Humans are being involved in the process of learning and thinking since their creation. Many theories about learning were proposed by different philosophers but the one that is widely accepted and recognized is Kolb Reflective Cycle. It was proposed by David Kolb. According to Kolb learning is practical, empirical, and self-driven where a person learns and gains knowledge through experiments and experience. Kolb suggests that we can effectively ponder our encounters which encourages our learning and improvement. Consequently, it very well may be said that Kolb’s hypothesis is an experiential learning hypothesis that focuses on the significance of reflection. As told by a dissertation writing service, according to Kolb’s model of learning, a learning cycle has four stages
- Concrete Learning Experience
- Reflection
- Conceptualization
- Active Experimentation
These four stages are interrelated in a clockwise pattern.
- Concrete Learning: You intentionally and truly experience a circumstance, which causes you to understand that you need to reflect efficiently to discover some new information or enhance your current ability and practice. At this stage, you will cause a note of the particular circumstance and just portray what you see, how you feel, and your opinion.
- Reflection: Having recorded the portrayal of the experience, it is currently an ideal opportunity to think about more profoundly what has occurred in that circumstance. The inquiries you need to pose to yourself are: what worked? what fizzled? for what reason did the circumstance emerge? for what reason did others and I carry on how we did?
- Conceptualization: The managing question for this stage leads on from the inquiries in the reflective perception stage: what could I have improved or in an unexpected way? how might I improve? At first, you attempt to discover various ways for managing the circumstances and concoct techniques for when you experience a comparative circumstance once more. Likewise, this is the stage where you ought to counsel partners and writing to improve understanding and further thoughts.
- Active Experiment: This stage is presently rehearsing the recently procured hypothetical information. You take your appearance and considerations about enhancements just as the speculations back into your training and evaluate the new techniques. Some of them will work, others will not, so this is then naturally the reason for the new cycle. As the encounters inside the dynamic experimentation stage become the new solid encounters.
Importance of Kolb’s Reflective Model:
Kolb’s learning cycle model is considered important because it helps to facilitate learning, and remove stagnancy. Its benefits and effectiveness help in grooming and growing individuals, both personal and professional. This theory is regarded as the most influential theory.
Implications:
Kolb’s learning cycle model is used by organizations and individuals, for continuous formal professional development. The two sectors, education and health, are the main areas where the practical implications of this model can be seen. Its main focus is on slow but thoughtful learning and precise reflection. Also, because of its individualistic center, it engages individuals to feel positive about their capacity to deal with their turn of events.
Benefits of Kolb’s Reflective Cycle:
It is enabling and fulfilling because it puts the student at the focal point of their turn of events. It very well may be utilized with a solid experience so can be utilized to consider individual or expert encounters. It tends to be utilized to create passionate insight and flexibility, all the more for the most part. It assists with distinguishing holes in abilities and perspectives and encourages CPD. It features the connection between encounters, emotions, musings, and practices. It gives a comprehensive outline of the learning interaction and assists clients with understanding the connections. It supports inside and out and circumspect self-reflection.
Limitations of Kolb’s Reflective Cycle:
Reflective models (especially the more definite ones like Kolb’s) can put a passionate strain on the client if they are not upheld by a pioneer or friend. This model does not recognize the job of unrequested friend criticism. Also, the reflection cycle itself is very individualistic in the center (it does not need the student to request others’ criticism); along these lines, the outcomes could be excessively uneven. It does not recognize the potential for social variables or sexual orientation contrasts. Kolb does not give a nitty-gritty record of how to lead the reflective interaction. It has been contended that the four-stage approach is excessively oversimplified and isn’t illustrative of human insight. Some experimental examinations are supporting the estimation of reflective practice, however, relatively few supporting the estimation of Kolb’s model explicitly.
