example of reflective essay using kolb

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Essay: Reflective essay based on Kolb’s (1984) cycle of reflective learning

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This essay is a reflective essay based on Kolb’s (1984) cycle of reflective learning I will be reflecting upon my experience as part of a group in which the end result was presenting a group presentation. Reflective practice is a mixture of deliberate and calculated thinking alongside more spontaneous thoughts (Neilson, Stragnell & Jester, 2007). Kolbs (1984) cycle consists of four stages. The first stage is concrete experience, which is when the experiences occur or are completed. The second stage is the reflective observation stage whereby the person reflects on the experience. The next stage is abstract conceptualisation this is concluding and learning form the experience. The final stage is active experimentation which involves planning and trying out what you have learned. Kolbs model creates an action plan similar to that in Gibbs (1988) model. In compression in John (2017) model the emphasis is more on retrospective reflection rather than active experimentation.

Concrete experience: we were split into groups in our seminar. I was in a group of 5 and I was lucky enough to know one member of my group but I had never met the other four (who all new each other). From the first group meeting I nominated myself to be the leader and so was involved in delegating tasks to the other team members. This was difficult as at least one of our team members were absent per meeting despite this, due to there being at least 4 team members per meeting there was no social loafing, as predicted by (Klung & Bagrow, 2016). Due to not everyone turning up to every meeting it was hard to contact those who were absent to explain to them what they needed to do creating extra work. However due to social media I was able to make contact with them and explain the tasks to the absent team members. The creation of the PowerPoint was a gradual process that we started during our first seminar and was completed four days before we were due to present our presentation. We faced similar challenges which were also faced in multidisciplinary team (MDT) meeting (Kassianos, 2015) such as availability problems with everyone taking different modules and so having a different schedule and outside of university commitments made it challenging to find a time that suited everyone. I was lucky enough to get on very well with all group members the group was very cohesive which in turn produced a positive group working environment. We ran through the presentation before we presented it to the group to time our PowerPoint and to reduce everyone’s anxiety. Everyone in the group was apprehensive about presenting but the overall nerves were no more than you would normally expect.

Reflective observation: before the first seminar began I was made aware that we would be split in to groups this made me feel anxious as I had no idea who my group members would be and what they would be like. During the seminar I felt relief when I knew I was in a group with a friend of mine but I was still nervous and felt apprehensive towards the other group members. However as I introduced myself to the other members and they introduced themselves to me I felt my anxiety lessen as found by (Marletta, Sarli, Caricati & Mancini, 2017). Although apprehensive and anxious I was excited about the opportunity to make more friends and get to know more of my class mates. The other thing that I found to be anxiety provoking was the thought of the presentation and the fact that I had to rely on other people to produce a good standard of work to be complied in the presentation. I had to rely on the rest of the group members having good presentation skills I think it’s this reason why I decided to take the lead for the first few sessions which could have resulted in some members not feeling able to speak up this has also been found in MDTs by Lichtenstein et al. 2004. I felt angry and irritated about some members lack of commitment as not everyone turned up to every meeting with some people missing meetings more than one occasion I found this to be frustrating as it produced anxiety about the quality of the information within the presentation. Research has found that the group dynamic is effected by each members dedication to the end goal the presentation (Forsyth, 2018). As a results of this the absent members received a debrief of what we disused at the meeting from me. At points I might have been a bit overbearing and my frustration may have come across. As we discussed how we wanted to present our presentation I felt confused as there was a suggestion by a team member that we should all dress up as e.g. a psychiatrist and other suggestions (right before we presented our presentation to the class) of using a stick man to explain our chosen roles. This all produced heated debate which made me feel uncomfortable and resulting in me taking a step back as the role of leader and not really contributing to this debate which was ultimately solved through negotiation (McGrath & Holewa, 2006).

Abstract conceptualisation : although initially anxious about the social interaction involved in this task I made great friends and cemented pre-existing friendships within the group which I will take away from this task. I have learned that despite being anxious the apprehension experienced when I first met my group members wasn’t as bad as I thought it would be and I coped really well. This was the first time I have ever been group leader I have learned that I am good with organising people and delegating tasks. However I might be overly controlling and rigid. This comes down to having overly high expectations of myself and others. My slight perfectionist personality streak came out resulting from self-inflicted pressuring myself to come out of university with a good degree. I have also learned that I am not very good with coping with conflict, when there was conflicting ideas about how to present the presentation. This conflict which caused me to take a back seat as leader and to dissociate from the group I think this is due to prior childhood trauma. Other members of the group, because of different life experiences to mine, were comfortable and sat with the disagreement with some members thriving off it. Most of the group as a whole were anxious about the pentation although one member wasn’t because they are used to giving presentations.

Active experimentation: based on what I have learned from this experience in future team work (and If I am ever involved in a MDT) I will try and be less overbearing and controlling. This will be achieved by putting more trust in people and their ability to work effectively and letting them run with their own ideas instead of micromanaging them. This strategy was found to be effective in MDT team (Fay, Borrill, Amir, Haward & West, 2006). I will try not to retreat from conflict by engaging and contributing rather than avoiding and/or running away from it. I think as a non-confrontational person if I develop the confidence to participate when there is conflict in future I will be able to help the group resolve differences and negotiate a solution in a calm and inclusive manner. This will make me a better leader as well as a better team member.

My overall conclusion from this experience is that I can be a leader and that I can lead effectively although admittedly can be over controlling in this role. I have also learned that presentations are nothing be scared of or to shy away from and that the feeling of apprehensive in relation to public speaking is normal.

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Reflective writing: Kolb

What is reflection? Why do it?
What does reflection involve?
Reflective questioning
Reflective writing for academic assessment
Types of reflective assignments
Differences between discursive and reflective writing
Sources of evidence for reflective writing assignments
Linking theory to experience
Reflective essays
Portfolios and learning journals, logs and diaries
Examples of reflective writing
Video summary
Bibliography

Kolb's Cycle of Reflective Practice

Kolb's (1984) cycle of reflective practice is a model designed to help people learn from their experiences. It can be used as a basis for the structure of a reflective essay, or as a way to structure your thinking. Kolb's model is based on four stages, requiring you to work through each one before the cycle leads to new experiences and loops back around.

1) Concrete Experience

This stage required you to experience something. When it comes to a written reflection, this step usually involves a description of your experience and your thoughts at the time.

2) Reflective Observation

This stage required you to think about the experience. Here you will begin to actually reflect upon that experience. The emphasis is on you, your feelings and the links to your skills, knowledge and prior experience.

3) Abstract Conceptualism

This stage is all about learning from your experience. It required you to analyse and explain your reflection. Here you should focus on the meaning of your reflection and other possibilities. You can acknowledge both things that went well - and things that didn't. You may identity areas for further exploration.

4) Active Experimentation

This final stage is about putting your learning into practice. This is about translating your analysis and explanation into plans and actions moving forwards. You should ensure any goals set are specific, measurable, achievable, realistic, and targeted. This stage is also about going off to have new experiences base on this learning - linking you back round to stage 1.

Model of Kolb's Cycle of Reflective Practice

Concrete Experience (experiencing something) Reflective Observation (thinking about an experience) Abstract Conceptualism (learning from experience) Active Experimentation (putting into practice a theory you have learned) - leading back to Concrete Experience in a circle

The Learning Cycle emphasises reflective observation as a way to analyse and draw conclusions from an experience. The aim is to take this learning into new experiences, completing the cycle.

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Kolb’s Reflective Cycle Essay

Kolb’s reflective cycle essay is a resourced piece in the nursing discipline. Writing a nursing essay using Kolb’s cycle helps you involve every necessary information in your paper. It is crucial to have a deep understanding of Kolb’s reflective cycle.

This blog will give tips on Kolb’s reflective cycle and how to use it as a writing model. A professional writes this information; reading it will help hint at why you need to use Kolb’s reflective cycle. Let’s get started!

What is Kolb’s reflective cycle essay?

Kolb’s reflective cycle essay is an educational tool developed by David Kolb, an American educational theorist, to help students learn from their experiences. It is based on the idea that learning is a continuous process.

The cycle consists of four stages:

Having an experience
Reflecting on the experience
Forming abstract concepts from experience
Testing those concepts in new situations
The first stage is the experience

In this stage, the student has an experience through research, observation, or an activity that can be reflected on. This experience can be anything from reading a book or attending a lecture to participating in a team-building exercise.

The second stage is the reflection

In this stage, the student takes time to think about the experience, what it meant to them, and what they learned from it. They can ask themselves questions such as: What was the experience like? What did I know?

The third stage is the formation of abstract concepts.

In this stage, the student takes the reflections from the second stage and turns them into more abstract ideas. Students take the concepts they have learned and form them into general principles or theories that can be applied to other situations.

The fourth stage is the testing of the concepts.

In this stage, the student takes the abstract concepts they have formed and applies them to new situations. This allows them to test the validity of their ideas and see how they can be used in different contexts.

Kolb’s reflective cycle essay

Kolb’s reflective cycle essay is a valuable tool for students to learn from their experiences and apply their knowledge to new areas. It encourages students to take the time to reflect on their experiences and think critically about them. This helps them better understand the subject matter and how it can be applied in other settings.

How do you write a reflective essay using Kolb? David Kolb’s reflective cycle is a popular method of reflective writing used by many to help improve their reflective skills. It is based on the idea that there are four stages of learning: Concrete Experience, Reflective Observation, Abstract Conceptualisation, and Active Experimentation.

This cycle is designed to help individuals learn from their experiences and gain a deeper understanding of their actions and reactions. When writing a reflective essay using Kolb’s cycle or Gibbs’s reflective cycle, it is essential to remember the four stages and consider how each step affects the other.

The first stage is Concrete experience.

This is the experience of a situation and involves the individual experiencing it. When writing about this stage, reflecting on what was done and the individual’s reaction is essential.

The second stage is Reflective Observation.

This is when the individual reflects on their experience and gains a deeper understanding. They evaluate their expertise and gain insight into how they reacted to it. It is essential to consider what you learned, what was reflected upon, and how this experience could be applied.

The third stage is Abstract Conceptualisation.

This is when the individual uses reflective observation information to understand the situation better. They take the knowledge gained and turn it into a concept that can be applied to other conditions. When writing about this stage, it is important to consider how the experience is interpreted and what connections are made between the incident and different situations.

The fourth stage is Active Experimentation.

Here, you take the concepts learned and apply them to new or different situations. Using the knowledge that you gained will help you try out new ideas and test your theories. When writing about this stage, it is essential to consider how you experimented with the knowledge you gained and how it affected your behavior in the new situation.

The summary of Kolb’s reflective cycle?

What is the summary of Kolb’s reflective cycle? Kolb’s reflective cycle is a theoretical model of experiential learning developed by David Kolb. The cycle has four stages: concrete experience, thoughtful observation, abstract conceptualization, and active experimentation. This cycle is used to help individuals gain a better understanding of their experiences and to assess their learning and development.

By reflecting on your experiences, you will gain insight into your strengths and weaknesses and identify areas you need improvement. The cycle can be used in various settings, including formal education, workplace learning, and personal development.

