example of kolb's reflective cycle essay

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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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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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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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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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)

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.

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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:

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.

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

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Experiential Learning Based on Kolb’s Reflective Cycle

Introduction.

Learning is essential to individuals’ personal and professional growth, and various academic theories have distinct approaches to this subject. Experiential learning, known as Kolb’s reflective cycle, is one framework that emphasizes empirical evidence as the primary learning instrument. Based on substantial experience, Kolb’s reflective cycle introduces three additional stages of learning – thoughtful observation, abstract conceptualization, and active experimentation (Nagle and Tzoc, 2022). These three concepts are essential in experiential learning, laying the groundwork for reflective analysis. They help learners better understand themselves through a lens of personal experiences. Ultimately, the current reflective report summarizes my personal and professional development based on Kolb’s reflective cycle.

Relationship with Yourself

In this section, I aim to highlight experiences of my personal and professional journey, analyzing my self-awareness and emotional intelligence. Moreover, I want to reflect on the relatively recent events since I am currently in the most challenging period of my life. I am thirty-three years old and a single mother trying to raise my five-year-old daughter properly. While I was initially optimistic about building a family, recent events have taken a physical and mental toll on me. My mother used to help me with household matters, such as babysitting for my daughter and assisting me with housework. However, she has recently collapsed with various illnesses, primarily affected by heart problems and dementia. I am doing my best to balance my life around raising my daughter and caring for my mother, but it is challenging.

Concerning my personal reflection and emotional intelligence, I have discovered that I am an empathic, social, and confident person. Still, the recent hardships have made me acknowledge the problems in my mental health. As I have learned, emotional intelligence refers to how well people can cope with their emotions and use them for their benefit (Cherry, 2020). Recently, I have not been able to effectively manage my emotions, as I constantly feel stressed, anxious, and powerless. I need to learn how to cope with real-life challenges and control my mental health better if I want to support my family. Today, I can keep moving forward since I know my daughter and mother depend on me, and I would never abandon them. When I pray to God, I seem especially strong, and my spiritual connection has always helped me overcome challenges in life. Nevertheless, I frequently feel powerless recently and realize I cannot do anything properly.

Moreover, I would like to briefly discuss my professional development in this section since it directly relates to my experiences in my personal life. I work as a healthcare assistant in a residential care home, and this experience has been crucial in providing care for my mother. I aspire to become a nurse to fulfill my dreams, and I need to get a degree in the university to achieve this goal. It is my third most crucial concern, aside from raising my daughter and providing care for my mother. I want to work in a hospital and help people to the best of my abilities. Consequently, I would like to give an example of a personal experience analyzed via Kolb’s reflective cycle to illustrate the point about my self-awareness and emotional intelligence.

Concrete Experience

The event description is the first stage of the experiential learning framework. In this section of the report, I would like to discuss my experience being a single mother of a five-year-old daughter and a single carer of my mother with worsening dementia. Over the last year, it has been particularly challenging for me over the last year since my mother’s medical condition is getting worse, and I have to do more housework work. I have extensive experience as a healthcare assistant in a residential care home, but the amount of necessary work is overbearing. Every day I need to find an appropriate balance between spending time with my daughter, caring for my mother, education, and working. I am grateful for all assistance I receive from friends and family, but ultimately, I am the only one who should care for my daughter and mother. They are dependent on me, and I have promised myself that I will make every effort to support them and never give up.

Reflective Observation

The second stage of Kolb’s learning cycle is reflective observation. This concept refers to the process of reviewing past experiences and trying to notice differences between the perception and actual events (McLeod, 2017). As I mentioned briefly in the previous chapter, I have realized the importance of managing my emotions to prevent burnout and anxiety. Although I fail to do so at the moment, I recognize that emotional intelligence is a powerful instrument to overcome real-life challenges, and I fully intend to learn this skill. It is crucial for me since I want my daughter to have the best childhood possible, and I want to act as a role model for her. Yet, I consistently feel like I fail my family by not providing adequate care. I realize that my expectations may not always match my actual experiences, and still, I feel frustrated when it happens. Ultimately, emotional intelligence is a crucial concept relevant to my experience and might help me better control my emotions in the future.

