in order to achieve their objectives. They also value having an influence on the environment around them and like to see results” (Kolb, 1984, p. 69). Here is another learner who might benefit from working in groups. This type of learner might be readily engaged in creating learning materials for the study group. They might learn the most and be the most energized by having to create flash cards for the upcoming study session. This type of learner might also benefit from any type of project – something that gets them out of the classroom and away from their books. For example, designing a study, creating a model, creating a video, etc. Kolb Combines His Four Orientations to Create Four Learning Styles Kolb separates these four learning orientations into two primary dimensions of the learning process. The first has concrete experiencing of events at one end and abstract conceptualizations at the other. The second dimension has active experimentation at one end and reflective observation at the other. “Thus, in the process of learning, one moves in varying degrees from actor to observer, and from specific involvement to general analytic detachment” (Kolb, 1984, p. 31). Concrete Experience Active Experimentation Accommodation Divergence Reflective Observation Convergence Assimilation Abstract Conceptualization (Reproduced from Kolb, 1984, p. 81) The convergent learning style relies primarily on the dominant learning abilities of abstract conceptualization and active experimentation (Kolb, 1984). The greatest strength of this approach lies in solving problems, making decisions, and the practical application of ideas. Kolb calls this learning style the converger because a person with this style seems to do best in situations like conventional intelligence tests, where there is a single correct answer or solution to a question or problem. In this learning style, knowledge is organized in such a way that through reasoning, it can be focused on specific problems. Research conducted on individuals with this style of learning shows that convergent people are controlled in their expression of emotion. They prefer dealing with technical tasks and problems rather than social and interpersonal issues. deductive
Role of learner Obtain knowledge from instructor Understands knowledge Thinks for self Shares with others Creates own perspective Exchanges and compares perspectives Thinks through problems Integrates and applies knowledge Role of peers Share materials Explain what they have learned to each other Provides active exchanges Share views Serve as a source of knowledge Enhance learning via quality contributions Role of instructor Communicates knowledge appropriately Ensures that students understand knowledge Uses methods aimed at understanding Employs methods that help apply knowledge Promotes independent thinking Promotes exchange of opinions Promotes application of knowledge in context Promotes evaluative discussion of perspectives Student and teacher critique each Evaluation Provides vehicle to show instructor what was learned Measures students’ understanding of the material Rewards independent thinking Accurately measures competence Student and teacher work toward goal and measure progress Nature of knowledge Is certain or absolute Is partially certain and partially uncertain Is uncertain – everyone has own beliefs Is contextual; judge on basis of evidence in context Reproduced from Baxter Magolda (1992). Undergraduate Cognitive Development Bain (2004) discusses “exceptional learning” in terms of intellectual and personal development. “In general, we thought of intellectual development as understanding a sizeable body of material, learning how to learn (to expand understanding), to reason from evidence, to employ various abstract concepts, to engage in conversations about that thinking (including the capacity to write about it), to ask sophisticated questions, and the habits of mind to employ all those abilities. Personal development meant understanding one’s self (one’s history, emotions, dispositions, abilities, insights, limitations, prejudices, assumptions, and even senses) and what it means to be