Kolb’s model of reflection encourages individuals to reflect on their experiences, analyze their learning outcomes, and build on their knowledge and skills. Through this process of reflection, individuals can develop new ways of looking at the world and make informed decisions.

How do you write Kolb’s reflective cycle?

Kolb’s reflective cycle is an effective way of reflecting on your experiences and learning from them. It is a four-step cycle consisting of having an experience, reflecting on it, conceptualizing it, and applying it. This cycle allows you to look at your experiences reflectively and thoughtfully and can be used in various settings.

The top most important aspect is experience.

This could be as simple as reading a book or a more complex experience, like attending a workshop. At this stage, paying attention to what you are learning and experiencing is essential. This will help you to form a deeper understanding of the material and to create a better understanding of the context and purpose of the experience.

It is important to also reflect on the experience.

It would help if you took the time to think about what you have learned and experienced. This can be done through journaling, discussing with others, or simply meditating on the experience. This reflection will help you to gain insight into your experiences, as well as to understand the context of the experience better.

The third step is to conceptualize the experience.

During this stage, you should consider how the experience has affected you and how you can use the knowledge you have gained to improve your life. This can take writing down ideas, drawing diagrams, or creating an action plan. It’s important to remember that this step is not just about understanding the experience but also finding ways to apply it in real life.

The final step is to apply what you have learned.

This could be in the form of changes to your daily routine, or it could be in the form of taking on a new challenge. Whatever you choose to do, make sure that you have thought through the application of your experience and that you are taking steps to ensure that the experience positively impacts your life.

Kolb’s learning cycle in nursing.

Kolb’s learning cycle in nursing example and Gibbs’s reflective cycle in nursing are important tools for nurses, allowing them to reflect on their experiences and develop their skills. By reflecting on their experiences and analyzing them, nurses can gain a deeper understanding of their practice and develop strategies for improvement. Furthermore, actively experimenting with the techniques you create helps you c ensure that you constantly learn and grow in your practice.

The cycle begins with a concrete experience

This stage involves the nurse reflecting on their experiences in practice, such as interactions with patients and colleagues. This reflection allows you to recognize feelings, such as satisfaction or frustration, and gain an understanding of the experience.

Reflective observation stage

This stage involves the nurse reflecting on their experiences, breaking them down into smaller chunks, and then analyzing them to gain a better understanding. This analysis helps the nurse to gain a deeper insight into the experience, allowing them to identify what went well and what could be improved.

Abstract conceptualisation stage

Abstract conceptualization is a stage where you begin to draw conclusions and develop strategies for improvement. This stage involves reflecting and analyzing the experience to identify patterns and relationships between the different elements. This allows them to develop an understanding of the experience and develop strategies for improving their practice in the future.

Active experimentation stage

The fourth and final stage is active experimentation, which is the stage where the nurse puts the strategies they developed in the previous steps into practice. This stage involves taking action, using the technique you developed to improve their practice in the future.

Why use Kolb’s reflective cycle?

Kolb’s reflective cycle helps you better understand experiences and encourages you to think deeply about the lessons you can learn from them. By reflecting on their experiences and developing new ideas and theories, you will become more aware of your learning process and how it can be improved. This helps you develop problem-solving and critical-thinking skills. Kolb’s reflective cycle can be used in various settings, from formal education to professional development.

It encourages you to take a more active role in learning and developing new skills and knowledge. It can also help you identify areas to improve and develop strategies.

Application of Kolb’s learning cycle

How do you apply Kolb’s theory in the classroom? Kolb’s, learning cycle is applied in many fields, including nursing. It can help you reflect on your practice and evaluate your nursing learning.

For example, you can use the cycle to reflect on a particular situation, such as a problematic patient interaction. By reflecting on the experience and the associated emotions, you will gain new insights and understanding. From there, you can form abstract concepts and generate new ideas for handling similar situations in the future.

Practice and think critically about improving your care. It also helps you develop new skills and knowledge, ultimately improving patient outcomes. Through reflective practice, you can become more self-aware and create a better understanding of your practice.

This article presents the quality information you need related to Kolb’s reflective cycle essay. You can also get help writing a Perfect Kolb’s cycle essay that meets all your requirements. For more information, you can reach us at onlinenursingpapers.com and get the help you need.

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Kolb’s Learning Cycle + Practical Example [Complete Guide]

In 1984, David Kolb published his model of learning styles, from which he created his inventory of learning styles. That is called “Kolb’s Learning Cycle”

In this article, You can read about,

History of Kolb’s Learning Cycle

Six main features of kolb’s learning cycle, stages of kolb’s learning cycle.

Practical examples for the Kolb’s Learning Cycle

Why Kolb’s learning cycle is important

Benefits of experiential learning and kolb’s learning styles, criticism of kolb’s experiential learning theory, learn kolb’s cycle within 3 minutes [video guide].

“Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38).

Kolb’s learning cycle is a well-known theory in the field of education. It was originally developed by American psychologist David Kolb in 1984.

Kolb believed that there are four different stages of learning: concrete experience, reflective observation, abstract conceptualization, and active experimentation.

He proposed that people learn best by going through all four stages in a cycle. Kolb presented his theory in the form of a diagram, which has since become known as the Kolb learning cycle.

There are four different Kolb learning styles, each corresponding to a different stage in the cycle. Concrete learners prefer to learn through direct experience and experimentation.

Reflective observers like to take time to reflect on their experiences and observe others before making decisions. Abstract conceptualizers like to understand concepts before applying them. Active experimenters like to try out new ideas and see what works best.

Kolb’s learning cycle is a widely accepted theory of how people learn best. It provides a framework for educators to design effective learning experiences and helps students to understand their own learning preferences. The theory is still relevant today, more than 30 years after it was first proposed.

Learning is better viewed as a process, not in terms of outcomes.
Learning is a continuous, experimentally based operation.
Education requires the resolution of conflicts between dialectically different modes of adaptation to the environment (education is full of tension by its very nature).
Learning is an integral part of world adaptation.
The research includes interpersonal and environmental transactions.
Learning is the process of information generation that results from a transaction between social information and personal knowledge.

1. Concrete Experience

The first stage of learning is known as Concrete Experience. This is the phase where learners are actively engaged in an experience and are able to reflect on what they are doing.

It is important for learners to be aware of their own learning preferences at this stage, as this will help them to make the most of the experience. For example, some learners may prefer to work alone, while others may prefer to work in groups.

Some learners may also prefer to learn through hands-on activities, while others may prefer to learn through observation and reflection. By being aware of their own learning inclination, learners can make the most of the Concrete Experience stage and ensure that they gain the maximum benefit from it.

2. Reflective Observation of the New Experience

Reflective Observation is the second stage of Kolb’s learning cycle. At this stage, the learner reflects on their concrete and reflective experiences in order to better understand them.

This understanding is then used to shape future behavior. Reflective Observation requires both a willingness to reflect on one’s own experiences and the ability to see those experiences from multiple perspectives.

It is only through Reflective Observation that we can truly learn from our mistakes and make meaningful progress in our lives.

It is an important step in the learning process because it allows learners to start making connections between their experiences and their existing knowledge. By reflecting on new experiences, they can learn from their mistakes and become better problem-solvers.

3. Abstract Conceptualization

The third stage of Kolb’s learning cycle is abstract conceptualization. This is the stage where learners start to understand the abstract concepts behind what they are observing.

They begin to see the connections between ideas, and they start to develop their own theories about how things work. This is an active stage, where learners are constantly testing their ideas and revising their understanding based on new information.

Abstract conceptualization is a crucial stage in the learning process, as it is when learners start to develop a deep understanding of the subject matter. Without this stage, learners would simply be repeating what they have observed without truly understanding it.

4. Active Experimentation

The learner applies his / her thoughts to the world around them to see what’s going on.

The capacity to apply learning in other activities is more important than collecting learning from the experience completed.

It would be easier if individuals in their respective offices could analogize the implementation of learning in everyday life or the case of work.

Kolb has defined four types of learning that correspond to those phases. The models underline situations where learners perform better. These types are:

Assimilators : Who learn better when putting out strong logical hypotheses
Convergent : who learn better when provided with realistic implementations of principles and hypotheses
Accommodators : What learns more when “hands-on” opportunities are given
Diverges : What learns more by observing and collecting a wide variety of knowledge

Practical Examples for the Kolb’s Learning Cycle:

Example 1. guy come to the class late frequently and let’s see how he can get rid out of his bad habit:.

Concrete experience – Coming to the class late
Reflective observation – Observing the reason for Coming to the class late.
Abstract conceptualization – Thinking and getting decisions about the good and adverse impact on himself because of arriving late to come to the class frequently
Active experimentation – Analyzing how he can go to class without getting late and doing practical ways of coming to the class without getting late.

Example 2. Learning to ride a bicycle:

Concrete experience — Learning to ride a bicycle
Reflective observation — Talking about riding and watching someone else ride a bike.
Abstract conceptualization -Grasp the definition and have a good understanding of the idea of biking.
Active experimentation -Hop on a bicycle and have a ride.

Example 3. Learning a new software program:

Concrete experience -Learning a new software program:
Reflective observation -Focusing on how to use the latest software.
Abstract conceptualization -Reading the manual to get a better picture of what was achieved.
Active experimentation – Jumping in and doing it as what conceptualization you abstract.

Kolb’s learning cycle is important because it offers a way to understand how people learn and remember new information. It also provides a framework for designing learning experiences that are more effective for different people.

The four stages of Kolb’s learning cycle are concrete experience, reflective observation, abstract conceptualization, and active experimentation. Most people tend to favor one stage over the others, but all four stages are necessary for effective learning.

For example, someone who prefers abstract conceptualization might struggle with tasks that require hands-on experience, while someone who prefers concrete experience might struggle with tasks that require a lot of reflection and contemplation.

Experiential learning is a hands-on learning approach that encourages students to actively participate in their own learning. This type of learning can be particularly beneficial for students who have a preference for a converging learning style, as it allows them to apply what they have learned to solve real-world problems.

Technical tasks are often well suited to an experiential learning approach, as they lend themselves well to trial and error. However, it is important to note that all students can benefit from experiential learning, regardless of their learning style preferences.

Moreover, Kolb’s learning cycle provides a useful framework for structuring experiential learning activities. The learning cycle consists of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation.

By following this cycle, students can ensure that they are getting the most out of their experiential learning experiences.

One of the criticisms of Kolb’s Experiential Learning Theory is that it focuses too much on the abstract and active stages of learning, and does not give enough attention to the other stages.

According to Kolb’s theory, learners acquire knowledge through a cycle of abstract conceptualization, followed by active experimentation.

However, critics argue that this only takes into account two of the four stages of learning (sensation and reflection). Furthermore, they argue that even within these two stages, there is a lack of balance between the abstract and the active.

For example, in the abstract stage, learners are expected to rely heavily on their own internal thoughts and reflections.

This can lead to a lack of connection with the outside world and a lack of motivation to engage in further learning. In the active stage, on the other hand, learners are expected to take initiative and experiment with different ideas.

While this can be beneficial for some learners, it can also be overwhelming and lead to feelings of frustration. Ultimately, critics argue that Kolb’s Experiential Learning Theory does not adequately take into account all stages of learning, and as a result, it is not an effective model for all learners.