Abstract Conceptualization

The third step of the cycle is abstract conceptualization or learning from experiences. After reviewing my past experiences last year, I understand that I must learn how to manage my emotions better. If my daughter and mother see me in this saddening state, they will worry about me. Moreover, I want to grow as a professional, and it is impossible if I constantly worry about my failures and my inability to provide adequate care for my family. Abstract conceptualization is a process of improving existing ideas based on past experiences (McLeod, 2017; Leal-Rodriguez and Albort-Morant, 2019). In other words, I have always wanted to provide for my family and grow as a professional. Nonetheless, I have never taken the time to understand my mistakes and failures. After reflecting on it, I believe improved emotional intelligence might be an appropriate solution to my problems.

Thus, I must learn to control my emotions and use them for my benefit. I am confident that the primary principles of emotional intelligence will help me maintain my psychological health, resulting in a better life for my daughter. According to Cherry (2020), people can improve their emotional intelligence through listening, empathizing, and reflecting on their experiences. I believe that the current assignment is an excellent opportunity for me to acknowledge my emotional state and prepare a development plan to improve my emotional intelligence. If I can improve my emotional intelligence, I can accept my mistakes, reflect on them, and prevent future complications (Cherry, 2020). I believe that my current emotional problems might significantly affect my family, and I genuinely want to learn how to control my emotions.

In Kolb’s framework, diverging learning style assumes the assessment of experience from multiple perspectives, appreciating other people’s thoughts. In other words, apprehending other people’s views increases their understanding of the experience (Leal-Rodriguez and Albort-Morant, 2019). Furthermore, research has proved the framework’s effectiveness in various industries and areas of life, such as helping people with mental health and adult education (Morris, 2020). After reflecting on this strategy, I have already realized that it helps me manage my emotions. I genuinely worry about my family’s well-being more than about my own. However, I recognize the importance of their perspectives, and I would not want them to worry unnecessarily about me. As I mentioned before, I want to be a role model for my daughter, so I need to learn how to monitor and control my emotions better.

Active Experimentation

Lastly, the fourth stage of Kolb’s framework is active experimentation which implies the practical implementation of learned skills. I will elaborate on this topic more in the SMART plan section, but I agree that active investigation is necessary to integrate discussed skills. For instance, I understand that it is essential to improve my emotional intelligence. However, merely thinking about it does not substantially impact my mental health, and I need to take specific actions.

First, I intend to note and analyze my emotional condition when I have a bad day or feel powerless. I will try to understand the reasons for my depression and thoroughly reflect on them. I frequently feel helpless when I have an overbearing number of tasks. For instance, a busy day at work and a large amount of housework might significantly worsen my emotional condition. In such cases, I will take my time and note the exact reasons leading to my depression. Secondly, I intend to improve my time management skills to address my responsibilities at home and work effectively. The current course has offered me essential knowledge about time management, such as a clear assessment of objectives and thorough planning. I intend to employ the acquired skills to design my schedules for approaching days and weeks. In turn, it will help me mentally prepare for the upcoming work and responsibilities. Ultimately, I plan to improve my emotional intelligence by reflecting on my past experiences and using Kolb’s reflective cycle to my benefit.

Relationship with Others

The current section of the report examines my personal experience with relationships with others. In this part, I would like to discuss what I have learned during this course and my interaction with peers. Before elaborating on this subject, I would like to add that I have vastly enjoyed the exercises during lessons and working in a team. This experience made me realize that despite many differences among students with various backgrounds and lifestyles, we could communicate effectively.

Thus, the case study example for the current sub-chapter is my experience as a group member. Before attending the course, I thought I knew about teamwork, effective communication, and active listening. Nonetheless, I realized that my understanding was on the surface level, and I learned a lot from the current course. Mainly, I would like to emphasize active listening and transparent communication as vital areas of teamwork. During face-to-face team exercises, I understood how critical these factors are.

Being a group member during this course was an invaluable experience for me since it drastically differed from my general understanding of teamwork. Notably, during my work in a residential care home, I cooperate my actions with other nurses and healthcare assistants; however, our approach is different and lacks transparency in communication. I realized it only after participating in the face-to-face exercises during the current course with a substantial emphasis on open-mindedness and team integration. I believe that this experience has significantly helped me grow as a person and as a professional.

