Kolb’s Learning Cycle
B (3 minutes; 0-3)
Numbers code (#)
Provide number list – concrete experience
Learners try to solve – reflective observation
Provide conceptual framework – abstract conceptualization
Learners solve – active experimentation
Ask learners to write a three digit number now that they know the framework
P (8 minutes; 3-11)
Learners place what they did in the context of 4 verbs: do, think, conclude, and adapt
1. Draw the process/sequence you went through (individually) (1 min)
2. Share ideas in groups of 3, compare/contrast (3 min)
3. Combine and draw process in groups of 6 (all on one large sheet of paper) → have them discuss at the end; think about why they did this, etc -write down on the board if there are similarities, etc. (4 min); 3 for drawing, 1 for talking
O (1 minute; 11-12)
By the end of this lesson, you will be able to describe the Kolb’s Cycle, define the different stages, and have experienced applying Kolb’s cycle to a numbers problem
P (6 minutes; 12-18)
In same groups of 6, learners match Kolb terms to 4 verbs and draw, then establish the sequence of the Kolb’s terms (give handout – what the words are, etc.) (3 mins)
Share their drawings with the whole group (2 mins)
Instructors unveil Kolb’s Cycle and describe to all learners (1 min)
P and S (7 minutes; 18-25)
Four minute thesis (4 mins):
1. Did you go through all of Kolb stages?
2. Can you start anywhere in the sequence?
3. Applicable to all learning situations?
4. Apply to your own teaching?
Group discussion: above four points, process of solving the numbers game in relation to Kolb’s, does it work or not? (3 mins)