Active experimentation

Concrete experience

Reflective observation

Abstract conceptualization

Kolb (1984) views learning as an integrated process, with each stage mutually supporting and feeding into the next. It is possible to enter the cycle at any stage and follow it through its logical sequence.

It can help you identify your learning style and preferences, and adapt your strategies accordingly. It can help you integrate theory and practice, and apply your learning to new situations.

Can be time-consuming and demanding, and require a lot of self-discipline and motivation.

• Description of the experience

• Feelings and thoughts about the experience

• Evaluation of the experience, both good and bad

• Analysis to make sense of the situation

• Conclusion about what you learned and what you could have done differently

• Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate.

Gibbs originally advocated its use in repeated situations, but the stages and principles apply equally well for single experiences too. If done with a stand-alone experience, the action plan may become more general and look at how you can apply your conclusions in the future.

Gibbs model of reflection is easy to understand and easy to use.

While the model has components of evaluation and analysis, these are simply defined. Evaluation and analysis should present an opportunity for critical thinking – but this is largely absent.

Concrete experience

Reflective Observation

Abstract Conceptualisation

Active Experimentation

-Taking into consideration the student's point of view

-Peer review for teachers can re-energize their teaching practice, particularly for those who are in their mid to late career, and may have fallen into certain habits or routines.

Diverger

Assimilator

Converger

Accommodator

He offers a framework for reflecting on experiences.

This is comprised of six stages:

• Description

• Feelings

• Evaluation

• Analysis

• Conclusion

• Action Plan

Driscoll developed this model in the mid-1990s.He based this model on three questions:

• What?

• So what?

• Now what?

By asking ourselves these three simple questions we can begin to evaluate and learn from our experiences. Firstly we should describe what the experience was to set it in context which gives us an idea of what we are dealing with. On second stage, we should then reflect on the experience by asking 'so what?' - what did we learn as a result of the experience? The final stage requires us to think about the action we will take as a result of this reflection. Will we change a behaviour, try something new or carry on as we are? However, there may not be any change as the result of reflection and that we feel that we are doing everything as we should. This is equally valid as an outcome and we should not worry if we can't think of something to change. 

He also made contributions to organised learning working with theorists in action and on single/double loop learning.

He suggests that by reflection-in-action, professionals reflect on unexpected experiences and conduct experiments which serve to generate both a new understanding of the experience and a change in the situation.

Teachers can use the experiential learning cycle to teach students within various education courses. By teaching students about this pedagogical approach, teachers can encourage students to become better problem solvers.

Kolb’s learning theory provides immense opportunity for the students to recognize their preferred style of learning.

One disadvantage of this learning style is to accommodate a range of learning styles within a group of the learner. In other words, a teacher, trainer, or educator may find it difficult to apply all the four learning styles of Kolb in a group of the learner because every learner has his or her own learning style preference.