Hopefully, this blog article will provide you with tips, and some of the best information on “Kolb’s Learning Cycle”

Was that article helpful? Please share your experience with us using the comment section below. We are very happy to hear from you, and on our upcoming blogs, we will try to improve it.

So, What’s next? Let’s find out about “What is My Learning Style?”

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Master Experiential Learning with Kolb’s Reflective Cycle
Exploring Different Types of Reflection Models with Examples

Kolb's reflective cycle was given by David Kolb in 1984 by focusing on four stages and different styles of learning. In this learning theory and reflective cycle, Kolb quoted that “Learning is a process whereby knowledge is created through a transformation of experience”. This experiential learning cycle includes concrete experience, reflective observation, abstract conceptualization, and active experimentation (Bergsteiner & Avery, 2014).

Stages of Kolb’s reflective cycle
Example of Kolb’s reflective cycle

Kolb's reflective cycle can also be referred to as a shorter version of Gibbs model , as the basis of both models are about an individual's own experiences (Abdulwahed & Nagy, 2009). However, the difference between the both lies in the number of stages in each model. An essential aspect over here is to consider that reflection models like Gibbs and Kolb focus on individual learning whereas there are even other reflection models such as Schon model of refection that are helpful for reflecting on the organisational problem. In this reflective cycle, individuals review past experiences, formulate concepts, and apply the learnings gained. A detailed description of the different stages in Kolb’s reflective cycle is discussed as follows-

Four stages of Kolb’s reflective cycle

Stage 1: concrete experience.

Concrete experience is the section that relates to your new experiences or situations being encountered by you at different aspects of life. In this stage, you need to think meticulously about newly experienced situations or past experiences you want to reflect upon. It is a considerable fact to know that this section focuses on factual information and explains the whole context of the situation you are reflecting upon. At this stage, you can write a reflection on a specific situation by answering the following questions.

What happened? This will explain factual information about an experience that could be about a hands-on experience with surgery, a group or an individual project.
What did you do? This section will highlight your and other involved people’s roles and responsibilities in the experience.
What did others involved in the situation do? This question will answer the impact and influence of others’ actions in the situation.

Stage 2: Reflective observation

In this section, after describing a whole experience in concrete form, the next section is about writing the reflective observation. Reflective observation is more about what you have learned and what you observed during your experience and explaining the same in your reflection writing. In this section, you will majorly highlight the differences between your assumptions before that and how those perceptions have significantly changed after the experience. The key questions that can be considered to explain this stage in reflective writing include

What did you assume? This will highlight your prior assumptions about the experience.
What happened? In this, you will highlight the reality of the experience.
What did you learn? This question will highlight your learnings based on your experience.

Description of 4 stages of Kolbs reflective cycle

Stage 3: Abstract conceptualization

Abstract conceptualization is the third stage in reflective practice which leads to explaining new ideas with a focus on the experience as well as new learnings gained from present experience. Alongside, you will also focus on how these learning will help you attain your future SMART goals more effectively. In this stage, you need to explain your new ideas and learnings by answering the following questions.

What could you have done better or differently? In this, you will highlight the actions that could have resulted in better results.
How would you deal with similar situations in the future? This question will answer details about future action plans

Stage 4: Active experimentation

The last stage in this reflective practice is active experimentation which implies a detailed description of how your newly acquired knowledge is applied in practical situations. This practical knowledge will help you to deal with various situations and try out new strategies. Some assisting questions that will help you in defining this section are

How did you implement these new ideas into practice? This will highlight various methods through which you will put newly gained knowledge into practice.
What did you do differently when a similar situation occurred again? This will shed light on different actions you will take in a similar situation in the future.

Moving ahead, for better comprehension, let us apply Kolb’s model of reflection to reflect on the learnings.

Kolb’s reflective cycle example in nursing

Case assessment - This reflective example will highlight the experience of a nurse during her summer internship in the surgical ward. This reflection practice will focus on a nurse’s experience who was treating a patient suffering from leg ulcers and faced some challenges in handling the patient.

During my summer internship in compression therapy for leg ulcers, I was placed in an ulcer treatment ward. On one of my visits with a community nurse, I was asked to change the dressing of a patient suffering from leg ulcers. Leg ulcers are often difficult to treat and successful treatment majorly depends on the correct diagnosis and treatment of the identified causes (Dogra & Sarangal, 2014). Hence, firstly I removed debris from ulcers using nonstick dressing so that ulcers could get a space to heal. Along with this, I also applied a compression bandage for improving vein circulation in his leg. Aside from this, I especially used gloves for removing the dirty dressing and applying new ones. But suddenly my senior nurse intervened and gave some systematic antibiotics to the patient. I was left confused after her sudden intervention.

In the beginning, I was pretty confident about my theoretical knowledge and had all the information about ulcer management practices. A major reason was that I did not use an aseptic non-touch technique because I assumed that a clinical clean technique would have been enough. After the dressings were changed, I asked for feedback from my senior nurse on my performance. She then guided me that although I used a clinical clean technique while changing a dressing, I failed to consider the risk of infection. Along with this, she highlighted that I forgot to change gloves between removing dirty dressings and applying new ones. She thought that it could have led to a serious infection which was the reason she intervened and gave the patient some systematic antibiotics. Through her feedback, I learned that the aseptic non-touch technique is also important to remove the risk of infection. Besides, I observed that a senior nurse also provided systemic antibiotics.

After engaging in this situation and taking feedback from a senior nurse, I got to know that an aseptic non-touch technique could have been applied while changing the dressing of a patient suffering from a leg ulcer. The use of this technique helped to prevent the risk of contamination and infection. Now, I have seen that ulcer management also requires considerable care and treatment. If a similar situation occurs next time, I will ensure that I follow the same steps and make additional changes as per the guidance of my senior.

After one week after the occurrence of this situation, I was again assigned the task of changing the dressing of a patient with venous ulcers. During this ulcer management, I used the aseptic non-touch technique whereby I took several standard precautions which include hand decontamination, changing gloves while removing dirty non-sterile gloves dressing, applying a new dressing, etc. Along with this, I also applied various infection prevention and control precautions during this case to prevent the risk of infection and complications. I also gave the patient clinical antibiotics. Antibiotics have a minor effect on ulcer healing but are a major requirement for clinical infections with surrounding cellulitis (Simon, Dix & McCollum, 2004). This case treatment then helped me to regain confidence and improved my ability to effectively engage in various wound dressing activities.

What are the limitations of Kolb's reflective cycle?

Kolb's reflective cycle has been criticized for oversimplifying the learning process and lacking clear evidence of its effectiveness. Some even argue that it may not be universally applicable to all learning situations due to its linear nature that might overlook the complexities of real-life experiences.

What is the difference between Kolb and Gibbs reflective cycle?

While both models focus on reflective learning, Kolb's cycle follows a linear pattern of experiencing, reflecting, thinking, and acting, whereas Gibbs' model includes more specific stages.

What are the 4 learning styles of Kolb?

Kolb identified four learning styles: converging (emphasis on practical application), diverging (focus on experiencing and observing), assimilating (prioritizing theoretical concepts), and accommodating (hands-on experimentation). Understanding one's learning style can help tailor educational approaches to individual preferences, optimizing the learning process.

Bergsteiner, H., & Avery, G. (2014). atwin-cycle experiential learning model: reconceptualizing Kolb's theory. Studies In Continuing Education, 36(3), 257-274. https://doi.org/10.1080/0158037x.2014.904782

Abdulwahed, M., & Nagy, Z. (2009). Applying Kolb's Experiential Learning Cycle for Laboratory Education. Journal Of Engineering Education, 98(3), 283-294. https://doi.org/10.1002/j.2168-9830.2009.tb01025.x

Kolb’s Reflective Learning Cycle

This is part of a series of articles exploring reflective practice .

In this article, we’re going to cover who David Kolb was, before diving into a detailed explanation of how Kolb’s Reflective Cycle works. We will also cover the various pros and cons of Kolb’s Reflective Learning Cycle before briefly looking into some of the alternatives models of reflection, closely followed by an example of Kolb’s Reflective Learning Cycle in action.

Please feel free to scroll ahead to any section that jumps out at you. Here goes.

Table of Contents

About David Kolb

Born in Illinois, America in December 1939, David Allen Kolb went on to become a well known educational theorist. He earned his BA at Knox College in 1961, before moving on to complete both an MA and a PhD in Social Psychology at Harvard University in 1964 and 1967.

His interests and publications focused on such areas as experiential learning, and executive and professional development. He went on to become the founder of Experience Based Learning Systems Inc (EBLS), and also Emeritus Professor of Organisational Behaviour in Case Western Reserve University, of Cleveland, Ohio.

In the early 1970s, Kolb worked with Ron Fry to develop the Experiential Learning Model (ELM). But Kolb is particularly renowned in education circles for his Learning Style Inventory.

Both of these models feature leading roles in the learning method that combines concrete experience, and reflective observation.

Now, let us take a look at Kolb’s Model of Reflection.

Kolb’s Model of Reflection

David Kolb developed a model of reflection, which he calls “Reflective Practice”. This model is a cycle of four interlinking stages, which can be applied to many different types of activities. It is not restricted to only one type of learning experience.

The four distinct stages are; concrete experience, reflective observation, abstract conceptualization, and active experimentation. Let’s look at each of these stages individually.

Concrete Experience

This stage involves experiencing something new or unusual. It can be anything from taking part in a sport, to visiting a foreign country, to listening to music in a different language. The point here is that it should be something that is new and/or unfamiliar.

This stage is where the learner first experiences something, and begins to understand what they are doing. At this stage, learners do not yet have much understanding of the subject, but their knowledge base is growing. They may even begin to make mistakes, as they are still trying to figure things out.

Reflective Observation

In order to progress past the concrete experience stage, the learner must be able to reflect upon their experience. This means being able to observe themselves, and think about what they did, why they did it, and what was the result.

Abstract Conceptualisation

As they reflect on their experience, they are beginning to build up a mental picture of what they experienced. This is called ‘abstract conceptualisation’ because it allows them to see the bigger picture.

At this stage, learners start to draw conclusions based on their observations. For example, if they were playing basketball, they might conclude that they need to improve their technique. Or if they were learning French, they might notice that they had trouble pronouncing certain words.

Active Experimentation

Once learners have reached this stage, they will want to test their ideas by actively experimenting. This could mean putting their theories into practice, or testing out how effective their methods really are.

The critical thing about this stage is that learners are now ready to put their theories into action. If they are going to learn any further, they will need to experiment with their ideas.

Each of their experiments counts as a new concrete experience, which takes us back to the initial stage of the cycle. As the cycle goes round again, the learner grows in skill and knowledge.

In some instances, a teacher may begin with abstract conceptualisation, explaining a theory before testing it out to prove it. This is closely followed by active experimentation, and the cycle goes round again, and the learner will consolidate their learning during their reflective practice following on from the concrete experience.

