centrally relate to the topic. their application to teaching practice, and cites texts, scholarly journals, and other resources to articulate their meaning. Submission demonstrates understanding of the importance of reflection on experiences as a critical tool for selfimprovement and effectively employs it.
      • Connection to course readings (videos, presentations, etc.) and discipline specific literature – Synthesizes those aspects of the readings that relate to the topic. Makes substantive connections between what is learned from the readings and the topic. Includes references to other sources to demonstrate the ability to extend one’s own learning through independent discovery.
      • Reference
      • 1. Carter, J. (2004). Page to stage: developing writing, speaking and listening skills in primary schools. David Fulton Publishers. Retrieved from eBook Central (accessed through LIRN).
        • Read pages ix-xi (focuses on the introduction of why poetry writing is important in the classroom)
        • Read pages 2-119 (focuses on different strategies of poetry writing and the creation of a poetry writing workshop)
        • 1. Watts-Taffe, S. M., & Gwinn, C. B. (2007). Integrating literacy and technology: effective practice for grades k-6. The Guilford press.
          • Read pp. 1-75 and 91-116 (each chapter focuses on the learning environment and the different stages of effectively integrating literacy and technology)
          • Trim, M. (2004). Growing and knowing: a selection guide for children’s literature.
            • pp. xiii-xxiv (Introduction that focuses on the significance of books in the overall development of the child
            • pp. 3-31 (focuses on the developing child and how literature plays a part in the development)
            • pp. 37-61 (focuses on the Knowing Child and what they learn from the literature)
            • PP. 80-104 (focuses on the child growing with genres from fiction to realistic fiction to historical fiction)
            • pp. 113-140 (focuses on how every child deserves the best especially when it comes to selecting literature
            • pp. 183-200 (focuses on selecting activities for the literature chosen and gives examples of literature to use)

            1. DeCandido, G. A., & Office, F. L. A. O. S. (2001). Literacy and libraries: learning from case studies. Retrieved from eBook Central (accessed through LIRN)

            • Case studies #7, 12, or 16 on teaching reading: for use in the Written Assignment

            2. Richards, J. C., & McKenna, M. C. (2003). Integrating multiple literacies in k-8 classrooms: cases, commentaries, and practical applications. Retrieved from eBook Central (accessed through LIRN)

            • Read pp. 41-56; 57-79; 80-100; 150-171; 210-233 (focuses on the integration of the new literacies of visual arts, music, dance, dramatic arts, and technology into teaching reading and selecting literature)

            1. Gurian, P., M., & Carter, P. (2000). Boys and girls learn differently! : a guide for teachers and parents. John Wiley & Sons, Incorporated. Retrieved from eBook Central. Log into the UoPeople library and go to LIRN. Click on Access to Library and Information Resource Network, go to Education and click on EBook Central. Search for the entire name of the ebook. Use the Learning Resource Center to read on how to use the online library.

            • Read Chapter 1 and Chapter 2 (pages 1-71). These chapters focus on the differences between girls and boys and their brains including the multiple intelligences as a guide for these differences.

            2. Richards, J. C., & McKenna, M. C. (2003). Integrating multiple literacies in k-8 classrooms: cases, commentaries, and practical applications. Retrieved from eBook Central (accessed through LIRN).

