Cognitive Development and Learning Styles: A Reflective Portfolio

This project portfolio provides an overview of different topics related to education and training, developed through theoretical and practical approaches. It begins with a comparison of Piaget's and Vygotsky's theories of cognitive development, highlighting their similarities and differences, such as the role of social interaction and self-discovery in learning. The portfolio then evaluates the VAK learning styles model (Visual, Auditory, Kinesthetic), discussing its benefits and criticisms, as well as its implications for teaching practices. Finally, it reflects on Kolb's experiential learning theory and learning styles, detailing the four stages of the learning cycle (concrete experience, reflective observation, abstract conceptualization, and active experimentation) and how these stages relate to different learning styles. The author shares a personal learning experience using Kolb's cycle to improve academic writing skills, concluding with a reflection on the strengths and weaknesses of Kolb's model. Desklib offers a wealth of similar solved assignments and study resources for students.

INTRODUCTION TO
LEARNING AND
ASSESSMENT

Contents
Contents...........................................................................................................................................2
INTRODUCTION...........................................................................................................................1
MAIN BODY..................................................................................................................................1
Entry 1.............................................................................................................................................1
Introduction..................................................................................................................................1
Main body....................................................................................................................................1
Entry 2.............................................................................................................................................3
Introduction..................................................................................................................................3
Main Body...................................................................................................................................3
Conclusion...................................................................................................................................4
Entry 3: Evaluation of Kolb’s experiential learning theory and learning styles..............................4
Introduction..................................................................................................................................4
Main Body...................................................................................................................................4
Conclusion...................................................................................................................................6
CONCLUSION................................................................................................................................6
REFERENCES................................................................................................................................7

INTRODUCTION
Learning can be described as a process that acquires new knowledge, understanding, skills,
values and behaviour (Bagnall and Hodge, 2018). This project portfolio reflects different topics
based on education and training that are developed on basis of different theoretical as well as
practical approaches. It includes a comparison of Piaget’s and Vygotsky’s theories for cognitive
development. It also includes an evaluation of VAK learning styles. Moreover, it also includes
an evaluation of Kolb’s experiential learning theories and learning styles.
MAIN BODY
Entry 1
Introduction
Cognitive development is one of the terms which starts with birth and it goes till the adulthood of
a person. It is a field of study which focus on the development of a child in the context to
information processing, perceptual skills, conceptual resources, language learning as well as
other components of the adult brain as well as cognitive psychology (Beck, 2019). Piaget and
Vygotsky are considered as the most important theorists in the field of cognitive development.
These psychologists explain cognitive development from different perspectives. Both of these
theories given by these psychologists have major implications in the field of education and a
comparison of it, is presented in this entry.
Main body
Piaget’s theory is one of the models which explains the cognitive development of children. It
consists of different changes to be present in cognitive abilities and processes. In this theory, the
psychologist also explains through interviews, experiments with children and observes that the
thinking of children is qualitatively distinct from adults. According to this theory, the growth of
children enables them to enter into different stages of cognitive development. It is an approach
that focuses on the development approach of education. Piaget is focusing on the readiness
approach which emphasis the development of psychology that a child is not able to learn
something till they get certain prerequisites from maturation (Fischer, Lundin and Lindberg,
2020). For instance, Children are unable to understand the feelings of other people before the
pre-operational stage. It is an approach to be considered by teachers that children think from a
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different perspective than adults which helps them to match their teaching method with the
present abilities and knowledge of children. Piaget’s theory is failure to consider the impact of
social setting as well as a culture on cognitive development. There is a great influence of social
environment and cultural factors over the development of a child as they learn from people who
are around them but this theory does not consider that influence.
Vygotsky is a psychologist which has filled the gap present in theory of Piaget as it is including
investigation of cognitive development by considering socio cultural perspective. It is a theory
that is also known as sociocultural theory. Sociocultural theory is one that is a result of dynamic
interaction among a person as well as factors of surrounding that contributes to societies and also
ensure individual development (Froehlich, 2019). There are some important terms to be
explained by Vygotsky like zone of proximal development and scaffolding. The zone of
proximal development is defined as the distance that existed among the actual development level
that was identified by independent problem solving as well as the level of development identified
through solving a problem under the guidance of adult people. Scaffolding is a process that
includes a child as well as a novice for purpose of solving a task and also for attaining goals that
are beyond unassisted efforts. The use of a zone of proximal development in teaching is one of
approach in which children need to reach to an upper level. In this, they can attain these goals
only by the guidance of an instructor who allows them to perform in an effective manner and
also helps them to attain the goals. With time, the help of the teacher reduces which helps the
child to become independent.
comparison and similarity
There are different types of similarities between Piaget’s and Vygotsky’s theories as both of
these theories are focused on cognitive development. Both theories believe that egocentric
speech is required for purpose of cognitive development. In both of these theories, children also
take active participation in their learning (Kimmelmann and Lang, 2019).
