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To be honest, the Kolb model is confusing for me because it seems so different from learning experiences I've had in the past. I know that doesn't make it less helpful for the learners, but personally I'd like to have an example of how it would be implemented in a course. For example, I'm teaching  esl learners how to give formal speeches, and I am following the behavioral skills training model to a tee because I think it will yield the best results for my students if they are able to learn about the elements and organization of public speaking, watch a video demonstrating a good speech, practice, and receive feedback in order to continue to improve. There's a definite beginning point. I'm not sure how Kolb's cycle would apply to my class because learners can start in any point in the cycle. I think they would benefit the most if they had instruction and a model of how to properly give a speech first, rather than just jumping in and winging it, only to find out later how they were supposed to do it. I guess the drawback of the Kolb model to me is the lack of a definite beginning to the cycle.

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I think the drawback to the BST model is that it has a very definitive starting point. I find some great value when I throw my players into an instant activity so that I can see what they know or don't know and scaffold the lesson based on their ability at that moment without me assuming the baseline that they are at and "instructing them." So looking at Kolb's theory it looks like it isn't as defined about where you begin.

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The KOLB model takes a holistic approach to learning considering even the feelings of the learner. Processing and feedback are overriding features of both the KOLB and behavioral skills models. The KOLB model drawback is that it doesn’t consider alternate steps such as going from ‘feeling’ to ‘thinking’. The learner may not necessarily follow the sequence in order.

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BST is one of the most common instructional learning models and it is widely used in both Western and Eastern education. The biggest benefit from BST is the feedback stage so learners can learn from their feedback from peers or instructor. Through feedback, learners can change and improve their task. According to Fink, no change, no learning. For learning to occur, there has to be some kind of change in the learner. Thus, I think BST has an important characteristic since there will be some changes for learner’s outcome after they receive feedback.

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I lost my first post so it may be buried in there somewhere. I think both models have their benefits and drawbacks. I think Kolb's model caters to different learning styles better than the behavioral. Kolb's theory had that active experimentation bucket vs the feedback bucket with the behavioral theory. However, feedback is also important in the learning process so that would be a benefit of the behavioral theory. I think that both of these are great models with each having their own benefits and drawbacks. Kolb's theory could use some more feedback and the behavioral theory could use some more experimentation. That would make these more well rounded.

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I think both models have their benefits and drawbacks. I would say Kolb's meodel is more experienced based. Instead of the feedback bucket that the behavorial skills traing has you have the active experimentation bucket. This allows the learner to obtain more practice in the learning. I would say that Kolb's model caters to different learnering styles better than the behavioral.

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Of the two models, I am most familiar with Kolb’s model, which includes categories of feeling, watching, thinking, and doing. These are also perhaps included in the BST model, but not as clearly or explicitly.  Also, I like that Kolb inherently acknowledges different learning styles, and thus differing learner inclinations and preferences. This is reflected in the fact that learners can start with any of the phases, whereas the BST model has a prescribed progression that always begins with instruction.

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For me, the Kolb model links most directly to the UDL principles of multiple representations, multiple forms of expression/action, and multiple forms of engagement. The progression through what Kolp names as four phases seem analogous to Fink's (2013) and Bloom's taxonomies as well. In looking at Kolb's model, I am wondering if, given UDL, a learner can start at any phase, dependent upon their particular needs/style, and learn the intended topic the same as someone who starts with 'concrete experience'.

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With these two models, I think the overarching experience is similar for the learner. Some basic information is given (whether via experience or instruction), then they make observations about it and think about how they would do it, then they practice it. One major difference is the presence of feedback in the BST model versus Kolbs.

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The Kolb model more clearly illustrates elements of reflection in the learning process whereas the Behavioral method more implies reflection between its steps. I could see the Kolb model working more effectively in tasks where students are doing more intensive independent work. The Behavioral model seems more observable in what the teacher can see the student is learning and seems more suited to in class activities followed by practice.

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I think BST promote direct learning environment, while Kolb's learning cycle gears toward open-ended environment. One overriding characteristic of both of these methods is reflection. However, in BST, reflection is more about giving feedback, while in Kolb's cycle, it is more about meaning making of new information.

In my opinion, BST fits better for students who are at beginning or low intermediate level. Kolb's cycle is often seen in higher education where learners' experience is respected and used to making meaning of new information. One drawback of BST is that learners receive more information from the instructor, so they are more of passive learners when instructors take the role of making meaning of contents for the students. I think this is alright for those who are at early stages of learning new things. For Kolb's cycle, one drawback of it is that not all learners have enough experience to reflect on to make sense of new learning contents. Also, it is challenging to assess whether learners interpret new meaning correctly. In other words, some learners may be biased based on what they have experienced and feel it hard to open to new ideas.

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Both BST & Kolb's model guide the learner through stages (Kolb) or steps (BST) but the biggest difference is in the audience. BST seems to be most appropriate for experiences that call for a change in behavior. I can see BST being more useful for an HR training (instruction workplace safety (modeling behavior) or psychologist gives parents guidance (instruction) on how to deal with behavior issues with a child (feed back). Kolb's model seems most appropriate for instruction in higher education and with adult learners. Kohlb's model also seems to focus on development of the learning processes and the processes of socialization.

