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A four-day workweek is an arrangement where a workplace or place of education has its employees or students work or attend school, college or university over the course of four days per week rather than the more customary five.[1] This arrangement can be a part of flexible working hours, and is some…

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https://www.tes.com/magazine/leadership/staff-management/teacher-recruitment-international-schools-around-world-benefits-shorter-week?utm_campaign=1080371_20221013%20Brand%20Round%20Up%2013%20October%20MENA%20DS92561&utm_medium=email&utm_source=dotdigital&utm_content=1080371_20221013%20Brand%20Round%20Up%2013%20October%20MENA%20DS92561&dm_i=5NNY,N5MB,HPQWR,2UZUT,1

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In the third article in our series on teacher recruitment in international schools, we head to Dubai to hear from a head who has the benefit of being able to offer staff a reduced working week - but, he says, this doesn't remove the need to think carefully about staff retention and wellbeing

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Kolb's Learning Styles and Experiential Learning Model

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Kolb's Learning Styles and Experiential Learning Model

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http://www.nwlink.com/~donclark/hrd/styles/kolb.html

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Note: This site is moving to KnowledgeJump.com. Please reset your bookmark.

Note: While you can start at any of the major themes listed to the left of this screen, you should read the Introduction to get a background of learning styles.

While VAK may have popularized learning styles, David Kolb, Professor of Organizational Behavior at Case Western Reserve University, is credited with launching the learning styles movement in the early seventies and is perhaps one of the most influential learning models developed.

Learning is the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it. - Kolb (1984, 41)

Kolb proposes that experiential learning has six main characteristics:

Learning is best conceived as a process, not in terms of outcomes.

Learning is a continuous process grounded in experience.

Learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world (learning is by its very nature full of tension).

Learning is a holistic process of adaptation to the world.

Learning involves transactions between the person and the environment.

Learning is the process of creating knowledge that is the result of the transaction between social knowledge and personal knowledge.

Kolb's learning theory sets out four distinct learning styles, which are based on a four-stage learning cycle. In this respect, Kolb's model differs from others since it offers both a way to understand individual learning styles, which he named the "Learning Styles Inventory" (LSI), and also an explanation of a cycle of experiential learning that applies to all learners.

Basis of Kolb's Experiential Learning Model

Note: "Experiential" means relating to or resulting from experience while "experimental" means relating to or based on experiment. Kolb uses the term "experiential" as his theory is based more on reflection of experiences. While others use "experimental" when referencing experimental-inquiry techniques that requires learners to test hypothesis (experiment) about content knowledge.

Kolb's learning model is based on two continuums that form a quadrant:

For a larger picture, click on the image

Processing Continuum: Our approach to a task, such as preferring to learn by doing or watching.

Perception Continuum: Our emotional response, such as preferring to learn by thinking or feeling.

The Learning Cycle

This matrix provides a learning cycle that involves four processes that must be present for learning to occur. Note that this part of Kolb's model is more useful in that rather than trying to pinpoint a learning style, he provides a model learning program.

Kolb called this Experiential Learning since experience is the source of learning and development (1984). Each ends of the continuums (modes) provide a step in the learning process:

For a larger picture, click on the image

Concrete experience (feeling): Learning from specific experiences and relating to people. Sensitive to other's feelings.

Reflective observation (watching): Observing before making a judgment by viewing the environment from different perspectives. Looks for the meaning of things.

Abstract conceptualization (thinking): Logical analysis of ideas and acting on intellectual understanding of a situation.

Active experimentation (doing): Ability to get things done by influencing people and events through action. Includes risk-taking.

Depending upon the situation or environment, the learners may enter the learning cycle at any point and will best learn the new task if they practice all four modes.

Listed below are some examples:

Kolb views the learning process as a context of people moving between the modes of concrete experience (CE) and abstract conceptualization (AC), and reflective observation (RO) and active experimentation (AE). Thus, the effectiveness of learning relies on the ability to balance these modes, which Kolb sees as opposite activities that best promote learning.

In addition, Kolb (1999) claims that concrete experience and abstract conceptualization reflect right-brain and left-brain thinking respectively.

Kolb's Learning Styles

Kolb theorized that the four combinations of perceiving and processing determine one of four learning styles of how people prefer to learn. Kolb believes that learning styles are not fixed personality traits, but relatively stable patterns of behavior that is based on their background and experiences. Thus, they can be thought of more as learning preferences, rather than styles.

For a larger picture, click on the image

Diverging (concrete, reflective) - Emphasizes the innovative and imaginative approach to doing things. Views concrete situations from many perspectives and adapts by observation rather than by action. Interested in people and tends to be feeling-oriented. Likes such activities as cooperative groups and brainstorming.

Assimilating (abstract, reflective) - Pulls a number of different observations and thoughts into an integrated whole. Likes to reason inductively and create models and theories. Likes to design projects and experiments.

Converging (abstract, active)- Emphasizes the practical application of ideas and solving problems. Likes decision-making, problem-solving, and the practical application of ideas. Prefers technical problems over interpersonal issues.

Accommodating (concrete, active) - Uses trial and error rather than thought and reflection. Good at adapting to changing circumstances; solves problems in an intuitive, trial-and-error manner, such as discovery learning. Also tends to be at ease with people.

Each learning style is located in a different quadrant of the cycle of learning:

Kolb is the inspiration for a large numbers of theorists. For example, Honey and Mumford's model is directly derived from Kolb's theory. To help you under learning styles, see the learning style survey

References

Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. www.LSRC.ac.uk: Learning and Skills Research Centre. Retrieved January, 15, 2008: http://www.lsda.org.uk/files/PDF/1543.pdf

Kolb D. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice Hall.

Kolb D. (1999). The Kolb Learning Style Inventory, Version 3. Boston: Hay Group.

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Kolb's Learning Styles and Experiential Learning Model

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Note: This site is moving to KnowledgeJump.com. Please reset your bookmark. Note: While you can start at any of the major themes listed to the left of this screen, you should read the Introduction to get a background of learning styles.

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https://journalistsresource.org/education/four-day-school-week-research/

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The four-day school week: Research shows benefits and consequences

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To save money and help recruit teachers, many U.S. school districts have adopted a four-day school week. We look at research on its impact.

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The average hours needed in the week to constitute quality.
4 x 8 hours = 28, is that enough?

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increase or decrease in academic quality?

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impact on test scores

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Attendance figures

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Prevent burning out and quitting

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Reduce workload

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attitudes

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performance

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less learning or more?

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Looking after children on the day they are off

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More hours in the other 4 days of work, earlier start, later finish.

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More hours in the other 4 days of work, earlier start, later finish.

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Success/failiure of the model in other schools

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Success/failiure of the model in other schools

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Would people be prepared to start early?

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picking up children from school and dropping them off

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if everyone leaves an hour later, it will affect rush hour?

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What are the perceptions held by high school teachers of a move to a 4 day week?

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What are the perceptions held by high school teachers of a move to a 4 day week?