There are various differences between both of these theories like Piaget’s theory state that
children can be learned with self-discovery but Vygotsky’s theory includes interaction with other
people that comes from cognitive development. Piaget’s theory focuses on preceding learning
whereas Vygotsky is focusing on social learning preceding development.
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Entry 2
Introduction
Learning style has resulted in different controversies in the field of education. VAK learning
style is a model which uses a simple method for purpose of explaining and understanding
learning styles (Li and Wong, 2018). It is a model which uses different learning styles like
Visual, Kinesthetic and auditory and others. According to me, learning style is one of the
important concepts. It helps a person to improve their learning in an effective manner.
Main Body
There are different types of learning style to be adopted by a person. A person cannot adopt a
single learning style and preferences. The preferred style of learning of a person described new
ways in which a person can learn things. Different styles of learning included in this model are
mentioned below:
 Visual learning: It is one of the learning styles which consists of the use of observed or
seen things. This style includes demonstration, displays, diagrams, handouts and other
things.
 Auditory learning: It is a learning style that includes the transfer of information through
listening to the speaking words. It includes spoken words, noises, sounds and other
things.
 Kinesthetic learning: It is a learning style that is based on physical experience. It
includes different activities like feeling, touching, doing, holding as well as practical
experience (Mardiani, Anis and Hermawan, 2021).
There are different types of learning styles to be available for the teachers. The teacher selects
the learning style of students and aligns it with goals and objectives. It helps to meet the needs of
both students and teachers. On basis of using these learning styles, students become more
effective and also become an independent learners. It allows them to use their strength and also
helps them to work over their weakness. On basis of above mentioned learning style, it can be
identified that teacher would be used a visual style of learning as a person can learn things by
watching photos, videos and other things. Teachers can also teach a lesson through a presentation
which creates a significant impact on the learning of a student.
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There are different benefits of learning style but it has some criticisms. It can find out in research
that there are inconsistent benefits in the matching of learning styles and teaching styles. These
learning styles can be developed for giving suggestions to managers, teachers and tutors. There is
no way in which a person can share information with another person. There are different ways in
which a person can improve their learning (Margalef and Roblin, 2018). On basis of it, an
individual can also develop a learning environment that helps them for purpose of attainment of
learning goals and objectives.
Conclusion
VAK is a model which consists of different learning styles which reflect the learning process. It
is a model which helps them to create interest of a person in learning and also helps them to
prepare for better employment opportunities. It is one of the effective ways to conduct a
successful class for a person that consists of different activities. There is a lack of support for the
effectiveness of this theory as a selection of specific learning styles for students can limit their
learning capabilities. But it is important to select a learning style as all student has different
capabilities and it is important for selecting a specific learning style for that student.
Entry 3
Introduction
Kolb’s model of experiential learning is a learning process that develops knowledge on basis of
grasping as well as transforming an experience. It suggests that learning of a person require
abstraction of different concept which can be applied to flexibility in different situation. It is a
concept that is based on four different styles of learning (Souto-Manning and Emdin, 2020). This
learning cycle includes concrete experience, reflective observation, abstract conceptualisation
and active experimentation. It is an entry that includes a discussion of reflection based on the
result of the learning style inventory and also draws things from Kolb’s experimental learning
theory.
Main Body
It is one of experimental learning which is described as a learning process where knowledge of a
person results from the combination of grasping as well as transforming of an experience. It is
one of the learning models which consist acquisition of abstract concepts and is also applied in
different situations. There are different stages included in this which are mentioned below:
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 Concrete experience: It is a stage in which learners develop a new experience. It
consists a new experience or a situation.
 Reflective observation: It is another stage that allows the learner to reflect on the new
experience based on existing knowledge. It is based on the importance of inconsistency
existed between understanding and experience.