Namely, teamwork exercises improved my communication skills and active listening. For instance, we had to discuss multifaceted topics with various face-to-face approaches openly. Despite team members’ distinct perspectives, we listened to each other and discussed the advantages and disadvantages of the selected decisions. Active listening and open-mindedness were critical in our discussions – everyone was polite and open to new experiences. I thoroughly enjoyed these sessions, and I believe that I have significantly improved my competencies in active listening and acting as a team member. Moreover, I think that I can use the acquired skills in my work and improve my communication with other nurses and healthcare assistants in my workplace.

Communication with others and the ability to work as part of a team are essential in the therapeutic setting. Working in the healthcare field necessitates communication to provide high-quality care to my patients. As a prospective nurse, I seek to foster individual and group excellence to maximize good outcomes. According to McGarity et al. (2020), nursing practitioners with expertise in connection to the building are entirely prepared to establish cohesive teams that provide high-quality care. In addition, I want to further alter my ability to communicate with my team and enhance my awareness of commitments to develop a value system and work towards common goals.

SMART Development Plan

In the current section, I intend to prepare a SMART development plan of my objectives. My development objectives have always concerned care for my family and self-improvement, and they remain the same. The goal I want to state in great detail is the improvement of my emotional intelligence. Writing in the SMART format, I would formulate it as “to improve my emotional intelligence by focusing on personal reflection, time management, and relationships with my family within the next six months.” It is a specific, achievable, relevant, and time-bound goal that will significantly help me manage my emotions and reduce anxiety. I have doubts about evaluating this objective since it is challenging to measure the differences in my emotional state myself. Although, at present, I feel powerless and anxious most of the time, if I can make a positive change in my emotional health, I will mark my action plan as a success. In other words, I will measure my SMART goal by evaluating my emotional health.

I intend to formulate three primary priorities for my action plan to achieve the proposed SMART goal. The first one is a thorough reflection of my emotional state each time I feel powerless or depressed about my efforts. Per the primary principles of experiential learning, I plan to emphasize the reflection process and thoroughly evaluate my experiences and emotions (Leal-Rodriguez and Albort-Morant, 2019). According to research, it is a crucial part of the learning process that helps people understand their feelings and change their approach to life (Nagle and Tzoc, 2022). Furthermore, a reflection on one’s emotions has been proven to be an effective strategy for emotional intelligence training, which is my primary goal (Cherry, 2020). Therefore, my priority in the action plan is to reflect on my mistakes, emotions, and experiences whenever I feel powerless.

Next, I plan to improve my time management skills by applying the principles I learned in class and reinforcing good habits. I cannot correctly make schedules due to extensive homework and unpredictable behavior from my mother, with worsening dementia. I frequently adjust my plans depending on my mother’s current condition and the necessary amount of care. Nevertheless, I believe I can reinforce my good habits, such as waking up early and doing chores to allocate more time to work and providing care for my family. I emphasize strengthening my time management abilities to reduce stress and efficiently manage my calendar. Precise day planning will help me prioritize duties, appropriately divide time committed to each objective, and schedule additional activities for self-reflection and development.

Lastly, I intend to challenge myself with specific actions and experiments to improve my mental fortitude. According to Skottun and Krüger (2021), one of the pillars of experiential learning is the experiment; through experimenting, individuals progress from discussing something to doing or experiencing it. I believe that it is a crucial step in my journey of self-improvement that I have always been putting aside. I am dedicated to nursing because I am deeply devoted to supporting needy people. Compassion will guide me for the remainder of my professional life. Lown (2018) acknowledges that compassion is a component of emotional intelligence and is essential in nursing. Developing the action plan makes it evident that I need to take specific actions to improve my emotional intelligence. Even if I fail, I should learn from my mistakes and try my utmost to maintain a positive outlook on life.

As mentioned briefly, I am not entirely sure how to evaluate my progress, except for self-assessment of my emotional state. I intend to monitor my progress by reflecting on my emotions daily and talking to close people. I am confident that if I can positively change my emotional health, my family and friends will notice and appreciate it. Moreover, I plan to take an emotional self-assessment test three times during the proposed period of six months. Although it is still based on my perception of my emotions, it would allow me to check my objective progress and see changes more illustratively.

In the current reflective report, I have discussed my personal and professional development through the lens of Kolb’s learning framework. The first part of the assignment concerned my reflection on the experiences and taught me the importance of emotional intelligence. In the second section, I reflected on my experience as a group member during the course. I have explored that transparent communication and active listening are fundamental to productive teamwork. Consequently, I have developed a comprehensive action plan for my SMART goal of improving my emotional intelligence. As a result, I have formulated three primary priorities and decided on the monitoring approach through self-assessment tests.