Kolb’s Model of Reflection in Practice

This cycle is often used to teach people new skills or train people in a particular field. For example, suppose someone were to learn how to play golf. In that case, they could first prepare themselves by reading up on the game, then engage in the actual game, exploring what happens during the game, and finally integrating what they have learned, reflecting on how things went for them so that they can make any necessary changes for their next game.

However, this cycle does not just apply to formal learning situations. It can also be used in informal settings, like playing sports or even socialising. If you are having fun with your friends but want to improve your social skills, you can use Kolb’s model of reflection to help you grow.

You can ask yourself questions such as: What am I doing? Why am I doing it? How am I feeling? And what would happen if I stopped doing it? And when you allow your findings to inform your future behaviour, you are consolidating your learning as you complete and/or renew the cycle.

Advantages & Disadvantages of Kolb’s Reflective Cycle

Kolb’s experiential learning cycle is a simple process that be easily grasped and put into practice. Therefore, it can be a useful introduction to structured self-reflection. It is flexible and can be applied to many different scenarios. Not to mention the fact that it really helps individuals to develop better self-awareness. This in and of itself is of tremendous value and is something that can be applied in all areas of life.

However, critics of the model may argue that it is oversimplified because it does not consider the perspectives of others or any other type of feedback. In addition, it does not take into consideration other methods of non-reflective learning or reflection during an action.

Alternatives to Kolb’s Reflective Cycle

Schön’s Model of Reflection explores the importance of reflection during an experience (Reflection in Action) as well as reflection following an experience (Reflection on Action).

Gibb’s Reflective Cycle builds on the work of Kolb to create a more detailed experiential learning cycle that has more focus on feelings, feedback from others and structured action plans moving forwards.

Similarly, John’s model of reflection uses sets of questions at each stage to facilitate deeper thinking and analysis and encourages the participation of another person to prevent drawing conclusions that may be too one-sided.

A list of other models of reflective practice can be found here.

An Example of Kolb’s Reflective Cycle

And now to give you an in-depth example of Kolb’s reflective cycle in practice.

You work as a domiciliary care worker and your employer introduces a new proprietary record-keeping application for documenting the care visits that you carry out. You undergo training on the software and then come to use it during a client visit. However, you can not remember how to clock in and clock out of the visit and so do not log your visit. The next day, your manager is unhappy because you have not been logging your visits. This is a concrete experience of using the new system.

Following the visit, you reflect upon what you did. You carried out your daily care tasks with your usual professionalism but could not make the necessary records as you could not remember how to do so. This resulted in legal records not being maintained, which could potentially have resulted in wrong decisions being made (e.g. another carer visits a client and gives an overdose because medical records were not up-to-date) or disciplinary action. This is your reflective observation of the situation.

Using this information, you begin to build up a picture of what went wrong. You admit that you were overconfident during the training and so did not make notes that would have helped you in the field. In addition, when you realised that you didn’t know how to use the system, you didn’t seek support from your manager. This process of drawing conclusions from an experience is abstract conceptualisation .

Moving forward, you commit to taking all training seriously and make meticulous notes that you can refer back to if needed. In addition, you make the decision that whenever you are unsure about something, you will contact your manager for guidance and support straight away. Putting these ideas into practice is the active experimentation stage of the cycle.

Because reflective practice is cyclical, you should continuously reflect on the actions that you have put in place. For example, a few weeks later you may reflect on the times that you have asked for support as soon as you are not sure how to do something, and this behaviour has served you well and averted potential difficulties. You may also reflect on your commitment to making detailed notes during training, but found that by constantly writing, you were always behind and sometimes missed part of the training. So, you change you decide to change the behaviour to taking rough notes of only the most important information.

Kolb: Experiential Learning: Experience as the Source of Learning and Development (1983)

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3.4 Kolb’s Experiential Learning Cycle

Kolb's Experiential Learning cycle includes: concrete experience, reflective observation, abstract conceptualization and active experimentation.

Kolb’s model (1984) is based on theories about how people learn, this model centres on the concept of developing understanding through actual experiences and contains four key stages:

Concrete experience
Reflective observation
Abstract conceptualization
Active experimentation

The model argues that we start with an experience – either a repeat of something that has happened before or something completely new to us. The next stage involves us reflecting on the experience and noting anything about it which we haven’t come across before. We then start to develop new ideas as a result, for example when something unexpected has happened we try to work out why this might be. The final stage involves us applying our new ideas to different situations. This demonstrates learning as a direct result of our experiences and reflections. This model is similar to one used by small children when learning basic concepts such as hot and cold. They may touch something hot, be burned and be more cautious about touching something which could potentially hurt them in the future.

Video: Kolb’s Reflective Cycle

Learn more about Kolb’s Reflective Cycle by watching the video by Cheryl Reynolds [2:47] below.

Reflective Practice in Early Years Education Copyright © 2022 by Sheryl Third, RECE; ECE.C, B.A., M.A is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Reflective Essay: Kolb’s ‘Experiential Learning Cycle’

Essay , 2009 , 9 Pages , Grade: 2,3

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Experiential education describes a didactic model which is based on the assumption that only a direct and practical examination of the learning content allows for a effective and meaningful learning. In this concept the learner takes the centre stage. David Kolb’s ‘Experiential Learning Cycle’ is a concept within this approach which describes the ideal relation between experience and future action. According to this model learning is a circular process with the subsequent elements: concrete experience, reflective observation, abstract conceptualisation and active experimentation. This essay is aimed at reflecting my personal process of learning, acquisition of skills and career development in a specific learning situation that I experienced throughout the unit ‘Human Resource Development’ (HRD) during Semester 2, 2009 at Swinburne University of Technology. It follows the elements of the Experiental Learning Cycle in order to evaluate my ideas and learn about further actions.

This essay is aimed at reflecting my personal process of learning, acquisition of skills and career development in a specific learning situation that I experienced throughout the unit ‘Human Resource Development’ (HRD) during Semester 2, 2009 at Swinburne University of Technology. It follows the elements of the Experiental Learning Cycle in order to evaluate my ideas and learn about further actions.

Concrete Experience

I met my facilitation partner Andrew in front of the library for our first meeting. Since it was a windy and cool day he suggested to look for a warmer place where we could discuss our ideas. I agreed and followed him to an empty class room in the EN-Building where we sat at a table together. I did not really feel warmer in there but I did not want to complain either. Andrew started to pull his laptop out of a bag which seemed to me to take hours. There was an awkward silence in the room. The sound of the booted up laptop was a relief for me because it was the sign that we could actually begin with our work. We started to brainstorm different topics which were eligible for our facilitation session. Andrew described all of his ideas in detail and he used a lot of English or specific Australian expressions I did not know. I asked a few times “Sorry, could explain that to me?”. He always answered, “Sure. No worries.”, and tried to use other words to explain his thoughts to me. But nonetheless, I did not want to ask him every single time I did not know a word because I thought he might be annoyed.

After having collected a few ideas on a sheet of paper, we went over the list again in order to make a decision for a topic. For me it seemed clear that we were going to pick the “Behavioral Interview” topic but Andrew wanted to evaluate all the other ideas as well. That was why we balanced a few reasons for and against various themes and we both expressed our personal opinion. But whereas I always clearly stated which idea I like and which one not, I did not really understand Andrew’s point of view because he found positive aspects about every single topic. I felt like this discussion would lead to nowhere. After a while I said “In order to start with an acutal session plan, we should make a decision soon.” Although he seemed a bit irritated he agreed and we finally worked out to pick the “Behavioural Interview” topic. I had a look on my watch and noticed that I had to go to a class in five minutes. I suddenly felt stressed and uneasy because of that time pressure. Andrew noticed my look and I explained the situation to him. We decided to collect quickly some tasks that had to be done for the facilitation session and divided these tasks. After that we arranged another meeting for the following week and then I had to hurry up to my other class leaving Andrew behind in the room.

Reflective Observation

In thinking back on the meeting, I started to realize to what extent my behaviour and reactions had an impact on this situation. Due to the fact that I was feeling cold in our meeting room I did not take off my jacket and fold my arms around myself. For Andrew this type of body language probably looked like I would be uneased or introverted. In addition I did not bring my laptop with me which might have also seem to him like I am uninterested or I do not want to play a part in our meeting.

I also considered my discomfort concerning the language barrier to have an influence on the meeting. Resulting from that I lost the plot several times during our conversation which is why I could not give Andrew appropriate feedback to everything he said. Moreover, I think that our discussion was heavily influenced by our different way of decision making and accordingly by our manner to express our personal opinion. Maybe I was a little bit too brisk in bringing our meeting forth? Should I have given Andrew some more time to think about his personal view instead of calling for a fast decision? In thinking back of the situation, I really feel like our communication was disturbed at that moment. In addition to that I feel like my lack of time at the end of the meeting caused even more discrepancy. Since I did not tell Andrew in advance that I had a class immediately after our meeting he was most likely surprised about my sudden rush. It might have been better for our group work to leave the room together or even go and have a coffee together so that we could get to know each other on a more personal basis.

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Reflective Writing

1. What is reflective writing?
2. Reflective Writing Aims
3. The Keys Components to Reflective Writing
4. The process of reflective writing
5. Gibbs Reflective Cycle
6. Kolb's Learning Cycle

Skills for Success / Academic Skills / Mini-Modules

6. Kolb's Learning Cycle

David Kolb's Experimental Learning Cycle was created in 1984. Kolb’s Experiential Learning Cycle is combined in four-stage learning cycles. It provides a foundation for learning and development by describing the ideal processes where knowledge is created through experience.

1. Concrete experience: Your experience

2. Reflective observation: Your reflection

3. Abstract conceptualisation: Learning from the experience

4. Active experimentation: Using what you have learned

Watch the video about Kolb's Learning Cycle and answer the true or false question below

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Last Updated: Jun 13, 2024 8:33 AM
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Service Learning

Maximize student learning using the Kolb experiential learning cycle (an example)

Kara Brascia

How might we maximize student learning from a community-based experience? We can use the Kolb experiential learning cycle, which can be boiled down to this recurring cycle: concept > preparation > action > reflection.

These steps listed here mirror this cycle. Each step is important and leads to the next step. Note: the cycle can begin at any step. The learning expands when the cycle continues: concept > preparation > action > reflection > reconceptualize… and so on.

First, identify what you want students to learn/gain from the experience , e.g., “students will develop a sense of community with 1) their peers and 2) with Boise.” Then move on to the following steps:

1. Introduce students to a key concept connected to your learning outcome. Provide a reading or lead a discussion on the topic, e.g., offer 1) tips for connecting with people (tips for approaching someone you don’t know), and 2) tips for developing a sense of place.

2. Ask students to anticipate and prepare what it might be like to try these ideas. Give them time to write or reflect on which of the tips they might like to try. Before they do their activity remind them to think about and practice the concepts during their activity. 3. Students go have the experience.

4. After the experience, ask students to reflect: What happened? Describe an interaction or significant moment. AND How did it go — trying on or exploring the idea of “building community” or “connecting to a place” AND What insights did you gain about yourself or the idea? AND What might you do differently when you have a similar opportunity?

5. Revisit the key concept when the group meets again. For example: “Let’s revisit the idea of “community” and “sense of place”. Has your thinking shifted about… [why it’s valuable, how it relates to your college experience, etc.]? What else might we want to explore about these ideas? How would you like to explore it?