 Abstract conceptualisation: This stage of reflection give rise to a new ideas and also
ensure modification in existing concept (Zhang and Zhu, 2018).
 Active experimentation: It is a stage that creates a new and modified concept and also
gives rise to experimentation.
Based on the learning style, there are four stages includes which help a person to develop
different learning styles. It includes diverging, converging, accommodating and assimilating.
 Diverging is a learning style in which people focus on a thing from different perspectives.
 Assimilating is another learning style that gives preferences to a logical and concise
approach. It gives more importance to concepts and ideas in comparison to people.
 Converging is also a learning style that helps to solve a different problem and is also used
in learning for purpose of finding out different solutions (Souto-Manning and Emdin,
2020).
 Accommodating is the learning style that is based on hands-on as well as it is based on
intuition in comparison to logic.
With the use of the Kolb learning cycle, I learn how to improve my writing in order to write
things in a more academic manner. My learning experience based on Kolb learning cycle is
mentioned below:
 Concrete experience: During my academic life, I face difficulty with an understanding
of different types of academic writing. I also face difficulties in using the right references.
 Reflective observation: During this experience, I get low marks in different
assignments and essays due to my poor referencing techniques.
 Abstract conceptualisation: On basis of it, I get to know that I need to work on my
skills. For this, I decided to watch one to one tutorial from the library of the University.
 Active experimentation: In the last, I practice it on a daily basis during my holidays. I
also take feedback from the tutor before final submission. It all helps me to learn
effective referencing.
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During this experience, I have used the converging style which helps me in my learning
experience. As per this style of learning, I have used by experience, knowledge and skills in
order to find out a practical solution. It helps me to overcome of my weakness and allow me to
develop a practical solution. This skill allows me to do work over my weakness and helps me to
do work in the most effective manner.
Conclusion
Kolb learning is one of the effective learning cycles but it has some advantages as it creates
confusion related to its different stage of learning. I am aware of its criticism but I focus on its
positive part which allows me to use it in an effective manner to impro my learning.
CONCLUSION
From above mentioned project report, it can be concluded that there are different practices to be
adopted in education which is important in order to improve the skills and learning of students. It
is essential for a teacher to adopt different learning styles which allow them to improve the
learning of students. It is also important for students to develop an experience which helps them
for purpose of improve their learning. Teachers also provide support and guidance to students
which also assists them for purpose of improving their learning.
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REFERENCES
Books and Journals
Bagnall, R.G. and Hodge, S., 2018. Contemporary adult and lifelong education and learning: An
epistemological analysis. In The Palgrave international handbook on adult and lifelong
education and learning (pp. 13-34). Palgrave Macmillan, London.
Beck, D., 2019. Augmented and virtual reality in education: Immersive learning
research. Journal of Educational Computing Research, 57(7), pp.1619-1625.
Fischer, G., Lundin, J. and Lindberg, J.O., 2020. Rethinking and reinventing learning, education
and collaboration in the digital age—from creating technologies to transforming
cultures. The International Journal of Information and Learning Technology, 37(5),
pp.241-252.
Froehlich, D.E., 2019. Mapping mixed methods approaches to social network analysis in
learning and education. In Mixed Methods Social Network Analysis (pp. 13-24).
Routledge.
Kimmelmann, N. and Lang, J., 2019. Linkage within teacher education: cooperative learning of
teachers and student teachers. European journal of teacher education, 42(1), pp.52-64.
Li, K.C. and Wong, B.Y.Y., 2018. Revisiting the definitions and implementation of flexible
learning. Innovations in open and flexible education, pp.3-13.
Mardiani, F., Anis, M.Z.A. and Hermawan, M.D., 2021. Digital literacy in the transformation of
historical learning in the time of covid-19. Jurnal Socius, 10(2), pp.1-10.
Margalef, L. and Roblin, N.P., 2018. Unpacking the roles of the facilitator in higher education
professional learning communities. In Teacher Learning Through Teacher Teams (pp.
41-58). Routledge.
Souto-Manning, M. and Emdin, C., 2020. On the harm inflicted by urban teacher education
programs: Learning from the historical trauma experienced by teachers of color. Urban
Education, p.0042085920926249.
Zhang, W. and Zhu, C., 2018. Comparing learning outcomes of blended learning and traditional
face-to-face learning of university students in ESL courses. International Journal on E-
Learning, 17(2), pp.251-273.
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