A Study on Kolb's Theory of Learning Cycle

Kolb came up with a theory that has widely been used today. In his study, he came up with the theory of learning cycle which states that we learn from the experience that we gather from our day to day activities. In that sense, the theory tends to treat reflection as a critical part of that learning. In 1984, David Kolb developed the learning style inventory from his earning style model that was published at that time. Kolb’s theory works on the basis of two levels that are separated into a cycle that is made up of four stages of learning as well as a second level that is made up of four separate styles of learning. He referred to learning as the process of acquiring abstract concepts that can flexibly be applied in more than one situation. Kobl therefore believed that learning process is where there is creation of knowledge through the process of experience transformation.

It has been noted that success always emerges from a group that is made up of numerous styles of learning (Bergsteiner and Avery, p257). It has been proved through research that a homogeneous group made up of any styles learn less compared to a heterogeneous group made up of a number of learning styles. Through research, it was also established that randomly forming a team that includes more than one learners performs better than studies that are self-selected (Bergsteiner and Avery, p257). This helps the teachers to know that the group is made up of all types of students which helps in the preparation of the student’s teaching units which include different teaching strategies (Bergsteiner and Avery, p257).

The model however has a number of problems despite its applicability and performance improvement especially in higher education institutions (Murphy, p64). This experimental model is never applicable in all situations. The theory however is involved in the provision of only a few factors that are involved in the process of learning. The model is also never applicable in institutional, social and psychodynamic aspects of learning. The styles involved in this theory are associated with the lack of validity, reliability as well as objectivity (Kinsella, p277). Its use in limited cultures makes it too be associated with generalization which makes it unfit for other cultures.

Through the use of Kolb’s cycle of learning, I had a chance to make a reflection of my work experience. I have had a chance to do experiments on different styles of coaching best suited for any group or individual that helped me in breaking down barriers with the people that have a characteristic that is protected by the equality act of 2010 during the football session of disability (McDonald and Boud, p209). I was able to learn that each individual needs a good coach who is able to adapt to all his participants and be able to understand the best coaching style to employ that will suit all the individuals that he has to coach. I will be able to plan my future sessions understanding that sessions that work for a certain group might not be applicable in other groups unless if they are changed in order to accommodate a group or an individual. For example, I was able to understand that the sessions that work for the disabled people might not work on the people that have no disabilities unless otherwise. If the disabled person in this cases are deaf, a normal person would be hard to adapt to the sessions where only sign languages are being used.

At the end of the sessions the coach helped in clarifying to me the meaning of good performance (Nicol, Macfarlane and Macfarlane, p199). As a student, I was able to understand that I can only be able to achieve my goals and objectives if I can understand them be able to assume the ownership of a number of them and also be able to assess my progress. My coach also helped me in being able to self-reflect and do a self-assessment. This was through practicing to regulate the aspects of my own learning. My coach also provided information of high quality to me regarding my learning in order to develop my capacity to self-regulate. Through this, I have been able to evaluate my progress as well checking my personal ability to come up with goals, the methods to employ to achieve these goals as well as their standards. The coach also inspired me to converse with my peers and the teachers in order to be able to share issues pertaining to my goals and how to reach them. I was able to understand that through talking to the teachers, I can be able to assess what the coach said to me and how to achieve what he wants from me.

Additionally, the coach encouraged me to be self-motivated and to have self-esteem in order to a chive my goals. This is because the responses that I would have in everything that I meet affects by progress. Being self-motivated would help me to focus largely on my goals and how to reach them. Having self-esteem would also help me in having more interest in the subject matter. I also learnt that closing the gap between my current progress and my future performance is very critical in achieving my goals. For example, if I fail an assignment, I should follow the instructions given thereafter and then redo the assignment in order to realize positive results. Otherwise, failure to redo the assignment following the feedback given by the tutor might lead failure to achieve my goals. I also learnt that it is necessary to provide information to my coach and that teachers that is critical in improving my current situation. This includes what would bar me from achieving m goals. Through the knowledge that I gathered, I was able to secure a job at West Ham United

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