Cycle flask in training. Kolb learning cycle

An empirical model of the process of learning and assimilation of new information by a person (Experiential Learning Model) by David Kolb

A group of researchers found that people learn in one of four ways: 1) through experience; 2) through observation and reflection; 3) with the help of abstract conceptualization; 4) through active experimentation - giving preference to one of them over the others. According to the authors' ideas, learning consists of repeated stages of "execution" and "thinking". This means that it is not possible to effectively learn something simply by reading about the subject, studying theory, or listening to lectures. However, training, during which new actions are carried out thoughtlessly, without analysis and summing up, cannot be effective either.

The stages of the Kolb model (or cycle) can be represented as follows:

1. Getting direct experience.
2. An observation in which the learner reflects on what he has just learned.
3. Comprehension of new knowledge, their theoretical generalization.
4. Experimental verification of new knowledge and their independent application in practice.

The starting point of natural learning is the acquisition of concrete experience, which provides material for reflective observation. Having generalized new data and integrated them into the system of existing knowledge, a person comes to abstract ideas and concepts (detached from direct experience). This new knowledge is a hypothesis that is tested through active experimentation in a variety of situations - imaginary, simulated and real. The learning process can start at any stage. It proceeds cyclically - until the required skill is formed; once one skill is mastered, the brain is ready to learn the next.

The ideas about the connection between comprehension of experience, analysis of pressing problems, assimilation of theory and its verification by practice, embedded in the cyclic four-stage model of learning by D. Kolb, have received wide practical application. It turned out that people give a clear preference for behavior corresponding to any one of the stages of the cycle: practical actions or theorizing (and this applies to both trainees and teachers or trainers themselves).

Learning and Activity Styles Questionnaire (LSQ, P. Honey and A. Mumford)

Types of learners and learning styles

The space of cognition styles by D. Kolb: collection, evaluation and application of information

Well-organized information flows are the "circulatory system" of any business; this is what can set a company apart from its competitors. Bill Gates writes, "It's how you collect, organize, and use information that determines whether you win or lose."

This is also true for individual cognition and learning. The one who owns knowledge retains competitive advantages. Since a good half of our knowledge becomes obsolete within about three years, we must constantly replenish it. If a person stops learning, he quickly finds himself on the sidelines of life. Constant learning is a prerequisite for success in life, and knowing your own style of learning makes this process easier.

It is our style of cognition that determines our perception and interpretation of information, as well as our reaction to it. Learning style has two main dimensions: (1) the way information is collected and (2) the way information is evaluated and used. These measurements are explored by The Learning Style Inventory - LSI methodology presented below.

Kolb's concept proceeds from the fact that when an individual receives information, a person pays attention and assimilates some types of information to a greater extent than others. Among other things, when trying to comprehend and use this information, individuals react to it in different ways. The figures represent two dimensions of cognition: information gathering (concrete experience versus abstract conceptualization) and response to information (reflective observation versus active experimentation).

Each position or inclination is the result of a choice. Thus, it is almost impossible to simultaneously drive a car (concrete experience) and analyze the characteristics of the engine (abstract conceptualization). The study of the possible meaning of information (reflexive observation) cannot be combined with the experimental verification of its significance (active experimentation).

Studies of these cognitive dimensions have shown that, regardless of the nature of the problem faced by the individual, when studying it, as a rule, he retains his own style of cognition. He gravitates toward well-defined situations and types of problems that suit his style of cognition (for example, individuals who gravitate toward abstract conceptualization and active experimentation prefer problems that allow for step-by-step resolution).

The Kolb cycle is a learning model based on the principle of the gradual formation of the trainee's mental actions. The fundamental difference of this model is that it was developed specifically for teaching adults who already have personal experience in studying objects and at the same time have a more stable and pronounced motivation for learning.

Author of the methodology

It was written by adult learning psychologist David A. Kolb. In his opinion, the learning process is a cycle or a kind of spiral. This is a kind of cycle of accumulation of personal experience, in the future - reflection and reflection, and then action. According to David Kolb, the learning process is a kind of spiral, the main stages of which are the accumulation of personal experience, its reflection, and subsequent action, which is the result.