The Service-Learning director is happy to consult with faculty about how to integrate the experiential learning cycle in their class. Please contact [email protected].

The experimental learning cycle snapshot. Concrete experience points to reflective oberservation points to abstract conceptualizatoin points to active experimentation points back to concrete experience.

Kolb, D. A. 1984. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.

Center for Teaching and Learning

Kolb’s Learning Styles and Experiential Learning Cycle

Saul McLeod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

David Kolb published his learning styles model in 1984, from which he developed his learning style inventory.

Kolb’s experiential learning theory works on two levels: a four-stage learning cycle and four separate learning styles. Much of Kolb’s theory concerns the learner’s internal cognitive processes.

Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. In Kolb’s theory, the impetus for the development of new concepts is provided by new experiences.

“Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38).

The Experiential Learning Cycle

Kolb’s experiential learning style theory is typically represented by a four-stage learning cycle in which the learner “touches all the bases”:

The terms “Reflective Cycle” and “Experiential Learning Cycle” are often used interchangeably when referring to this four-stage learning process. The main idea behind both terms is that effective learning occurs through a continuous cycle of experience, reflection, conceptualization, and experimentation.

Concrete Experience – the learner encounters a concrete experience. This might be a new experience or situation, or a reinterpretation of existing experience in the light of new concepts.
Reflective Observation of the New Experience – the learner reflects on the new experience in the light of their existing knowledge. Of particular importance are any inconsistencies between experience and understanding.
Abstract Conceptualization – reflection gives rise to a new idea, or a modification of an existing abstract concept (the person has learned from their experience).
Active Experimentation – the newly created or modified concepts give rise to experimentation. The learner applies their idea(s) to the world around them to see what happens.

Effective learning is seen when a person progresses through a cycle of four stages: of (1) having a concrete experience followed by (2) observation of and reflection on that experience which leads to (3) the formation of abstract concepts (analysis) and generalizations (conclusions) which are then (4) used to test a hypothesis in future situations, resulting in new experiences.

Kolb (1984) views learning as an integrated process, with each stage mutually supporting and feeding into the next. It is possible to enter the cycle at any stage and follow it through its logical sequence.

However, effective learning only occurs when a learner can execute all four stages of the model. Therefore, no one stage of the cycle is effective as a learning procedure on its own.

The process of going through the cycle results in the formation of increasingly complex and abstract ‘mental models’ of whatever the learner is learning about.

Learning Styles

Kolb’s learning theory (1984) sets out four distinct learning styles, which are based on a four-stage learning cycle (see above). Kolb explains that different people naturally prefer a certain single different learning style.

Various factors influence a person’s preferred style. For example, social environment, educational experiences, or the basic cognitive structure of the individual.

Whatever influences the choice of style, the learning style preference itself is actually the product of two pairs of variables, or two separate “choices” that we make, which Kolb presented as lines of an axis, each with “conflicting” modes at either end.

A typical presentation of Kolb’s two continuums is that the east-west axis is called the Processing Continuum (how we approach a task), and the north-south axis is called the Perception Continuum (our emotional response, or how we think or feel about it).

Kolb believed that we cannot perform both variables on a single axis simultaneously (e.g., think and feel). Our learning style is a product of these two choice decisions.

It’s often easier to see the construction of Kolb’s learning styles in terms of a two-by-two matrix. Each learning style represents a combination of two preferred styles.

The matrix also highlights Kolb’s terminology for the four learning styles; diverging, assimilating, and converging, accommodating:

	Active Experimentation (Doing)	Reflective Observation (Watching)
Concrete Experience (Feeling)	Accommodating (CE/AE)	Diverging (CE/RO)
Abstract Conceptualization (Thinking)	Converging (AC/AE)	Assimilating (AC/RO)

Knowing a person’s (and your own) learning style enables learning to be orientated according to the preferred method.

That said, everyone responds to and needs the stimulus of all types of learning styles to one extent or another – it’s a matter of using emphasis that fits best with the given situation and a person’s learning style preferences.

Illustration showing a psychological model of the learning process for Kolb

Here are brief descriptions of the four Kolb learning styles:

Diverging (feeling and watching – CE/RO)

These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations from several different viewpoints.

Kolb called this style “diverging” because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a diverging learning style have broad cultural interests and like to gather information.

They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback.

Assimilating (watching and thinking – AC/RO)

The assimilating learning preference involves a concise, logical approach. Ideas and concepts are more important than people.

These people require good, clear explanations rather than a practical opportunity. They excel at understanding wide-ranging information and organizing it in a clear, logical format.

People with an assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value.

This learning style is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.

Converging (doing and thinking – AC/AE)

People with a converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects.

People with a converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems.

People with a converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A converging learning style enables specialist and technology abilities.

People with a converging style like to experiment with new ideas, to simulate, and to work with practical applications.

Accommodating (doing and feeling – CE/AE)

The Accommodating learning style is “hands-on,” and relies on intuition rather than logic. These people use other people’s analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans.

They commonly act on “gut” instinct rather than logical analysis. People with an accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent within the general population.

Educational Implications

Both Kolb’s (1984) learning stages and the cycle could be used by teachers to critically evaluate the learning provision typically available to students, and to develop more appropriate learning opportunities.

Educators should ensure that activities are designed and carried out in ways that offer each learner the chance to engage in the manner that suits them best.

Also, individuals can be helped to learn more effectively by the identification of their lesser preferred learning styles and the strengthening of these through the application of the experiential learning cycle.

Ideally, activities and material should be developed in ways that draw on abilities from each stage of the experiential learning cycle and take the students through the whole process in sequence.

Kolb, D. A. (1976). The Learning Style Inventory: Technical Manual . Boston, MA: McBer.

Kolb, D.A. (1981). Learning styles and disciplinary differences, in: A.W. Chickering (Ed.) The Modern American College (pp. 232–255). San Francisco, LA: Jossey-Bass.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.

Kolb, D. A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Studies of group process (pp. 33–57). New York: Wiley.

Kolb, D. A., Rubin, I. M., & McIntyre, J. M. (1984). Organizational psychology: readings on human behavior in organizations . Englewood Cliffs, NJ: Prentice-Hall.

Kolb's Learning Cycle

Introduction.

David Kolb's approach to reflection takes a somewhat different approach in some ways, as it sites reflection as part of a wider set of processes in which the learner (in this case, the educator reflecting on their practice as part of their continuing professional development) seeks to understand their working processes as they move through different stages of engagement with an event, occurrence, or training session and take on relevant aspects of the new material.

Kolb's cycle derives its insight from experiential thought as regards learning processes, and to some extent it is an offspring of work done by theorists such as Lewin, Piaget, and Freire. The learning cycle proposed by Kolb is experiential in that the focus is upon the value of experience to learning. What is also distinctive about this model is that reflection forms part of a wider set of processes, rather than the model being purely concerned with reflection. To this extent, then, the experiential learning cycle as outlined by Kolb could be used in association with another, and reflection-specific, model of reflection.

The Four Steps of Kolb's Learning Cycle

This diagram indicates the main elements of Kolb's experiential learning cycle:

1. Concrete experience

For Kolb, any process of learning, including learning as a consequence of embarking on an instance of reflection, begins with a concrete - real - experience. Our stimulus to learn in this model derives from having experienced something, and then on the taking into consideration of the meaning and impact of that experience.

Vicarious or second-hand experience (such as reading about how to become a teacher, for example, or watching a demonstration video) is not enough to fully appreciate the situation, event, or skill being studied. Only actual live experience gives the learner the complete picture.

2. Reflective observation

The second stage, reflective observation, involves taking a step back from the experience so that it can be properly considered. Processes related to reviewing what has been done, the effectiveness of the approaches being taken, and the possibility of alterations or variations to the concrete experience already undertaken can be considered.

Kolb appreciates that for some, this is a more natural process than it might be for others. Some people are organic in their reflective abilities, whereas others have to be more formal and structured in their approach to looking back on their experiences and drawing insight for the future from them.

3. Abstract conceptualisation

For Kolb, conceptualisation means to draw inferences from our experiences and what they mean to us. We can take ideas generated as a consequence of reflecting on our experiences, and then draw conclusions from them. In the abstract conceptualisation phase of the cycle, we are prompted to make sense of our experiences, and better appreciate the relationships between them and our wider world.

This can mean further reflective thinking guided towards linking our practice with wider theoretical concepts (such as connecting live teaching events to a range of learning theories which may explain them in various ways). Insight may also be taken from colleagues, peers, from one's own previous history, and from parallel experiences. All of this can support the making of fresh meaning from the concrete experience which we have engaged with through the cycle.

4. Active experimentation

The active experimentation phase of Kolb's cycle is where the hypotheses generated in the previous element are put to the test. It may be that multiple possible alternative approaches have been provoked by the process of working through the cycle, in which case it may be appropriate to test them all in live situations. From such experimentation, fresh concrete experiences will be encountered. Learning must be enacted, not just considered in the abstract; this fresh concrete experience is vital for learning to become embedded.

It is not enough, however, merely to test alternatives or to be assured that one's previous way of working was the most appropriate to the circumstances. For a full appreciation, the cycle must be continued, as we continually re-assess the usefulness and the meaning of our experiences, and as we seek make further improvements.

Kolb's ideas have been influential, not least in the development of other approaches which have taken inspiration from Kolb. The learning cycle may be used also in partnership with other schemas of Kolb's, most notably the definitions of four styles of learning which he developed alongside the cycle. For Kolb, there are four kinds of learners:

Divergent thinkers: Divergent thinkers are able to assimilate ideas from a spectrum of sources and theoretical approaches. Divergent thinkers are sensitive, imaginative, good at brainstorming and coming up with multiple alternatives to addressing a problem or situation, as well as being good in group-working situations, and in tackling research exercises
Assimilators: Assimilators prefer logical, short, factual approaches, and work well with clarity and with making sense of theory and abstract concepts. Learners and reflectors who tend to being assimilators like to take time to think through the relative merits of different positions, and can synthesise material efficiently.
Convergent thinkers: Convergers are adept at problem-solving, and in technical operations, particularly those with real-world applications. There can be a focus on technical or technological subjects, and on experimentation as a way of exploring the world.
Accommodating thinkers: Accommodators respond well to active experimentation, to inspiration and to intuition rather than a logical and ordered approach. This kind of learner likes working in group environments and using the knowledge of others to support their own decision-making.

Disadvantages of Kolb's Learning Cycle

Disadvantages of Kolb's ideas include the observation that his categories and processes are a personal design and as such are asserted rather than 'proved' in any meaningful way. The experiential cycle proposed may not be a good fit for all reflective situations, and may also require articulation with another reflection-centric approach for it to be meaningful. In addition, the separation between stages in the cycle as outlined by Kolb may be artificial, and not mirror actual experiences where multiple aspects of the learning cycle may be encountered simultaneously.

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A complete guide to writing a reflective essay

(Last updated: 3 June 2024)

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“The overwhelming burden of writing my first ever reflective essay loomed over me as I sat as still as a statue, as my fingers nervously poised over the intimidating buttons on my laptop keyboard. Where would I begin? Where would I end? Nerve wracking thoughts filled my mind as I fretted over the seemingly impossible journey on which I was about to embark.”

