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Kolb includes this 'cycle of learning' as a central principle his experiential learning theory, typically expressed as four-stage cycle of learning, in which 'immediate or concrete experiences' provide a basis for 'observations and reflections'.These 'observations and reflections' are assimilated and distilled into 'abstract concepts' producing new implications for action which can be 'actively tested' in turn creating new experiences.Kolb says that ideally (and by inference not always) this process represents a learning cycle or spiral where the learner 'touches all the bases', ie., a cycle of experiencing, reflecting, thinking, and acting.Immediate or concrete experiences lead to observations and reflections.It is wrong to apply any methodology blindly and unquestioningly, and wrong not to review and assess effectiveness of methods used.
We choose a way of 'grasping the experience', which defines our approach to it, and we choose a way to 'transform the experience' into something meaningful and usable, which defines our emotional response to the experience.The ability to use or 'switch between' different styles is not one that we should assume comes easily or naturally to many people.Simply, people who have a clear learning style preference, for whatever reason, will tend to learn more effectively if learning is orientated according to their preference. In his publications - notably his 1984 book 'Experiential Learning: Experience As The Source Of Learning And Development' Kolb acknowledges the early work on experiential learning by others in the 1900's, including Rogers, Jung, and Piaget. The model gave rise to related terms such as Kolb's experiential learning theory (ELT), and Kolb's learning styles inventory (LSI).