According to this model, individuals may exhibit a preference for one of the four styles-Accommodating, Converging, Diverging and Assimilating-depending on their approach to learning in Kolb's experiential learning model. Kolb's model gave rise to the Learning Style Inventory, an assessment method used to determine an individual's learning style. Assimilator = Abstract Conceptualization + Reflective Observation: strong in inductive reasoning and creation of theories (e.g., philosophers).Diverger = Concrete Experience + Reflective Observation: strong in imaginative ability and discussion (e.g., social workers).Converger = Abstract Conceptualization + Active Experiment: strong in practical "hands-on" application of theories (e.g., engineers).Accommodator = Concrete Experience + Active Experiment: strong in "hands-on" practical doing (e.g., physical therapists).As individuals attempt to use all four approaches, they may tend to develop strengths in one experience-grasping approach and one experience-transforming approach, leading them to prefer one of the following four learning styles: : 127 In order for learning to be effective, Kolb postulated, all four of these approaches must be incorporated. : 145 According to Kolb's model, the ideal learning process engages all four of these modes in response to situational demands they form a learning cycle from experience to observation to conceptualization to experimentation and back to experience. Kolb's model outlines two related approaches toward grasping experience: Concrete Experience and Abstract Conceptualization, as well as two related approaches toward transforming experience: Reflective Observation and Active Experimentation. Kolb's model is based on his experiential learning model, as explained in his book Experiential Learning. : 166–168 Only a few models are described below.ĭavid A. There are many different learning styles models one literature review identified 71 different models. 1.2 Peter Honey and Alan Mumford's model.Another piece of this study indicated that those students who used study methods that did match their preferred learning style didn't perform any better on tests. After nearly 400 students completed the inventory, 70% didn't use study habits that matched their preferred learning method. In one study, students were asked to take an inventory on their learning style. Studies further show that teachers cannot assess the learning style of their students accurately. However, a 2020 systematic review suggested that a majority (89%) of educators around the world continue to believe that the meshing hypothesis is correct. Studies contradict the widespread "meshing hypothesis" that a student will learn best if taught in a method deemed appropriate for the student's learning style. There is evidence of empirical and pedagogical problems related to forcing learning tasks to "correspond to differences in a one-to-one fashion". : 33 Since 2012, learning styles have often been referred to as a "neuromyth" in education. Critics say there is no consistent evidence that identifying an individual student's learning style and teaching for specific learning styles produces better student outcomes. : 107–108 Proponents recommend that teachers have to run a needs analysis to assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style. The idea of individualized learning styles became popular in the 1970s, and has greatly influenced education despite the criticism that the idea has received from some researchers. : 8 A common concept is that individuals differ in how they learn. : 267 Many theories share the proposition that humans can be classified according to their "style" of learning, but differ in how the proposed styles should be defined, categorized and assessed. Although there is ample evidence that individuals express personal preferences for how they prefer to receive information, : 108 few studies have found any validity in using learning styles in education. Learning styles refer to a range of theories that aim to account for differences in individuals' learning. Largely debunked theories that aim to account for differences in individuals' learning
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