Walter Geerts & René van Kralingen - The Teachers' Handbook

1  How do students learn?

lots of ideas on how to tackle the issue, but finds it difficult to choose one approach. ■■ The thinker utilises his previous observations to come to an abstract concept in his mind. He might draw a model, schematise concepts or summarise in order to get a helicopter view of the content. ■■ The decider uses abstract ideas to experiment with. He likes to apply theories and models to practical applications.

d o e r s

active experimentation

concrete experience

o b s e r v e r s

d e c i d e r s

abstract conceptualisation

reflective observation

t h i n k e r s

Figure 1.2 The Kolb model

Although Kolb’s model is universally popular, some question its scientific value (Coffield, Moseley, Hall & Ecclestone, 2004). For instance, can such an elegant cyclical presentation do justice to the complexity of learning processes? Crit ics wonder whether the sequence in which learning processes develop actually matches Kolb’s interpretation, and whether they don’t occur more at random. Some also disagree with the idea of neatly completed cycles. Consequently, our advice would be against relying solely on testing for learning styles. However, paying more attention to students’ learning processes can only be beneficial.

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