Reflective
Active Observation
Experimentation Objectively analyse Experimenting to the outcome
Find solutions
Abstract
Conceptualisation Reviewing your conceptual
Understanding
Experiential learning “A process designed to make the most out of experiences. It is an approach incorporating other teaching learning strategies” (Burnad, 1989). Kolb identifies four phases in the process ‘experience, reflexive observation, analysis and active implementation’.
Bandura analysed that Social learners individually learn something by watching someone else doing something, which then provides the learner with an image of the desired behaviour, which would act as a guide to the learner. Bandura emphasizes that there are four processes that are involved in observational learning, Attention retention, motor reproduction and motivational processes.
Malcolm Knowles the theorist who brought about the concept
of Andragogy believes it is the art of teaching adults as it has
a specific outlook to learning and has four main principles: self-
direction, which gives the student his or her own responsibility
for their own learning, experience - use of experimental
learning, readiness to encourage self-awareness and motivation
a process that encourages and maintains motivation.
After a few self awareness-learning sheets I identified that my own learning style was a reflector that means I like to observe and ponder over experiences all from different perspectives. Reflectors tend to consider all angles and see if there is any implications before drawing up a conclusion and naturally take a low profile response in meetings or discussions. Thoughtfulness, being methodical and good listening are all strengths for reflectors but I may need to take into consideration their weaknesses, Reflectors for example tend to endlessly rehearse the past, are overly cautious and they tend to come across as reluctant participators.
There are many different theories of how people learn. In recent decades cognitive and social learning theories have all been influential. Burns clearly includes motivation in his definition of learning, “learning is a relatively permanent change in behaviour with behaviour including both observable activity and internal processes such as thinking, attitudes and emotions” (Burns, 1995). The cognitive learning approach emphasises the importance of learning meaning and problem solving. Burns notes that this learning theory has developed the concept that individuals have different needs and concerns at different times and have subjective interpretations in different contexts. Experiential learning theory asserts that without reflection we would simply continue to repeat our mistakes. Kolb produced a four stage learning process (diagram on page 2), which is usually describing experiential learning. Kolb’s research found that people learn in four ways with the likihood of developing one mode of learning more than another. The ‘experiential learning cycle’ is: through concrete experience, reflection (replay the experience and attend to feelings), discusses the experience with others, consider implications (analyse and clarify the experience) and apply the learning to practice. There are strengths and weaknesses in each of these styles. It can be argued that learning is enhanced when we think about our learning styles so that we can build on strengths and work towards minimising weaknesses to improve the quality of work. Knowles theory of andragogy was an attempt to develop a theory specifically for adult learning. He taught that adult learning was special in a number of ways for example adults expect to have a high degree of influence on what they are to be taught. Here is a quote from Burn’s, “By adulthood people are self-directing. This is the concept that lies at the heart of andragogy………….andragogy is therefore student-centred, experience-based, problem-oriented and collaborative very much in the spirit of the humanist approach to learning and education turns on the student” (Burn, 1995, pg23). Some strengths of this andragogal theory are adults approach to new learning contexts can be influenced by how they appraise or evaluate the new experience. Adults are also motivated to learn for real life benefits rather than qualifications and motivated to learn for self-satification and self-esteem.
The idea of humanistic learning is to develop the full potential of the learner including physical, emotional, intellectual and creative capacities. Humanist education emphasises a universal outlook, free from discrimination and encourages students to become active and responsible members of society. The social learning theory of Bandura emphasizes the importance of observing and modelling the behaviours, attitudes and emotional reactions of others. Bandura (1997, pg 22) states: “Learning would be extremely laborious not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do”. But how do we experience another person’s emotions though we are not in their body? According to the social learning theory we are influenced whether this is a positive or negative response. The aim of social learning is for humans to choose which behaviours to imitate and which to ignore and to help enable the discussion of factors such as ethics, morals and a personal understanding of his/her role in life.
Since starting my course on Care Practice I believe I have matured in the few months I have been studying. Both mentally and practically. I am generally a quiet person and one who is very willing and eager to learn. I would tend to absorb a lot and know theoretically what to do or how to deal with a situation, but still lack the confidence to be able to take charge. I know my confidence will increase with time, age and maturity. I do not centre activity on myself therefore preferring to stay in the background and be of great help to anyone who needs me. I know that one day I will develop to be able to take charge as I have the desire to be a leader. I am good at listening to other people and although at the moment I do not have enough of life’s experiences to advise people on, that will change as time goes by. I believe my experiences so far; on this course have helped me become more assertive.
In conclusion I have summarised a range of learning styles and theories that can be applied in educational context. Teaching and learning activities can be designed and implemented to take principles of learning into account. Also it is interesting to think about individual differences among learners and work towards including activities that have variety of interest for all the learners in educational programmes.
1,367 words
Bibliography
- Gale Encyclopaedia of Psychology
- Gale Encyclopaedia of Childhood and Adolescence
- “A process designed to make the most out of experiences. It is an approach incorporating other teaching learning strategies” (Burnad, 1989).
- “Learning is a relatively permanent change in behaviour with behaviour including both observable activity and internal processes such as thinking, attitudes and emotions” (Burns, 1995).
- “By adulthood people are self-directing. This is the concept that lies at the heart of andragogy………….andragogy is therefore student-centred, experience-based, problem-oriented and collaborative very much in the spirit of the humanist approach to learning and education turns on the student” (Burn, 1995, pg23).
- “Learning would be extremely laborious not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do”. (Bandura, 1997, pg 22)