The Kolb cycle involves the following stages of learning:

1. Concrete experience (KO). This stage assumes that a person has some personal, specific experience in the aspect that he plans to study.

2. Thought observations (MN). This stage involves thinking, analyzing the initial knowledge that a person has.

3. Abstract conceptualization (AK). At this stage, the obtained information is generalized and a specific model is built. It is during this period of training that new ideas are generated, relationships are built between phenomena and information is added about patterns in the topic under study.

4. Active experimentation (AE). This is the final stage, during which the created model or concept is tested in practice, the trainee checks its effectiveness and practicality.

Based on the principles of Kolb's learning, a scheme for the most effective interactive learning has been developed:

1. Motivation and announcement of a new topic. This stage is also called "problematization" among trainers. Its purpose is to draw the attention of students to the topic, to arouse interest, to form a sense of the significance of this issue. Also at this stage, exercises are used that can demonstrate to the participants the lack of knowledge in this topic and motivate them to acquire new knowledge.

1. Consolidation (repetition) of the past. This stage involves the generalization of the knowledge, methods and methods that the participants already possess. It allows you to structure the experience of the participants and prepare them for the transition to the next stage.

This step takes 20% of the time.

1. Learning new material. This is the main stage, which involves the acquisition of new knowledge and skills by students. Participants receive answers to those questions that were voiced at the beginning of the training and learn how to solve them in practice. In the study of new material, it is also desirable to use exercises and practical exercises.

This step takes 50% of the time.

1. Evaluation. At this stage, an assessment is made of how well the participants have learned new knowledge and skills. It can take place in the form of practical, test tasks, discussions, cases.

This step takes 10% of the time.

1. Summing up the lesson (debriefing, reflection). The final stage, during which the trainer asks what was useful, effective, collects wishes and encourages further independent study of the material.

This step takes 10% of the time.

In addition, the Kolb cycle formed the basis for the typology of training participants. It reflects the specifics of mental operations and the habitual ways of action of the participants.

Participant types:

1. Activist(Accommodative style, a bunch of personal experience-practice). This type gains knowledge primarily on the basis of his experience by trial and error. They do not like theory, preferring simple explanations to it, which they want to immediately put into practice.

Example: such a person, having bought a new phone, runs home and, without reading the instructions, immediately turns it on, starts pressing buttons, trying what the result will be.

1. Thinker(Divergent style, a bunch of personal experience-reflection). This type, like the Activist, also likes to receive knowledge in a simple form, in the form of easy communication, but he is in no hurry to put it into practice. He tries to figure it out to the end, asking questions and repeatedly clarifying the details of interest.

Example: this person is in no hurry to buy, asks a lot of questions to the seller, asks to show and explain everything. If necessary, calls the hotline and ask to tell everything again.

1. Theorist(Assimilation style, theory-reflection connection). This person likes to understand the theory on his own, appreciate the solidity and structure. Delving into theory, he sometimes does not even reach practice.

Example: this person has already read everything about the phone on websites and forums, having studied all the advantages and limitations of each model, and if he did make a choice, they come to the store fully prepared. Having made a purchase, he first reads the instructions, then starts using it.

1. Pragmatist(Convergent style, theory-practice link). A participant of this type likes to receive theoretical knowledge, but their practicality is fundamentally important for him. He studies only the amount of information that is necessary for practical application.

Example: I read the necessary minimum on the Internet, asked a few questions to the seller, reads the instructions only if something is not clear.

Summarizing, it can be noted that the Kolb cycle is a convenient and practical model for lining up and. It is easy to understand and adapted specifically for adult participants who have their own specific perception of information.

The Kolb cycle is one of the models that are used in the process of teaching adults (trainings, courses, schools). The name of David Kolb, a specialist in the psychological aspects of learning, became known precisely because of the effectiveness and efficiency of the model he developed.

Theoretical basis of the technique

D. Kolb believed that learning as a process is a cycle or a kind of spiral, and its main components are the accumulation of personal experience with further reflection and reflection and, as a result, action.

