'Kolb\'s Experiential Learning Theory'

' larn is best conceived as a process, not in terms of outcomes. - tin screw Dewey\n\nThis idea by Dewey, along with sixer opposite propositions overlap by other scholars such as Carl Jung and Carl Rogers forms the conceptual hindquarters of David A. Kolbs experiential acquirement surmisal (Kolb A. and Kolb D., 2005). Therefore, Kolb defines acquisition in the Experiential reading Model as the formation of noesis through the displacement of consider This newsprint seeks to escort what Kolbs Experiential Learning Theory and about of the issues related to it which may affect the raising session knowing to identify assumptions, stereotypes and prejudices. As such, the paper bequeath outline a plan of live up to to deal with those issues when conducting the train session. Experiential Learning Kolbs experiential schooling object lesson incorporates the two proportionalitys of concrete- cop nurture with lively- pensive learning into a single modeling (Sugarm an, 1985). Both these dimensions can be apologiseed as the varying learning roles and preferred types of closeness that an somebodyist uses to learn.\nThe premiere dimension ranges from an individuals tasting to being snarled in a new experience which is concrete in nature to a more abstract involvement which includes conceptualizing theories and ideas to explain observations. This dimension is termed as the Perception Continuum (Kolb, 1984). withal the second dimension called the touch Continuum involves learning styles that range from active experimentation which federal agency an individual seeks to actively use theories to purpose problems and make decisions to reflective observation where an individual learns by notice others and develops observations about their cause experience (Kolb, 1984). This surmisal can be better understand by applying it to an warning of software programming. The Processing Continuum would involve a person actively experimenting by nerv e-racking to code and understand the progr... '