Reflective essays may seem simple on the surface, but they can be a real stumbling block if you're not quite sure how to go about them. In simple terms, reflective essays constitute a critical examination of a life experience and, with the right guidance, they're not too challenging to put together. A reflective essay is similar to other essays in that it needs to be easily understood and well structured, but the content is more akin to something personal like a diary entry.

In this guide, we explore in detail how to write a great reflective essay , including what makes a good structure and some advice on the writing process. We’ve even thrown in an example reflective essay to inspire you too, making this the ultimate guide for anyone needing reflective essay help.

Types of Reflection Papers

There are several types of reflective papers, each serving a unique purpose. Educational reflection papers focus on your learning experiences, such as a course or a lecture, and how they have impacted your understanding. Professional reflection papers often relate to work experiences, discussing what you have learned in a professional setting and how it has shaped your skills and perspectives. Personal reflection papers delve into personal experiences and their influence on your personal growth and development.

Each of these requires a slightly different approach, but all aim to provide insight into your thoughts and experiences, demonstrating your ability to analyse and learn from them. Understanding the specific requirements of each type can help you tailor your writing to effectively convey your reflections.

Reflective Essay Format

In a reflective essay, a writer primarily examines his or her life experiences, hence the term ‘reflective’. The purpose of writing a reflective essay is to provide a platform for the author to not only recount a particular life experience, but to also explore how he or she has changed or learned from those experiences. Reflective writing can be presented in various formats, but you’ll most often see it in a learning log format or diary entry. Diary entries in particular are used to convey how the author’s thoughts have developed and evolved over the course of a particular period.

The format of a reflective essay may change depending on the target audience. Reflective essays can be academic, or may feature more broadly as a part of a general piece of writing for a magazine, for instance. For class assignments, while the presentation format can vary, the purpose generally remains the same: tutors aim to inspire students to think deeply and critically about a particular learning experience or set of experiences. Here are some typical examples of reflective essay formats that you may have to write:

A focus on personal growth:

A type of reflective essay often used by tutors as a strategy for helping students to learn how to analyse their personal life experiences to promote emotional growth and development. The essay gives the student a better understanding of both themselves and their behaviours.

A focus on the literature:

This kind of essay requires students to provide a summary of the literature, after which it is applied to the student’s own life experiences.

Pre-Writing Tips: How to Start Writing the Reflection Essay?

As you go about deciding on the content of your essay, you need to keep in mind that a reflective essay is highly personal and aimed at engaging the reader or target audience. And there’s much more to a reflective essay than just recounting a story. You need to be able to reflect (more on this later) on your experience by showing how it influenced your subsequent behaviours and how your life has been particularly changed as a result.

As a starting point, you might want to think about some important experiences in your life that have really impacted you, either positively, negatively, or both. Some typical reflection essay topics include: a real-life experience, an imagined experience, a special object or place, a person who had an influence on you, or something you have watched or read. If you are writing a reflective essay as part of an academic exercise, chances are your tutor will ask you to focus on a particular episode – such as a time when you had to make an important decision – and reflect on what the outcomes were. Note also, that the aftermath of the experience is especially important in a reflective essay; miss this out and you will simply be storytelling.

What Do You Mean By Reflection Essay?

It sounds obvious, but the reflective process forms the core of writing this type of essay, so it’s important you get it right from the outset. You need to really think about how the personal experience you have chosen to focus on impacted or changed you. Use your memories and feelings of the experience to determine the implications for you on a personal level.

Once you’ve chosen the topic of your essay, it’s really important you study it thoroughly and spend a lot of time trying to think about it vividly. Write down everything you can remember about it, describing it as clearly and fully as you can. Keep your five senses in mind as you do this, and be sure to use adjectives to describe your experience. At this stage, you can simply make notes using short phrases, but you need to ensure that you’re recording your responses, perceptions, and your experience of the event(s).

Once you’ve successfully emptied the contents of your memory, you need to start reflecting. A great way to do this is to pick out some reflection questions which will help you think deeper about the impact and lasting effects of your experience. Here are some useful questions that you can consider:

What have you learned about yourself as a result of the experience?
Have you developed because of it? How?
Did it have any positive or negative bearing on your life?
Looking back, what would you have done differently?
Why do you think you made the particular choices that you did? Do you think these were the right choices?
What are your thoughts on the experience in general? Was it a useful learning experience? What specific skills or perspectives did you acquire as a result?

These signpost questions should help kick-start your reflective process. Remember, asking yourself lots of questions is key to ensuring that you think deeply and critically about your experiences – a skill that is at the heart of writing a great reflective essay.

Consider using models of reflection (like the Gibbs or Kolb cycles) before, during, and after the learning process to ensure that you maintain a high standard of analysis. For example, before you really get stuck into the process, consider questions such as: what might happen (regarding the experience)? Are there any possible challenges to keep in mind? What knowledge is needed to be best prepared to approach the experience? Then, as you’re planning and writing, these questions may be useful: what is happening within the learning process? Is the process working out as expected? Am I dealing with the accompanying challenges successfully? Is there anything that needs to be done additionally to ensure that the learning process is successful? What am I learning from this? By adopting such a framework, you’ll be ensuring that you are keeping tabs on the reflective process that should underpin your work.

How to Strategically Plan Out the Reflective Essay Structure?

Here’s a very useful tip: although you may feel well prepared with all that time spent reflecting in your arsenal, do not, start writing your essay until you have worked out a comprehensive, well-rounded plan . Your writing will be so much more coherent, your ideas conveyed with structure and clarity, and your essay will likely achieve higher marks.

This is an especially important step when you’re tackling a reflective essay – there can be a tendency for people to get a little ‘lost’ or disorganised as they recount their life experiences in an erratic and often unsystematic manner as it is a topic so close to their hearts. But if you develop a thorough outline (this is the same as a ‘plan’) and ensure you stick to it like Christopher Columbus to a map, you should do just fine as you embark on the ultimate step of writing your essay. If you need further convincing on how important planning is, we’ve summarised the key benefits of creating a detailed essay outline below:

An outline allows you to establish the basic details that you plan to incorporate into your paper – this is great for helping you pick out any superfluous information, which can be removed entirely to make your essay succinct and to the point.

Think of the outline as a map – you plan in advance the points you wish to navigate through and discuss in your writing. Your work will more likely have a clear through line of thought, making it easier for the reader to understand. It’ll also help you avoid missing out any key information, and having to go back at the end and try to fit it in.

It’s a real time-saver! Because the outline essentially serves as the essay’s ‘skeleton’, you’ll save a tremendous amount of time when writing as you’ll be really familiar with what you want to say. As such, you’ll be able to allocate more time to editing the paper and ensuring it’s of a high standard.

Now you’re familiar with the benefits of using an outline for your reflective essay, it is essential that you know how to craft one. It can be considerably different from other typical essay outlines, mostly because of the varying subjects. But what remains the same, is that you need to start your outline by drafting the introduction, body and conclusion. More on this below.

Introduction

As is the case with all essays, your reflective essay must begin within an introduction that contains both a hook and a thesis statement. The point of having a ‘hook’ is to grab the attention of your audience or reader from the very beginning. You must portray the exciting aspects of your story in the initial paragraph so that you stand the best chances of holding your reader’s interest. Refer back to the opening quote of this article – did it grab your attention and encourage you to read more? The thesis statement is a brief summary of the focus of the essay, which in this case is a particular experience that influenced you significantly. Remember to give a quick overview of your experience – don’t give too much information away or you risk your reader becoming disinterested.

Next up is planning the body of your essay. This can be the hardest part of the entire paper; it’s easy to waffle and repeat yourself both in the plan and in the actual writing. Have you ever tried recounting a story to a friend only for them to tell you to ‘cut the long story short’? They key here is to put plenty of time and effort into planning the body, and you can draw on the following tips to help you do this well:

Try adopting a chronological approach. This means working through everything you want to touch upon as it happened in time. This kind of approach will ensure that your work is systematic and coherent. Keep in mind that a reflective essay doesn’t necessarily have to be linear, but working chronologically will prevent you from providing a haphazard recollection of your experience. Lay out the important elements of your experience in a timeline – this will then help you clearly see how to piece your narrative together.

Ensure the body of your reflective essay is well focused and contains appropriate critique and reflection. The body should not only summarise your experience, it should explore the impact that the experience has had on your life, as well as the lessons that you have learned as a result. The emphasis should generally be on reflection as opposed to summation. A reflective posture will not only provide readers with insight on your experience, it’ll highlight your personality and your ability to deal with or adapt to particular situations.

In the conclusion of your reflective essay, you should focus on bringing your piece together by providing a summary of both the points made throughout, and what you have learned as a result. Try to include a few points on why and how your attitudes and behaviours have been changed. Consider also how your character and skills have been affected, for example: what conclusions can be drawn about your problem-solving skills? What can be concluded about your approach to specific situations? What might you do differently in similar situations in the future? What steps have you taken to consolidate everything that you have learned from your experience? Keep in mind that your tutor will be looking out for evidence of reflection at a very high standard.

Congratulations – you now have the tools to create a thorough and accurate plan which should put you in good stead for the ultimate phase indeed of any essay, the writing process.

Step-by-Step Guide to Writing Your Reflective Essay

As with all written assignments, sitting down to put pen to paper (or more likely fingers to keyboard) can be daunting. But if you have put in the time and effort fleshing out a thorough plan, you should be well prepared, which will make the writing process as smooth as possible. The following points should also help ease the writing process:

To get a feel for the tone and format in which your writing should be, read other typically reflective pieces in magazines and newspapers, for instance.
Don’t think too much about how to start your first sentence or paragraph; just start writing and you can always come back later to edit anything you’re not keen on. Your first draft won’t necessarily be your best essay writing work but it’s important to remember that the earlier you start writing, the more time you will have to keep reworking your paper until it’s perfect. Don’t shy away from using a free-flow method, writing and recording your thoughts and feelings on your experiences as and when they come to mind. But make sure you stick to your plan. Your plan is your roadmap which will ensure your writing doesn’t meander too far off course.
For every point you make about an experience or event, support it by describing how you were directly impacted, using specific as opposed to vague words to convey exactly how you felt.
Write using the first-person narrative, ensuring that the tone of your essay is very personal and reflective of your character.
If you need to, refer back to our notes earlier on creating an outline. As you work through your essay, present your thoughts systematically, remembering to focus on your key learning outcomes.
Consider starting your introduction with a short anecdote or quote to grasp your readers’ attention, or other engaging techniques such as flashbacks.
Choose your vocabulary carefully to properly convey your feelings and emotions. Remember that reflective writing has a descriptive component and so must have a wide range of adjectives to draw from. Avoid vague adjectives such as ‘okay’ or ‘nice’ as they don’t really offer much insight into your feelings and personality. Be more specific – this will make your writing more engaging.
Be honest with your feelings and opinions. Remember that this is a reflective task, and is the one place you can freely admit – without any repercussions – that you failed at a particular task. When assessing your essay, your tutor will expect a deep level of reflection, not a simple review of your experiences and emotion. Showing deep reflection requires you to move beyond the descriptive. Be extremely critical about your experience and your response to it. In your evaluation and analysis, ensure that you make value judgements, incorporating ideas from outside the experience you had to guide your analysis. Remember that you can be honest about your feelings without writing in a direct way. Use words that work for you and are aligned with your personality.
Once you’ve finished learning about and reflecting on your experience, consider asking yourself these questions: what did I particularly value from the experience and why? Looking back, how successful has the process been? Think about your opinions immediately after the experience and how they differ now, so that you can evaluate the difference between your immediate and current perceptions. Asking yourself such questions will help you achieve reflective writing effectively and efficiently.
Don’t shy away from using a variety of punctuation. It helps keeps your writing dynamic! Doesn’t it?
If you really want to awaken your reader’s imagination, you can use imagery to create a vivid picture of your experiences.
Ensure that you highlight your turning point, or what we like to call your “Aha!” moment. Without this moment, your resulting feelings and thoughts aren’t as valid and your argument not as strong.
Don’t forget to keep reiterating the lessons you have learned from your experience.

