1. David Kolb Experiential Learning Theory
Four Processes of Learning
Four Stages of Learning
Four Learning Styles
Theory Use as an Educator
Critique of Theory

2. Objectives Define Experiential Learning Theory
Review theoretical backgrounds
Discuss four processes of learning
Explain four learning stages
Discuss four learning styles
Apply Experiential Learning theory in education
Review critique of theory

3. Experiential Learning Theory
“learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38)
Integrating new information into existing knowledge
Involving the whole person
Transacting between the person and the environment

4. Theoretical Backgrounds
Dewey
Learning grounded in experience
Lewin
Being active in learning
Piaget
Resulting from interaction of the person and the environment

5. Four Processes of Learning
Watching
Senses -perceiving information
Thinking
Mind – reflecting how it impacts life
Feeling
Emotions – fitting into learners experiences
Doing
Muscle – performing new ways to act

6. Reflective Observation
Four Learning Stages
Concrete Experience
Reflective Observation
Conceptualization
Abstract
Experimentation
Active

7. Concrete Experience
Doing or having an experience

8. Reflective Observation
Reviewing or reflecting on the experience

9. Abstract Conceptualization
Concluding or learning from the experience

10. Active Experimentation
Planning or trying out what you have learned

11. Four Learning Styles
Accommodator
Diverger
Converger
Assimilator

12. Accommodator Learns through concrete experience
Transforms learning into abstract experimentation
Leaders, risk takers, needs mentor, strength in doing, likes examples
Teaches students by encouragement, modeling

13. Diverger Learns through concrete experience
Transforms learning by reflective observation
Likes to brainstorm, solve problems, imaginative, emotional, people person
Teaches through lectures and motivates students to learn

14. Converger Learns through abstract conceptualization
Transforms information through active experimentation – by doing
Prefers objects, dislikes group activities, likes questioning, problem-solver, unemotional
Teaches by questioning and encouraging students

15. Assimilator Learn through abstract conceptualization
Transform learning through reflective observation
Likes reading, research, organizing, working alone, likes class calendar
Teaches students by lecturing, traditional classroom

16. Kolb’s Experiential Learning Cycle
Accommodator
Concrete Experience
Diverger
Reflective Observation
Assimilator
Abstract Conceptualization
Converger
Active Experimentation

17. Critique Cultural consideration are not included
Little research support
Stages of learning may be sequenced differently
Does not apply in all types of learning situations
Insufficient information on reflection
Doesn’t explore nature of knowledge in depth
Smith, (2001).

18. References
Hurst-Wajszczuk, K. (2010). Do they really get it? Using the Kolb LSI to reach every student. Journal of Singing, 66(4), 421-
427.
Kolb, D. A. (1984). The process of experiential learning. In D. Kolb, Experiential learning: experience as the source of
learning and development (pp ). Englewood Cliffs, NJ: Prentice Hall Inc.
Kolb, D. A. & Kolb, A .Y.(2005) Learning styles and learning spaces: enhancing experiential learning in higher education. Academy of
Management Learning and Education, 4(2),
Lisko, S. A. & O’Dell, V. (2010). Integration of Theory and Practice: experiential learning theory and nursing education. Nursing
Education Perspectives, 31(2),
Merriam, S. B., Caffarella, R. S., Baumgartner, L.M. Learning in adulthood: a comprehensive guide (3rd Ed.). San Francisco: CA. Jossey- Bass.
Smith, M. K. (2001). David. A. Kolb on experiential learning. The Encyclopedia of Informal Education. Retrieved August 3, 2010 from