The stages that a person studying according to the Kolb method goes through:

1. Basic level: the person has direct, concrete experience in the issue that he plans to study.
2. The stage of reflection or mental observations: here the student must consider and analyze the knowledge that he possesses.
3. The process of the emergence of an abstract concept or model: the stage of generalizing the information (experience) received and building a specific model. According to Kolb's plan, this period of a training session or training is designed to generate ideas, build relationships and add new information about how everything works (about patterns in the studied area).
4. Phase of active experimentation: the final element of the session is to test how the created model or concept is applicable to specific situations. As a result, the student has a completely new experience. In the future, you can observe the closure of the cycle.

The Kolb cycle: advantages and applications of the model

Described is considered one of the most effective and versatile. The interesting thing is that the Kolb model can be applied to almost anyone, because it is based on what the learner already knows. That is why its application is so effective.

This method of systematizing professional practical or academic knowledge and skills is used by the largest companies around the world. The Kolb cycle, used by personal development coaches or teachers of professional development courses, allows employees to maximize their potential, as well as activate hidden abilities and abilities.

Features specific to teaching adult audiences

Unlike pedagogy, which considers the specifics of the work of the child's psyche in learning conditions, andragogy is the science of how a teacher and trainer should work with adults. The Kolb cycle involves the use of the basic principles of andragogy.

The difference between an "adult learner" is the presence of a stable motivation for training, learning and self-development. This is not surprising, because many working people or businessmen are well aware that new experience will help them find solutions to professional and personal problems more effectively.

In addition, turning to his experience, such a person benefits not only himself, but also other members of the group. Communication and exchange of information enrich the experience of each of them.

Follower of D. Kolb: model optimization

The widely used Kolb cycle was developed and improved by the Swedish learning specialist Claes Mellander. His cycle looks a little different and includes the following components:

• Motivation (degree of susceptibility and psychological readiness).
• Information (formation of information from transformed facts and available data).
• Processing (turning information into awareness and experience).
• Generation of conclusions (processing awareness and experience into knowledge).
• Use (practical application of knowledge, skill and approach formation).
• Feedback factor (evaluation of results, their optimization and new reflections).

This model focuses more on the process of converting the information received by the trainee from a lecturer or trainer into skills that will be repeatedly applied in the future.

The Kolb cycle in training: the structure of the lesson

A model that allows you to effectively train adults has found application in the field of personnel management. Most trainings aimed at improving the level of qualification or teaching employees new skills are structured as follows:

1. 10% of the duration of the educational process: identifying the motivation of those present, arguing the value of this course (updating the course). This kind of introduction allows students to be interested, to focus their attention on the topic of the training, and also to indicate the benefit or necessity of the material presented. A correctly conducted first stage largely determines the success of training as a whole. Motivation can be generated through problematization cases, challenge exercises, indicating to participants that they do not have the skills and experience needed in specific situations. This is the most important tool that the Kolb cycle offers. An example is the following: at a business communication training, the trainer deliberately provokes a conflict situation between the participants, showing them how imperfect their communication skills and ability to analyze the non-verbal signals of the interlocutor are.
2. 20% training: the process of consolidating and repeating what has already been learned in class. This part of the training allows the attendees to form a coherent logical structure of skills from unorganized information.
3. 50% of the learning process: presenting and explaining new information. This stage is the most important, as students acquire new skills, knowledge and techniques that they will need to solve the problems set at the beginning of the training.
4. 10% of the time: assessment of the work done. Here the trainer assesses the degree and completeness of the knowledge acquired by the participants. In the evaluation process, the teacher should proceed from the principles of visibility, fairness and objectivity. Only in this way can assessment stimulate the audience for further learning. Grading does not have to be done by the coach, it can be done by each student or team.
5. 10% training: conclusions. This is the stage at which the trainer receives information from students (feedback, comments, suggestions for improving the learning process). The last task of the teacher can be called the formation of motivation in the audience for further independent study of the material.