Bonus Tip - Using Wider Sources

Although a reflective piece of writing is focused on personal experience, it’s important you draw on other sources to demonstrate your understanding of your experience from a theoretical perspective. It’ll show a level of analysis – and a standard of reliability in what you’re claiming – if you’re also able to validate your work against other perspectives that you find. Think about possible sources, like newspapers, surveys, books and even journal articles. Generally, the additional sources you decide to include in your work are highly dependent on your field of study. Analysing a wide range of sources, will show that you have read widely on your subject area, that you have nuanced insight into the available literature on the subject of your essay, and that you have considered the broader implications of the literature for your essay. The incorporation of other sources into your essay also helps to show that you are aware of the multi-dimensional nature of both the learning and problem-solving process.

Reflective Essay Example

If you want some inspiration for writing, take a look at our example of a short reflective essay , which can serve as a useful starting point for you when you set out to write your own.

Some Final Notes to Remember

To recap, the key to writing a reflective essay is demonstrating what lessons you have taken away from your experiences, and why and how you have been shaped by these lessons.

The reflective thinking process begins with you – you must consciously make an effort to identify and examine your own thoughts in relation to a particular experience. Don’t hesitate to explore any prior knowledge or experience of the topic, which will help you identify why you have formed certain opinions on the subject. Remember that central to reflective essay writing is the examination of your attitudes, assumptions and values, so be upfront about how you feel. Reflective writing can be quite therapeutic, helping you identify and clarify your strengths and weaknesses, particularly in terms of any knowledge gaps that you may have. It’s a pretty good way of improving your critical thinking skills, too. It enables you to adopt an introspective posture in analysing your experiences and how you learn/make sense of them.

If you are still having difficulties with starting the writing process, why not try mind-mapping which will help you to structure your thinking and ideas, enabling you to produce a coherent piece. Creating a mind map will ensure that your argument is written in a very systematic way that will be easy for your tutor to follow. Here’s a recap of the contents of this article, which also serves as a way to create a mind map:

1. Identify the topic you will be writing on.

2. Note down any ideas that are related to the topic and if you want to, try drawing a diagram to link together any topics, theories, and ideas.

3. Allow your ideas to flow freely, knowing that you will always have time to edit your reflective essay .

4. Consider how your ideas are connected to each other, then begin the writing process.

And finally, keep in mind that although there are descriptive elements in a reflective essay, we can’t emphasise enough how crucial it is that your work is critical, analytical, and adopts a reflective posture in terms of your experience and the lessons you have learned from it.

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Kolb’s Reflective Cycle: Assessment through Experiential Learning

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Revolutionise Learning Through Self-Assessment

Experiential learning is vital in our fast-changing world. Kolb’s Reflective Cycle, created by David A. Kolb in 1984, is a powerful tool for analysing experiences, boosting performance, and refining decision-making. Overall, it has four stages—Concrete Experience, Reflective Observation, Abstract Conceptualisation, and Active Experimentation—this cycle enables dynamic growth.

The model also identifies four learning styles—Accommodator, Diverger, Converger, and Assimilator—aligned with the four-stage learning process.

By embracing your learning style and incorporating Kolb’s Reflective Cycle, you can enhance adaptability, learning, and success across various personal and professional experiences.

Kolb’s Experiential Learning Theory

Kolb’s Experiential Learning Theory, created by psychologist David Kolb, explains how people learn through a cyclical process based on their experiences. Furthermore, This theory highlights the importance of reflecting on and analysing one’s own experiences to improve understanding and facilitate learning.

What Are the Four Stages of Kolb’s Reflective Cycle?

Kolb’s Reflective Cycle comprises four distinct stages that individuals progress through during their learning process. These stages are:

#1. Concrete Experience (CE):

In this stage, you immerse yourself in a new experience, gather information and participate actively. All in all, this forms the foundation for the learning process.

#2. Reflective Observation (RO):

Following the experience, you take a step back and carefully watch your actions and reactions, as well as those of others. Basically, you consider different perspectives and explore your thoughts and feelings about the situation.

#3. Abstract Conceptualisation (AC):

Next, you synthesise your observations and begin to form connections and patterns. In essence, you develop new concepts and frameworks to better understand the experience and what you can learn from it.

#4. Active Experimentation (AE):

Finally, you apply the insights gained from the previous stages to new experiences, testing out your new understanding in different settings or situations. Furthermore, this process of experimentation provides you with new concrete experiences and thus completes the learning cycle.

Kolb’s Reflective Cycle emphasises that learning is an ongoing and iterative process, requiring continuous reflection and adaptation. Therefore, by utilising this model, you can enhance your learning experience, making conscious efforts to engage with each stage of the cycle and maximise your personal development .

How Do You Use the Kolb Reflective Cycle?

In this section, you will learn in more detail about the four stages of Kolb’s Reflective Cycle: Concrete Experience, Reflective Observation, Abstract Conceptualisation, and Active Experimentation.

In essence, these stages help you grasp and apply new knowledge effectively as you go through the cycle.

1. Concrete Experience

During the first stage, Concrete Experience, you directly engage in a new experience or have your existing experiences re-examined. Specifically, this stage aims to build a foundation for learning by immersing you in the situation. So as you face different situations, challenge yourself to participate actively and be completely present.

2. Reflective Observation

The second stage, Reflective Observation, involves taking a step back from the experience and observing the events from different perspectives.

At this stage, you should:

Analyse your thoughts, emotions and reactions to the experience.
Consider alternative viewpoints and gather insights from others.
Identify patterns, trends and causal relationships in the experience.

Also, in this stage, it’s essential to maintain an open mind, be open to change, and avoid jumping to conclusions.

3. Abstract Conceptualisation

Abstract Conceptualisation is the third stage of Kolb’s Reflective Cycle, where you integrate your observations and reflections into a new understanding or theoretical framework. Generally, to achieve this, you should:

Draw conclusions from your observations.
Develop new ideas, theories, and concepts.
Determine how this new understanding applies to broader contexts.

Remember to stay objective and critical when synthesising new concepts to maintain a reliable foundation for learning.

4. Active Experimentation

In the final stage, Active Experimentation, you put your newly developed concepts and theories into practice to test their validity. Moreover, this is an opportunity for you to:

Apply your new understanding in different situations.
Experiment with various strategies and approaches.
Learn from the outcomes, either positive or negative.

Through active experimentation, you complete the cycle and gain insights to progress further in subsequent cycles. All in all, this iterative process helps you to continuously learn and adapt to various contexts.

Importance of Reflection in Learning

Mirror reflection of a man thinking on Kolb’s Reflective Cycle

In your learning journey, embracing reflection is crucial for several reasons.

When you engage in reflection, you give yourself the opportunity to process new information and experiences, resulting in deeper understanding and stronger connections with previously acquired knowledge.

This is a key factor in Kolb’s Reflective Cycle, which emphasises the significance of reflection in the learning process. Here are some reasons why.

Firstly, reflection allows you to develop self-awareness by examining your thoughts, feelings, and reactions to certain experiences. And by analysing these personal insights, you become more attuned to your learning preferences and can identify areas for improvement.

The Reflective Observation stage in Kolb’s model is particularly beneficial in this aspect, as it encourages you to recount and evaluate your experiences to enhance your learning.

Another important aspect of reflection is the opportunity it provides for critical analysis. Basically, by scrutinising your actions or decisions, you can pinpoint areas that were successful and areas that require growth. This helps you to build on your current knowledge, creating a solid foundation for future learning.

A few practical ways to incorporate reflection into your learning process include:

Journal writing: Note down your thoughts, experiences, and questions to revisit later and enhance learning.
Discussion groups: Share your experiences with your peers to gain different perspectives and insights.
Pausing for thought: After an experience or activity, take a moment to reflect on what just happened and what could have been improved.

By actively engaging in reflection, you’ll be able to establish a continuous learning loop, allowing you to maximise the benefits of your learning experiences. Also important, remember that reflection is not a one-time activity, but rather a continuous process that should be integrated into every aspect of your learning journey.

Kolb’s Learning Styles

Kolb’s learning styles are fundamentally rooted in the framework of the experiential learning theory, meticulously crafted by the intellect of David A. Kolb. Additionally, These distinctive styles can be effectively gauged through the utilisation of the Kolb Learning Style Inventory.

Accordingly, they are distinctly characterised by an individual’s distinctive leaning towards the four distinct phases within the learning cycle: Concrete Experience, which lays the foundation; Reflective Observation, which invites thoughtful contemplation; Abstract Conceptualisation, which encourages high-level synthesis; and Active Experimentation, which propels hands-on exploration.

Pie chart Infographic of Kolb's Learning styles

In this section, you will learn about the four different learning styles: Diverging, Assimilating, Converging, and Accommodating.

1. Diverging (feeling and watching – CE/RO)

Diverging learners excel in Concrete Experience and Reflective Observation. Basically, as a diverging learner, you have the ability to view situations from multiple perspectives. You are sensitive and prefer to observe rather than engage in hands-on activities. Also, your strong imagination allows you to creatively solve problems.

Key characteristics of diverging learners include:

Emphasis on gathering information.
Preference for group work and brainstorming .
Appreciation of diverse ideas and opinions.

2. Assimilating (watching and thinking – AC/RO)

Assimilating learners are dominant in Abstract Conceptualisation and Reflective Observation. If you are an assimilating learner, you value logical thinking and use clear, concise explanations to process new information. Additionally, you tend to rely more on theories and abstract ideas than on practical applications.

Your approach to learning may involve:

Seeking theoretical understanding.
Reflecting on experiences to form ideas.
Solving problems through logical analysis.

3. Converging (doing and thinking – AC/AE)

Converging learners are adept in Abstract Conceptualisation and Active Experimentation. As a converging learner, you have the ability to make effective decisions based on logical reasoning. You are skilled at finding practical solutions to problems and tend to be more focused on tasks rather than people.

Characteristics of converging learners include:

Application of theoretical concepts in practice.
Focus on specific goals and objectives.
Preference for independent work.

