Analyzing Models of Learning Preferences

Analyse models of
learning preferences

Table of Contents
Introduction......................................................................................................................................3
Kolb’s Learning Cycle...........................................................................................................3
Critique for Kolb’s learning cycle..........................................................................................4
Metacognition ability to set explicit and challenging goals...................................................4
Strategies to reach these goals and monitor progress towards goals......................................5
Conclusion.......................................................................................................................................5
References........................................................................................................................................7

Introduction
Learning style are various competing contested theories which are aiming to account
different ways in which individuals are learning. All these theories are sharing a proposition that
it is necessary for humans to classify their own learning style which can be different according to
their categories. The basic concept behind this is that individuals differ in the way they are
learning (Kleitman and Narciss, 2019). The idea of learning individually became popular and is
greatly influenced by education despite of the criticism that this idea creates differentiation.
There are a number of models which have been brought forward by various researchers on
theories of learning. It is necessary to understand various styles of learning’s so that while
coaching and mentoring teachers can specifically use their abilities to absorb information.
Examples can be taken where a number of people are learning by seeing something whereas
others are learning by reflecting which is needed to be carried on by learner or coach.
Kolb’s Learning Cycle
The learning cycle of David Kolb was analysed and published in 1984. This cycle had four
different stages which include concrete learning, reflective observation, abstract
conceptualisation and active experimentation. The following cycle provides affective learning
which will help the learners to progress their skills and abilities. The theory also discusses that
learner can enter the cycle at any stage of the cycle and need to follow the logical sequence.
Below described are these four stages of learning:
Concrete learning: First stage consist of con Crete learning or creating and concrete
experience in which learner encounters various new experiences or also reinterpret the existing
experience(Zumbach Rammerstorfer and Deibl, 2020). It is often seen that this could be a new
task for learner where he is exposed to something new and is learning a new way to carry out a
project which they have never seen before.
Reflective observation: The next stage is reflective observation where the learner is
supposed to reflect on the experience they have learned personally. There are a number of people
who are seen reflection and are also learning with the help of real-time absorption of
methodologies and materials. It also helps for individual to understand how can they accomplish
various goals and look upon how it can be applied in various circumstances.