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When looking at these two models, a major difference I see is with the first step: instruction vs. experience. With Kolb's model, I cannot see how learning a new skill would necessarily be effective in this model because of the first step. The language of "learner has an experience" makes it seem past tense, where a student has to have had this experience, versus a person wanting to engage in an experience but does not know how. Take for example learning how to drive stick shift. How would I have an experience doing this if I am not first shown how to do so first? Maybe this is why they say Kolb's model can be entered into any stage, as it would make more sense to enter into reflective observation to understand how to drive stick, and yet it does not imply action toward teaching, but a more passive learning method. In this case, BST is a more preferred method which incorporates instruction (which makes sense, since this is a skill-based activity).

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I am definitely in the camp of the BST model.  This model does a nice job of laying out a course plan and how to navigate the learning process.  I might add a section for reflection to the process.  I see the overriding characteristic being process.  I'll use coaching for instance, coaches, especially if you are a Pete Carroll fan (coach of Seattle Seahawks).  Pete continually takes about the process and preparation - having models such as BST and Kolb, these models lend process to your course design - by sticking to the process you come to trust your course and your students trust you.  This all helps us from just "winging it" when it comes to course design.

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They both have advantages BST and Kolb model. In the BST model learning process follows specific sequence and consist "feedback" stage, which is missing in Kolb model. However, Kolb gives the learner an opportunity to start from any phases and include the reflection stage, which is missing in BST.

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The overriding characteristic of the BST is the “feedback” step being clearly called out.  The main characteristic of Kolb is consideration of a learner’s preferences in the different phases.  The drawback on BST is the reflection is a missing part of the learning process, and Kolb feedback is missing from the learning process.  The benefit of BST is it appears to be a good choice for learning about skills and methods.  Kolb can be used for skills and methods but also seems more robust for self or internal learning experiences.

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This reflection was difficult for me, because in the past I have only used Kolb's learning cycle to describe the way different way people learn (i.e.: your learning style is..). My initial idea was to focus on BST, however, the more I look at Kolb's cycle as a model for designing instruction, I'm more intrigued about using it. As others have mentioned, BST could appear to be more "in the box", where Kolb's seems like it could provide a more interactive way of instruction. The focus on how students learn in Kolb may serve as a strength to the focus of cyclical design found in BST.

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The BST model seems a little more rote to me than Kolb's Learning Cycle. Kolb focuses more on the learning process and higher level thinking through observation, reflection, and conceptualisation. The BST, however, seems to focus more on instruction, practice, and feedback and might be a good model to use for skills-based learning like fixing cars or operating machinery. It doesn't seem to emphasize the reflection and active learning aspect that Kolb's does. However, the BST does incorporate a feedback element that Kolb leaves out. I think an ideal model would probably include elements of both and integrate higher level thinking with feedback and practice.

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As with any model in education, I feel that there are several pros and cons to each of the models but do not lean towards using one in isolation as a "best practice in teaching/learning".  The BST model follows what I would consider a "typical" instructional design/implementation process of "I do, we do, you do", which definitely has a time and place in specific learning environments and for specific learning goals and objectives.  However, the Kolb Learning Cycle evolves learning into a process that is more reflective of real world experiences and engages students in higher-level orders of thinking.  It can lead to a significant learning experience for students through an inquiry approach; however, it can also lead to struggling with new and complex concepts in a way that deters learning for students.  Ultimately, integration of these models can lead to long-term learning experiences for students.

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I think methods have advantages and drawbacks depending on the context of the lesson. So, if you want to teach a group of people how to install a light fixture correctly, a step-by-step process in which the instructor models it and then gives opportunities for the students to practice makes sense here. If, however, the lesson is about how one can become a more successful person, then Kolb's learning cycle could be used since there are many ways and different interpretations on what makes one successful.

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I think that a benefit of the Behavior Skills Training model is the feedback portion. Feedback is a chance for more learning, and also a deeper more critical learning, to occur. I Also believe that the absence of this is a drawback of Kolb's Learning Cycle.

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There are many benefits in both of the BST and the Kolbe model. In the BST model it looks like the learning process is organized and each step build on top of the other. Thus, I think the learner will know what expect and what to do each step. In the other hand, that can lead to bordem if the learners have to go through this process in each lesson.

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When it comes to the overriding characteristic, in the behavioral skills training model, there is a “modeling” phase which students can observe how they can perform at an optimal level.  Referring to how an expert performs, students practice and get feedback based on the optimal performance they observed from “modeling” phase. This model seems to allow students to proceed to other steps in a linear way. On the other hand, in the Kolb’s learning cycle model, students have flexibility in the learning process because it allows students to start from any stage even though the best learning occurs when they follow the steps in a linear way. In addition, in this model, there are no “modeling” stage and “feedback” stage, which students can assess their performance based on the desired performance. Also, in this model, students’ reflection and experience play pivotal roles in their learning. As for the benefits and drawbacks of the behavioral skills training model, it is easy to observe and measure students’ performance based on the performance at a “modeling” stage. Since there is a desired performance from “modeling” stage, it is easy to give feedback on students’ weaknesses and strengths on their performance. However, it does not allow students’ flexibility in how they can learn best. On the other hand, Kolb’s learning style is beneficial for students in that it encourages active learning where students’ experience and reflection become the core of the learning. However, with this model, it is hard to give feedback on students’ learning with objectivity.

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It seems as though circular models like to have 4 points, which is also very true with the above examples. The one key aspect I really seeing missing from the Kolb model is a place for feedback from an outside individual. It's great that a learner would go through the steps themselves, but it can hard to adjust or see what one is doing wrong if there is no outside feedback. Additionally, I would find it helpful to have a diagram that has feedback in the center so all the other aspects can receive feedback instead of having it as only one part of a model.