2. How Adults Learn: Theory and Research Denise M. Payton Director of Choral Activities In partial fulfillment of The Educational Doctorate in Adult Learning

3. Kolb's Experiential Learning Denise M. Payton 8101-01 Dr. Stone “If Students Are Not Learning The Way We Teach, We Need To Teach The Way They Learn”

4. Learning Objectives To gain knowledge about Kolb’s four type definition of learning styles. –Diverging (CE/RO) Concrete Experience/ Reflective Observation –Assimilating (AC/RO) Abstract conceptualization/ Reflective Observation

5. Objectives cont. –Converging (AC/AE) Abstract conceptualization/ Active Experimentation –Accommodating (CE/AE) Concrete Experience/ Active Experimentation To realize the differences between auditory, visual and kinesthetic learners To classify your personal learning style

6. David Kolb Received his PhD in philosophy from Yale University, taught at Fordham University, the University of Chicago, Nanzan University in Japan, and has been at Bates College in Maine, as the Charles A. Dana Professor of Philosophy in the Department of Philosophy and Religion at the college.

7. David A. Kolb (with Roger Fry) created his famous model out of four elements: concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations.

8. Learning Styles Learning style is the way in which each learner begins to concentrate on, process and retain new and difficult information. Visual Learners Auditory Learners Kinesthetic Learners

9. Learning Styles Inventory

10. Gender – Men and Women

11. Visual take numerous detailed notes tend to sit in the front are usually neat and clean often close their eyes to visualize or remember something find something to watch if they are bored like to see what they are learning

12. Kinesthetic need to be active and take frequent breaks speak with their hands and with gestures remember what was done, but have difficulty recalling what was said or seen find reasons to tinker or move when bored rely on what they can directly experience or perform

13. Kinesthetic need to be active and take frequent breaks speak with their hands and with gestures remember what was done, but have difficulty recalling what was said or seen find reasons to tinker or move when bored rely on what they can directly experience or perform

14. Why Is It Important to Know Learning Styles?  Students process information differently  If educators teach exclusively to one style student’s comfort level may be diminished  If only taught in one style students may lose mental dexterity to think in different ways.  We should address the learning needs of all students

15. Important Fact We must emphasize the need for teachers to be aware that all children, regardless of their race or ethnicity, have different learning styles.

16. References  Baker, A. C., Jensen, P. J., & Kolb, D. A. (2002). Conversational learning: An experiential approach to knowledge creation: McGraw-Hill series in psychology (3d ed.). Westport, Conn.: Quorum Books.  Hartshorn, R. B, & Sue. (2009). Experiential learning of mathematics. htED321967  Kagan, S. (1994). Cooperativel learning. San Clemente, CA: Kagan Publishing. Retrieved from http://www.KaganOnline.com http://www.KaganOnline.com

17.  Kolb, D. A. (2001). Experiential Learning. Retrieved from http://Retrieved from  http://www.infed.org/biblio/b-explrn.htm  Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Self-directed learning. In Learning in adulthood (third ed., p. 128). San Francisco, CA: Jossey-Bass.

18.  Smith, M. K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy. Retrieved from http://www.infed.org/thinkers/et-knowl.htm