Kolb\'s Experiential Learning Theory

schooling is best conceived as a process, not in terms of outcomes. - John Dewey\n\nThis mentation by Dewey, along with hexad other propositions shared by other scholars such as Carl Jung and Carl Rogers forms the conceptual foundation of David A. Kolbs experiential Learning possibility (Kolb A. and Kolb D., 2005). Therefore, Kolb defines study in the existential Learning Model as the formation of knowledge by the transformation of beat This study seeks to understand what Kolbs Experiential Learning Theory and well-nigh of the issues related to it which may need the training session intentional to identify assumptions, stereotypes and prejudices. As such, the paper will outline a plan of action to cut with those issues when conducting the training session. Experiential Learning Kolbs experiential acquirement model incorporates the two symmetrys of concrete- hook learning with active voice-reflective learning into a private framework (Sugarman, 1985). Both these props nominate be explained as the variable learning roles and preferred types of intricacy that an individualistic uses to learn.\nThe first dimension ranges from an individuals appreciation to being involved in a new work through which is concrete in soulfulnessality to a more abstract involvement which includes conceptualizing theories and ideas to explain watchings. This dimension is termed as the Perception Continuum (Kolb, 1984). too the second dimension called the bear on Continuum involves learning styles that range from active experimentation which means an individual seeks to actively use theories to take in problems and make decisions to reflective observation where an individual learns by sight others and develops observations about their own experience (Kolb, 1984). This theory can be better understood by applying it to an example of software programming. The affect Continuum would involve a person actively experimenting by arduous to code and understand the pr ogr...