Kolb\'s Experiential Learning Theory

skill is best conceived as a process, not in terms of outcomes. - John Dewey\n\nThis mood by Dewey, along with hexad other propositions shared by other scholars such as Carl Jung and Carl Rogers forms the conceptual foundation of David A. Kolbs existential Learning opening (Kolb A. and Kolb D., 2005). Therefore, Kolb defines eruditeness in the existential Learning Model as the formation of knowledge through the transformation of produce This writing seeks to understand what Kolbs Experiential Learning Theory and somewhat of the issues related to it which may contact the training session knowing to identify assumptions, stereotypes and prejudices. As such, the report card will outline a plan of action to push-down store with those issues when conducting the training session. Experiential Learning Kolbs experiential instruction model incorporates the two attributes of concrete- uprise learning with active-reflective learning into a wiz framework (Sugarman, 1985). Both t hese proportions derriere be explained as the alter learning roles and preferred types of inter-group communication that an individualist uses to learn.\nThe first dimension ranges from an individuals preference to being involved in a new have which is concrete in nature to a more abstract involvement which includes conceptualizing theories and ideas to explain contemplations. 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 means an individual seeks to actively use theories to clobber problems and make decisions to reflective observation where an individual learns by find others and develops observations about their own experience (Kolb, 1984). This theory can be better understood by applying it to an example of software programming. The bear on Continuum would involve a somebody actively experimenting by arduous to code and u nderstand the progr...