I believe that the current assignment has significantly helped my personal development and might assist me in my professional practice. Working as a healthcare professional is a physically and emotionally taxing process. My mental health deteriorated over the last year, and I believe it is time to think about myself and learn how to control my emotions better. If I improve my emotional intelligence, I can complete my work duties more efficiently and allocate more time to my family.

Today’s healthcare professionals are brave, visionary, and mentally resilient. I am willing to learn more and develop my abilities and competence. The global community commonly holds critical ethical values, embodying the humanistic and psychological approach to health. I am responsible for offering excellent treatment services that are efficient, evidence-based, and enjoyable, as well as strategically focusing on my continuous education to ensure a high standard of care. My nursing purpose is to be transparent and devoted to the people I serve by following values and core beliefs and making wise decisions. My job is to assist each patient by employing the most acceptable evidence-based methods and demonstrating a keen understanding of the human condition. Enhancing my organizing and time management skills will aid in executing my team’s tasks and obligations. I want to become an achiever focused on task accomplishment and persistent demand for success. To conclude, I am grateful for the chance to complete this assignment since it makes me reflect on my past experiences and apply the principles of experiential learning to my benefit.

Personal Development Plan

Regularly reflect on my emotional state whenever I feel powerless or depressed about my efforts. Per primary principles of experiential learning, I plan to emphasize the reflection process and thoroughly evaluate my experiences and emotions. Therefore, my priority in the action plan is to reflect on my mistakes, feelings, and experiences whenever I feel powerless.
Improve my time management skills by applying the principles I learned in class and reinforcing good habits. It includes waking up early, doing chores to allocate more time to work, and caring for my family. I emphasize strengthening my time management abilities to reduce stress and efficiently manage my calendar. Precise day planning will help me prioritize duties, appropriately divide time committed to each objective, and schedule additional activities for self-reflection and development.
Challenge me with specific actions and experiments to improve my mental fortitude. Through experimenting, individuals progress from discussing something to doing or experiencing it. In addition, I need to take specific actions to improve my emotional intelligence. In case of failure, I will learn from my mistakes and try my utmost to maintain a positive outlook on life.
Evaluate my progress through self-assessment of my emotional state. I intend to monitor my progress by reflecting on my emotions daily and talking to close people. I plan to take an emotional self-assessment test three times during the proposed period of six months to check my objective progress and see changes more illustratively.

Evidence of WPO

While I am at University, I cannot work because I’m my mother’s carer. However, there are still opportunities for studying and developing my career in this situation. Through education, I can learn and understand how to be ready with all the necessary knowledge. There is a possibility to practice how to write a cover letter and make a professional CV to apply for the job. Moreover, working on the presentation for the interview and researching the tactics of successful negotiations will help to make the first steps into the nursing career. After finishing University, I will go to work, the final goal of all my activities and studies. Eventually, I strive to become a nurse in Hospital, helping people and making their lives better through quality healthcare services and assistance.

Reference List

Cherry, K. (2020) ‘What is emotional intelligence? ’, Very Well Mind.

Leal-Rodriguez, A. L. and Albort-Morant, G. (2019) ‘Promoting innovative experiential learning practices to improve academic performance: Empirical evidence from a Spanish Business School’ , Journal of Innovation and Knowledge , 4(2), pp. 97-103.

Lown, B. A. (2018) ‘Mission critical: Nursing leadership support for compassion to sustain staff well-being’, Nursing Administration Quarterly, 42(3), pp. 217-222.

McGarity, T., Reed, C., Monahan, L., and Zhao, M. (2020) ‘Innovative frontline nurse leader professional development program’, Journal for Nurses in Professional Development, 36(5), pp. 277-282.

McLeod, S. (2017) ‘Kolb’s learning styles and experiential learning cycle’, Simply Psychology, 5, pp. 1-8.

Morris, T. H. (2020) ‘Experiential learning – a systematic review and revision of Kolb’s model’ , Interactive Learning Environments , 28(8), pp. 1064-1077.

Nagle, S. and Tzoc, E. (2022) Innovation and experiential learning in academic libraries. Rowman & Littlefield Publishers.

Skottun, G. and Krüger, A. (2021) Gestalt therapy practice: Theory and experiential learning. Routledge.

