E XPERIENTIAL L EARNING AND L EARNING S TYLES : A TOOL FOR SELECTING STUDENTS FOR GROUP WORK Gözde DENİZ

T ABLE OF C ONTENT Learning Theories Behaviorism Cognitivism Constructivism Experiential Learning Learning Styles My Study

L EARNING T HEORIES attempt to define learning and describe how people and animals learn help us understand the complex processes of learning Three main categories: Behaviorism Cognitivism Constructivism

Experiential Learning Constructivism Cognitivism Behaviorism Learning Theories

B EHAVIORISM What is Behaviorism?  An attempt to explain all learning in terms of conditioning  Imitation and practice  Feedback on success  Habit formation  Learning as a change in behaviour  Passive learners In Language Learning  Imitate the sounds and patterns  Receive positive reinforcement  Continue to imitate  Form habits

B EHAVIORISM & C OGNITIVISM So what’s happening inside the box?

C OGNITIVISM A response to Behaviorism The study of mental processes The operation of the mind Behaviour as the result of mental processes Focus on how information is received, organized, stored and retrieved by the mind Learners as information processors No importance to the role of social interaction

C ONSTRUCTIVISM As learners we construct our own understanding of the world around us Based on experience as we live and grow Selecting information from past and current knowledge and experience Transforming it into new personal knowledge and understanding

C ONSTRUCTIVISM problem tasks concepts issuses Education best put into practice by presenting:

C ONSTRUCTIVISM Constructivism widely accepted all around the world New trend in education Curriculums based on this approach The best learning theory to explain learning Led to emergence of learning models

W HY DO WE NEED TO KNOW ALL THESE THEORIES ? Understanding the process of learning helps you with your teaching Your learners are trying to figure out a complex system. Be patient Window of opportunity – Acquisition / EFL Strategies to make learning meaningful Vary your teaching techniques

E XPERIENTIAL L EARNING BY D AVID K OLB One of the learning models emerged within Constructivism An alternative to traditional didactic and behavioral classroom approaches A holistic perspective that combines experience, perception, cognition, and behaviour

E XPERIENTIAL L EARNING Learning is a process, not an outcome All learning is relearning Learning requires the resolution of conflicts Learning is a holistic process of adaptation to the world Learning results from transactions between the person and the environment

E XPERIENTIAL L EARNING An example of experiential learning : Going to the zoo and learning through observation and interaction with the zoo environment As opposed to reading about animals from a book Making discoveries and experiments with knowledge firsthand, instead of hearing or reading about others' experiences

T HE C YCLE OF L EARNING -Learning from specific experience -Relating to people -Being sensitive to feelings -Observing non- judgmentally -Viewing diverse perspectives -Looking for meaning -Risk taking, testing -Getting things done -Influence through action - The creation of new experience -Logically analyzing -Systematic Planning Acting on Intellectual understanding Kolb & Fry The learning cycle can begin at any one of the four points.

Kolb’s Experiential Learning Theory  Internally deciding whether wish to do or watch (grasping experience) and at the same time deciding whether to think or feel ( transforming experience) Concrete Experience - CE (feeling) OR Abstract Conceptualization - AC (thinking) Active Experimentation - AE ( doing) OR Reflective Observation - RO (watching) The preferred learning style

K OLB ’ S L EARNING S TYLES Diverging learners: Have CE and RO as dominant learning abilities Combine watching with feeling Idea generators and risk-takers Like to gather information Prefer to work in groups Tend to be emotional Assimilating learners: Have AC and RO as dominant learning abilities Combine thinking with watching Put information into logical form Interested in ideas and abstract concepts Prefer readings, lectures, information gathering

K OLB ’ S L EARNING S TYLES Converging learners: Have AC and AE as dominant learning abilities Combine thinking with doing Find practical application of ideas Technical tasks and problems Problem-solving and decision-making Accommodating learners: Have CE and AE as dominant learning abilities Combine feeling with doing Carry out plans and involve themselves in new experiences Learn from hands-on experience Work with others and test out different theories

R ESEARCH Q UESTIONS Is it possible to use a LSQ as a means of selecting students for group work in writing lessons? Is there any significant difference between groups that are randomly selected and groups that are selected according to their learning styles?

M ETHODOLOGY Participants: A2 level students Data Collection Tool: Felder’s and Soloman’s Learning Styles Questionnaire Procedure : Questionnaire and a semi-structured interview

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