Adapting the Model for Teaching Children

To use this model, students must have minimal skills in any area and have a desire to develop them. Since children are usually taught from scratch, the Kolb cycle is not often used in the pedagogy process. An example for kindergarten might be as follows:

1. Demonstration of beautiful plasticine crafts.
2. Appeal to what children already know how to do with this material.
3. Illustration of the algorithm for making crafts.
4. Comparison of works, their evaluation.
5. Questions from the teacher about what exactly the children liked.

The main danger that awaits trainers and teachers using the Kolb cycle is a high risk of demotivation and the possibility of reducing the self-esteem of employees or students (if the experience gained during the lesson is frankly unsuccessful). For this reason, the coach must be extremely patient and prudent. Using this method, you need to know the rules of criticism and follow the feedback.

• tutorial

If you often come across the following phrases in your work, then this article is for you:
Why did you, without understanding, do such nonsense?
Stop asking questions, read this little paragraph and you will understand everything! - I read it, but I did not understand anything, explain it humanly.
And you know, we need to do everything differently, since in book X, in chapter Y, there is a statement Z that contradicts paragraph 14.5.3 of our TOR.
When will you start working? I'm designing the system, I need three more weeks.
I have an idea how to make our life better! Vasya, listen to me, you need to do: a, b, c, d ...

so

Let's take a look at these learning styles.

Personal experience - Thinking (Thinker / Divergent style) - a person who, like the Activist, likes to gain knowledge during communication, but is in no hurry to check it in practice. Wants to figure it out to the end, mostly by asking questions, or thinking, peering into the blue distance.

Theory - Thinking (Theorist / Assimilation Style) - likes to get knowledge in a structured way, to read and understand theory in depth. Processes knowledge on its own, reflecting on its experience, chewing it many times. Just like a thinker, it may not reach practical activity at all. Can be satisfied with a beautiful theory, which in principle cannot be applied in practice.

Theory - Practice (Pragmatist / Convergent style) - a person who likes to receive theoretical knowledge, but at the same time, the applicability of knowledge in practice is important to him. He studies exactly as much as he needs for practical tasks. And reinforces the performance of tasks.

How does this manifest itself in education?

If you go shopping to buy a new DVD player, what are you most likely to do?
1. Don't worry too much: buy a turntable and go home with it. You will quickly understand how it works. You will not have time to study the manual for it: it is too complicated.
2. Before you buy, you will insist that the seller demonstrate everything to you, and then let you try everything yourself. When you connect and set up the player at home, the user manual will be at your fingertips.
3. Before you turn on the player, the first thing you will do is open the instruction that says "read this first" and study it carefully.
4. It will immediately become clear to you that there are many similarities between this model and its predecessors. Now you will focus on new features and elements, try to understand how they work, and experiment with them. Later, you will read the instructions to check if you did everything correctly.
1 = Activist 2 = Thinker 3 = Theorist 4 = Pragmatist
Source: Thomas, 1995

Another example. I am a terrible theorist, often I will not touch a single button before I read the instructions. But at least someone read one book on driving a car? And I'm already two before I get behind the wheel. And the wife, for example, is an activist, and can easily start clicking on all the buttons to understand how it works.

How can this knowledge be put into practice?

If you have encountered a thinker in life, then you will recognize him by large amounts of reasoning about how good it would be to lose weight, fly into space, start living again, etc. But actions, other than trying to persuade you to definitely try, practically will not. They like to philosophize, reason, strain someone to realize their great ideas.

It will be difficult with theorists, they will get to the bottom of the matter, it is very difficult for them to tell and show anything, it is easier to give literature for independent study. And when you come in a few days, he will already know even more than you. Although the result may not be, since he really liked to delve into this theory and he forgot about your task.

If you have a pragmatist in your family, then you cannot avoid suffering. These are hardworking, not very sociable people, for whom practical value is the most important thing. It is very difficult for them, just like theorists, to explain anything on the fingers, and even they will constantly torment you with questions “why is this necessary?”. If you need to set a task or negotiate with such a person, you will have to prepare a report in advance on the topic “Why life is not sweet without this!”. But he will responsibly fulfill his obligations in a short time.

