Student Learning Styles

The work of Kolb (1984) provides us with insight into differences in student learning styles and how we can assist different learners. Kolb suggests that individuals have a preference for how they like to take in information: through abstract conceptualization or through concrete experience and then how they prefer to consolidate that new learning, either through active experimentation or through abstract reflection. Four learning styles emerge:

Kolb’s Learning Styles:

Concrete/Active Learner:

• greatest strength is doing things

• a risk taker

• does well when required to react to immediate circumstances

• solves problems intuitively

- may need encouragement to plan thoroughly and collect and analyze data

Abstract/Active Learner:

• looks for practical solutions

• needs to see relevance of theory to practice

• uses factual data to build concepts; little tolerance for ‘fuzzy’ ideas

- may need encouragement to look at other perspectives on problems; to imagine the implications of uncertain situations

Concrete/Reflective Learner:

• good at generating ideas and seeing things from different perspectives; likes to get the “big picture”

• takes initiative to seek out answers to questions

• learns through in depth discussion

• interested in people and cultural perspectives

- may need encouragement to set and meet goals

Abstract/Reflective Learner:

• excels in inductive reasoning

• seeks facts

• benefits from theoretical models/rationale

• cautious in applying theory to practice; not a risk taker

- may need encouragement to experiment and to take initiative

What strategies do you find work well with different learners? Let us know

References:

Blackmore, J. (1996). Pedagogy: Learning Styles: An introduction.

Kolb, D.(1984 . Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs: Prentice-Hall Inc.