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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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Home — Essay Samples — Science — Theory — A Study on Kolb’s Theory of Learning Cycle

A Study on Kolb's Theory of Learning Cycle

Categories: Self Assessment Theory

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Published: Mar 1, 2019

Words: 984 | Pages: 2 | 5 min read

Works Cited:

Islamic Relief USA. (n.d.). Our Work. https://irusa.org/our-work/
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Islam, N., & Noor, S. S. M. (2019). The Relationship between Volunteerism and Life Satisfaction among University Students. The Malaysian Journal of Social Sciences and Humanities (MJSSH), 4(2), 26-37.
Kassam, S. (2017, June 3). Ramadan: A time for giving, charity and empathy. The Guardian. https://www.theguardian.com/world/2017/jun/03/ramadan-a-time-for-giving-charity-and-empathy
Muhammad, S. S., & Abdullah, S. (2017). Impact of volunteering on students' self-efficacy and civic engagement: Evidence from Pakistan. Journal of Social Service Research, 43(1), 77-89.
National Council of Nonprofits. (n.d.). The Value of Volunteer Time.
Penner, L. A., Dovidio, J. F., Piliavin, J. A., & Schroeder, D. A. (2005). Prosocial behavior: Multilevel perspectives. Annual review of psychology, 56(1), 365-392.
Schneider, R. H., Sledge, W., & Beard, J. R. (2017). Volunteer work and well-being. Journal of Religion and Health, 56(2), 457-467.
Snyder, M., & Omoto, A. M. (2008). Volunteerism: Social issues perspectives and social policy implications. Social Issues and Policy Review, 2(1), 1-36.
VolunteerMatch. (n.d.). What is Volunteering?

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Sunday, october 25, 2009, examples of kolb's learning cycle.

Hey honey this piece of work is really good. I have been struggling with Kolbs cycle as i have so many things that i wanted to use in the cycle not one single exoerience and you have done it so i feel i can. I have in a way learnt from you and your examples. I was going to use a pirouette as i have very strong memories of when i was learning to pirouette and found my draft copy of this task a good one to use, however i wanted to use my observations when doing my FDI's. I loved reading this piece as i have experienced what you have. Look out for mine, it may be a lttle simular but think you could relate my learning to your own. Abbi xxxxxxxx

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Kolb
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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 ...
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David Kolb presents a model of experiential learning containing four components: concrete experience, reflective observation, abstract conceptualization, and active experimentation. (See Figure 1.1) They are described more fully below. Figure 1.1 . Section 1: Concrete Experience The first stage of Kolb's Model starts with the individual's
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Dating back to 1988, the Gibbs' Reflective Cycle encompasses six stages of reflection which enable the reflector to think through all the phases of an activity or experience (Gibbs, 1998). The model is unique because it includes knowledge, actions, emotions and suggests that experiences are repeated, which is different from Kolb's ...
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Can you give an example to highlight these changes in knowledge, skills or attitude How does this change advantage others? Ref: Gibbs, G. (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford. Appendix 3: Reflection Using adapted Kolb's Reflective Cycle
Reflective Essay: Kolb's 'Experiential Learning Cycle'
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Melissa Dyer
Examples of Kolb's learning cycle. Donald Kolb's learning cycle consists of four stages; concrete experience, reflective observation, abstract conceptualisation and active experimentation. The cycle can be entered at any point but Kolb believes that in order to learn we must complete the whole cycle. There are four situations where I have ...

Reflective writing: Kolb

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Kolb's Cycle of Reflective Practice

1) Concrete Experience

2) Reflective Observation

3) Abstract Conceptualism

4) Active Experimentation

Model of Kolb's Cycle of Reflective Practice

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

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

History of Kolb’s Learning Cycle

Why Kolb’s learning cycle is important

1. Concrete Experience

2. Reflective Observation of the New Experience

3. Abstract Conceptualization

4. Active Experimentation

Practical Examples for the Kolb’s Learning Cycle:

Example 2. Learning to ride a bicycle:

Example 3. Learning a new software program:

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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

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

Reflective Writing

6. Kolb's Learning Cycle

Experiential Learning Based on Kolb’s Reflective Cycle

Relationship with Yourself

Concrete Experience

Reflective Observation

Abstract Conceptualization

Active Experimentation

Relationship with Others

SMART Development Plan

Personal Development Plan

Evidence of WPO

Reference List