Total:

A warning

Phase 1. Experience.

The student receives new information that requires him to respond.

Procedures:
Problem solving in groups
Learning by example
Role-playing games
Departure to the field
Games
Tasks for groups

The role of the coach.
The primary role of the trainer in Phase 1 is to structure the learning process. He must present tasks, define norms, rules and time frames. With the lecture method of presenting the material, the trainer must present the information in an accessible form for the participants. Effective ways to increase audience interest are the use of visual aids and questions that activate the learning process.
When working in small groups, the trainer needs to clearly formulate the task. It is preferable that the problem and the questions to be discussed be written on the board or on a handout so that participants can refer to them as they work in groups. In addition, work in small groups is more effective if the participants in the discussion distribute roles among themselves. Although the main part of the work falls on the next phase, when the trainer can ask questions to the groups at the moment to facilitate the discussion process.
Questions might be:
Are there any questions about the assignment?
Do you need any additional information?
Have you thought about...?
Do you have anything to add?
Do you have other options?
How much time do you need?

Phase 2. Experience analysis.

Students categorize the information obtained in Phase 1. They use this information to develop key points in the subject under study in the next phase. But first of all, it is necessary to analyze the experience gained.

Procedures:
Small group discussion
General discussion
Presentation of participants
Reports from small groups

The role of the coach.
The role of the trainer in Phase 2 is to help the learner make sense of what happened in Phase 1. This means that the learner must focus on what the experience entails. The trainer must be sure that the most important aspects are not overlooked.
An effective way to help the learner make sense of an experience is to ask him what happened and what he thinks about it. Phase 2 is a process of sharing ideas and experiences between participants.
Questions that may be asked by the trainer:
What happened?
What did you feel when...?
What did you notice when...?
What are your feelings about this experience?
Do you agree/disagree with what they say? Why?
Does anyone have anything to add?
Does it surprise you?
Why do not you …?

Phase 3. Generalization of experience.

In this phase, learners need to interpret what was discussed in Phase 2 in order to determine what conclusions can be drawn. This means that the learner must analyze the information and decide what it means to him. In other words, the learner develops principles and learns from experience and discussion.

Procedures:
General discussion in a large group
Lectures
Reading assignments
Demonstration

The role of the coach.
The role of the trainer in Phase 3 is more of a provisional role of a person providing knowledge rather than guiding the learning process. More than in any other phase, the trainer must be competent in the subject matter and have credibility in the eyes of the trainee as a good source of information. This does not mean that the coach must answer all questions. In fact, the student will learn the material better if the answers to these questions are found by the participants themselves.
As a guide for learning, the trainer helps the learner to focus on the meaning of what happened during the learning and reflection phases of the experience, so that the learner can become aware of the fact of acquiring new knowledge.
There are two main approaches to doing this: the trainer can draw the conclusion himself (for example, in the form of a lecture) or ask leading questions to allow the trainees to come to their own conclusions. The latter approach requires strong coaching skills as well as knowledge of the subject matter.

What have you learned?
What does it all mean to you?
Does this principle work in practice?
How can you connect all that we talked about?
Have you gained any new insights about...?
What were the main points of the discussion?
What lessons can we draw from this?
What do you associate it with?

Phase 4. Application.

In order for the student to feel that the session had some meaning for him, he must relate the knowledge gained to his life situation. In Phase 4, the learner relates the training to the real world – they are rarely the same. This link can be established through practice and through planning for post-training application.

Procedures:
Using Acquired Skills
Action planning
Departure to the field
Discussion

The role of the coach.
The main role of the trainer in Phase 4 is to be a consultant to the student. Since the student is more willing to work independently, the trainer can give advice and encourage the student to improve the acquired skills. The key question everyone should ask themselves is: “What should I change next time?”
Questions asked by the trainer:
What did you like the most?
What was the most difficult?
How can you apply this at home?
Can this be done within the next 2 weeks?
What do you consider necessary to do immediately after the training?
What do you think will be the most difficult in doing this?
What did you find meaningful in your work?
In what areas would you like to practice more?
Do you have any other questions?
How can this be done better?