4. Accommodating (doing and feeling – CE/AE)

Accommodating learners thrive in Concrete Experience and Active Experimentation. Basically, if you are an accommodating learner, you learn best through active involvement in experiences. Also, you are adaptive, enjoy taking risks and are comfortable with unfamiliar situations.

Your learning preferences may involve:

Hands-on activities and experimentation.
Learning through trial and error.
Collaboration and working with others.

Click the image below for a larger resolution:

Pink infographic of Kolb's Learning cycle

Practical Applications

In education, Kolb’s Reflective Cycle can help you develop a deeper understanding of concepts and improve your skills. To apply the cycle, follow these steps:

1. Concrete Experience:

Engage in an activity or experience, taking note of your thoughts and feelings at the time.

2. Reflective Observation:

After the activity, contemplate your actions and the outcome. Consider what went well and what might need improvement.

3. Abstract Conceptualisation:

Analyse your reflections to identify patterns and form new concepts. This phase involves theory building and emphasising key aspects of the experience.

4. Active Experimentation:

With your newly identified concepts, apply them to real-life situations, test out your ideas, and adjust your approach as needed.

The benefits of using Kolb’s Reflective Cycle include:

Enhanced performance: Regularly reflecting on your actions promotes self-awareness and the identification of strengths and weaknesses. All in all, this can help to improve your overall performance.
Deeper learning: Through the cycle, you can extract valuable insights from your experiences and apply them to future actions, resulting in more effective learning.
Increased adaptability: Reflecting on various scenarios enables you to develop a broader skill set, eventually, making you more adaptable to different situations.

In the context of application, some practical examples might include:

Academic projects: At each stage of a project, use the cycle to reflect on your progress and refine your approach, leading to a more effective outcome.
Workplace tasks: Regularly examine your performance in different tasks, identify areas for development, and finally, test new strategies to improve efficiency.
Personal growth: Reflect on various aspects of your life, such as relationships and hobbies, to identify patterns and implement changes for personal development.

Educational Implications and Effectiveness

Classroom with chairs and reflect written on chalk board

When incorporating Kolb’s Reflective Cycle into your training or professional development, there are several key aspects to consider. Moreover, these educational implications and effectiveness elements can help you to understand and make the most of this powerful learning tool.

1. Training and Reflection:

By promoting a continuous cycle of experiencing, reflecting, thinking, and acting, you will be encouraging learners to take more responsibility for their learning process. Eventually, this active engagement will help develop critical thinking, problem-solving, and self-awareness skills that are vital for success in today’s rapidly changing world.

2. Assimilators and Problem-solving:

Assimilators are learners who work best when given time to think and explore theoretical concepts before applying them in practice. Kolb’s Reflective Cycle caters to this learning style by allowing ample time for reflection and abstract conceptualisation, followed by active experimentation and practical application.

3. Competency-based Degrees and Professional Development:

Integrating Kolb’s Reflective Cycle into competency-based degrees or professional development programmes can lead to more meaningful learning experiences, as learners can recognise and articulate the skills they acquired throughout the cycle. As a result, this prepares them for future challenges and helps to build a strong foundation for lifelong learning.

4. Reflective Practice and Personal Growth:

Reflective practice is unequivocally an essential cornerstone of professional growth and self-improvement. Additionally, by incorporating Kolb’s Reflective Cycle into your ongoing professional development journey, you actively foster an environment of receptiveness to feedback , enabling you to introspectively assess your experiences and adeptly transfer your newfound knowledge to your subsequent tasks and actions. This iterative process not only nurtures a culture of continuous improvement but also nurtures the development of pivotal skills in your chosen field.

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In summary, incorporating Kolb’s Reflective Cycle into your educational environment, training programmes, or professional development opportunities has a wide range of benefits. This versatile and adaptable approach to learning encourages reflection, self-awareness, and the development of critical thinking skills, ultimately empowering you to excel in your chosen field.

Criticisms and Limitations of Kolb’s Reflective Cycle

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While you explore Kolb’s Reflective Cycle, it is essential to be aware of its criticisms and limitations. To start off, one of the major criticisms of Kolb’s model is its oversimplified view of learning styles. Basically, the model assumes that individuals learn in certain ways, disregarding factors such as genetics, life experiences, and culture.

Secondly, Kolb’s theory has been challenged for its lack of empirical evidence supporting the learning styles hypotheses. Learning styles theories in general have faced criticisms for their overemphasis on categorising learners into specific types. It is important to consider that people may learn through a combination of styles and that these styles might evolve or change over time.

Another limitation of Kolb’s model is that it focuses primarily on the individual learner, neglecting the role of social and cultural contexts in the learning process. Different cultures might have varied approaches to learning, and considering these variations is crucial in understanding how individuals learn effectively.

Furthermore, Kolb’s model assumes that all learners are open to new experiences, but this may not always be true. People may be defensive or resistant to particular experiences due to their past experiences or other factors.

Keeping these criticisms and limitations in mind, it is vital for you to reflect on how Kolb’s Reflective Cycle applies to your own learning experiences and adapt the model as necessary to address the diverse factors that influence your learning process.

Related reading: Check out our article on Sticky Learning .

Alternative and Complementary Approaches for Kolb’s Reflective Cycle

Hand reaching to choose one of many approaches

#1- Traditional Classroom Setting

In a traditional classroom setting, you might find yourself in a passive learning environment where the teacher delivers lectures, and you take notes. This approach can be useful for obtaining foundational knowledge. However, it might not provide opportunities to apply what you’ve learned to real-life situations.

#2- Direct Experience

Direct experiences, such as internships or work placements, can be incredibly valuable for your learning process. So by immersing yourself in a real-life context, you have the chance to apply your theoretical knowledge and develop practical skills. Additionally, this direct-experience approach complements Kolb’s Reflective Cycle, as it enables you to actively engage in experiential learning.

Massive Open Online Courses (MOOCs) offer an alternative approach to learning, as they provide a more flexible, learner-centred environment. Furthermore, the wide range of topics covered in MOOCs can empower you to explore new subjects and broaden your understanding. All in all, these online courses can support your learning journey as they provide self-paced learning and connection with other learners worldwide.

#4- Lectures

Lectures can be a useful complementary method to Kolb’s Reflective Cycle as they provide expert knowledge from teachers and researchers. While lectures might not offer a direct-experience learning environment, they expose you to diverse perspectives and encourage critical thinking. Keep in mind, it’s essential to complement lecture-based learning with hands-on experiences to fully grasp the discussed concepts.

All in all, to make the most out of these alternative and complementary approaches, combine them with Kolb’s Reflective Cycle. In so doing, you’ll engage in a dynamic learning process where you can constantly reflect on your experiences, relate them to theoretical knowledge, and obtain a deeper understanding by actively experimenting with new ideas.

While you’re here, check out our shop . Learn about other reflective cycles .

Updated: August 2023 by Farah Yasser Salama

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Reflective Cycles: Models That Make a Difference

Putting reflection back into practice: Kolb's theory of experiential learning as a theoretical framework for just-in-time faculty development

Original Paper
Published: 10 March 2023
Volume 3 , article number 59 , ( 2023 )

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A. J. Kleinheksel ORCID: orcid.org/0000-0003-3254-8823 1 ,
Weichao Chen ORCID: orcid.org/0000-0001-8964-2568 2 ,
Mariah J. Rudd ORCID: orcid.org/0000-0002-4723-4520 3 ,
Joanna Drowos ORCID: orcid.org/0000-0003-4817-5566 4 ,
Shanu Gupta ORCID: orcid.org/0000-0002-5371-2090 5 ,
Suzanne Minor ORCID: orcid.org/0000-0002-0736-5622 6 &
Jean M. Bailey ORCID: orcid.org/0000-0003-0418-5412 7

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Faculty development (FD) that incorporates reflection on action is highly effective in supporting health professions educators in their development of new knowledge, skills, and attitudes. However, barriers to FD persist, including lack of dedicated time, lack of incentives for participation, and limited available trained faculty developers. As a result, immediate FD needs are often addressed with just-in-time-training (JITT), particularly for topics that are most critical to the complex needs of faculty. This case study illustrates the theoretical application of just-in-time-training FD constructed and implemented using Kolb’s Cycle of Experiential Learning. This practice includes a reflective stage and is an easily accessible and effective approach to improve faculty learning in time- and resource-limited environments.

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Characteristics of academic medicine change agents as revealed by 4th-year medical students’ reflections-on-practice

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These data are not publicly available to protect participant confidentiality; however, portions of the data can be requested by contacting the lead author.

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Department of Medicine, Medical College of Georgia, Augusta University, Augusta, GA, USA

A. J. Kleinheksel

Division of Education, American College of Surgeons, Chicago, IL, USA

Weichao Chen

Office of Continuing Professional Development, Virginia Tech Carilion School of Medicine, Roanoke, VA, USA

Mariah J. Rudd

Faculty Affairs, Florida Atlantic University Charles E. Schmidt College of Medicine, Boca Raton, FL, USA

Joanna Drowos

Department of Internal Medicine, University of South Florida College of Medicine, Tampa, FL, USA

Shanu Gupta

Faculty Development, Florida International University Herbert Wertheim College of Medicine, Miami, FL, USA

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All authors contributed to the study conception and design. AJK: Material preparation, data collection, and analysis were performed. AJK, MR, WC, and JB: The first draft of the manuscript was written and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

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Kleinheksel, A.J., Chen, W., Rudd, M.J. et al. Putting reflection back into practice: Kolb's theory of experiential learning as a theoretical framework for just-in-time faculty development. SN Soc Sci 3 , 59 (2023). https://doi.org/10.1007/s43545-023-00649-z

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Table of Contents

Four stages of Kolb’s reflective cycle

Stage 2: Reflective observation

Stage 3: Abstract conceptualization

Stage 4: Active experimentation

Kolb’s reflective cycle example in nursing

What are the limitations of Kolb's reflective cycle?

What is the difference between Kolb and Gibbs reflective cycle?

What are the 4 learning styles of Kolb?

Kolb’s Reflective Learning Cycle

About David Kolb

Kolb’s Model of Reflection

Concrete Experience

Reflective Observation

Abstract Conceptualisation

Active Experimentation

Kolb’s Model of Reflection in Practice

Advantages & Disadvantages of Kolb’s Reflective Cycle

Alternatives to Kolb’s Reflective Cycle

An Example of Kolb’s Reflective Cycle

3.4 Kolb’s Experiential Learning Cycle

Video: Kolb’s Reflective Cycle

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Reflective Essay: Kolb’s ‘Experiential Learning Cycle’

Reflective Writing

6. Kolb's Learning Cycle

Maximize student learning using the Kolb experiential learning cycle (an example)

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Kolb’s Learning Styles and Experiential Learning Cycle

The Experiential Learning Cycle

Learning Styles

Diverging (feeling and watching – CE/RO)

Assimilating (watching and thinking – AC/RO)

Converging (doing and thinking – AC/AE)

Accommodating (doing and feeling – CE/AE)

Educational Implications

Further Reading

Kolb's Learning Cycle

The Four Steps of Kolb's Learning Cycle

1. Concrete experience

2. Reflective observation

3. Abstract conceptualisation

4. Active experimentation