            • Read pages 1-37: focuses on the integration of the new theoretical perspectives with literacy.
            • 1. Nikolajeva, M. (2014). Reading for learning: cognitive approaches to children’s literature..
              • Read:
              • Chapter 1
              • Chapter 3
              • Chapter 5
              • These chapters focus on children’s literature (including other media), children’s culture, and cognition, thus encouraging interdisciplinary and multidisciplinary research in this expanding field.
              • Kolb – Learning Styles simplypsychology.org/learning-kolb.html by Saul McLeod published 2010, updated 2013 David Kolb published his learning styles model in 1984 from which he developed his learning style inventory. Kolb’s experiential learning theory works on two levels: a four stage cycle of learning and four separate learning styles. Much of Kolb’s theory is concerned with the learner’s internal cognitive processes. Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. 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. 38). The Experiential Learning Cycle Kolb’s experiential learning style theory is typically represented by a four stage learning cycle in which the learner ‘touches all the bases’: 1. Concrete Experience – (a new experience of situation is encountered, or a reinterpretation of existing experience). 2. Reflective Observation (of the new experience. Of particular importance are any inconsistencies between experience and understanding). 3. Abstract Conceptualization (Reflection gives rise to a new idea, or a modification of an existing abstract concept). 4. Active Experimentation (the learner applies them to the world around them to see what results). Effective learning is seen when a person progresses through a cycle of four stages: of (1) having a concrete experience followed by (2) observation of and reflection on that experience which leads to (3) the formation of abstract concepts (analysis) and generalizations (conclusions) which are then (4) used to test hypothesis in 1/4future situations, resulting in new experiences. Kolb (1974) views learning as an integrated process with each stage being mutually supportive of and feeding into the next. It is possible to enter the cycle at any stage and follow it through its logical sequence. However, effective learning only occurs when a learner is able to execute all four stages of the model. Therefore, no one stage of the cycle is an effective as a learning procedure on its own. Learning Styles Kolb’s learning theory (1974) sets out four distinct learning styles, which are based on a four-stage learning cycle (see above). Kolb explains that different people naturally prefer a certain single different learning style. Various factors influence a person’s preferred style. For example, social environment, educational experiences, or the basic cognitive structure of the individual. Whatever influences the choice of style, the learning style preference itself is actually the product of two pairs of variables, or two separate ‘choices’ that we make, which Kolb presented as lines of axis, each with ‘conflicting’ modes at either end: A typical presentation of Kolb’s two continuums is that the east-west axis is called the Processing Continuum (how we approach a task), and the north-south axis is called the Perception Continuum (our emotional response, or how we think or feel about it). Kolb believed that we cannot perform both variables on a single axis at the same time (e.g. think and feel). Our learning style is a product of these two choice decisions. It’s often easier to see the construction of Kolb’s learning styles in terms of a two-by-two matrix. Each learning style represents a combination of two preferred styles. The diagram also highlights Kolb’s terminology for the four learning styles; diverging, assimilating, and converging, accommodating: Doing (Active Experimentation- AE) Watching (Reflective Observation- RO) Feeling (Concrete Experience – CE) Accommodating (CE/AE) Diverging (CE/RO) Thinking (Abstract Conceptualization- AC) Converging (AC/AE) Assimilating (AC/RO) Learning Styles Descriptions Knowing a person’s (and your own) learning style enables learning to be orientated according to the preferred method. That said, everyone responds to and needs the stimulus of all types of learning styles to one extent or another – it’s a matter of using emphasis that fits best with the given situation and a person’s learning style preferences. Here are brief descriptions of the four Kolb learning styles: 2/4Diverging (feeling and watching – CE/RO) These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations at several different viewpoints. Kolb called this style ‘diverging’ because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback. Assimilating (watching and thinking – AC/RO) The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than practical opportunity. They excel at understanding wide-ranging information and organizing it in a clear logical format. People with an assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. This learning style is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through. Converging (doing and thinking – AC/AE) People with a converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems. People with a converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A converging learning style enables specialist and technology abilities. People with a converging style like to experiment with new ideas, to simulate, and to work with practical applications. Accommodating (doing and feeling – CE/AE) The Accommodating learning style is ‘hands-on’, and relies on intuition rather than logic. These people use other people’s analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans. They commonly act on ‘gut’ instinct rather than logical analysis. People with an accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent within the general population. Educational Implications Both Kolb’s (1984) learning stages and cycle could be used by teachers to critically evaluate the learning 3/4provision typically available to students, and to develop more appropriate learning opportunities. Educators should ensure that activities are designed and carried out in ways that offer each learner the chance to engage in the manner that suits them best. Also, individuals can be helped to learn more effectively by the identification of their lesser preferred learning styles and the strengthening of these through the application of the experiential learning cycle. Ideally, activities and material should be developed in ways that draw on abilities from each stage of the experiential learning cycle and take the students through the whole process in sequence. Sponsored Content Recommended by APA References and Recommended Reading Kolb, D. A. (1976). The Learning Style Inventory: Technical Manual. McBer & Co, Boston, MA. Kolb, D. A. (1981). Learning styles and disciplinary differences. The modern American college, 232-255. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall. Kolb, D. A., & Fry, R. E. (1974). Toward an applied theory of experiential learning. MIT Alfred P. Sloan School of Management. Kolb, D. A., Rubin, I. M., & McIntyre, J. M. (1984). Organizational psychology: readings on human behavior in organizations. Prentice Hall. How to cite this article: McLeod, S. A. (2013). Kolb – Learning Styles. Retrieved from www.simplypsychology.org/learning-kolb.html Further Information How to Write a Psychology Essay Kolb’s Learning Cycle Tutorial David Kolb’s Website