Dave A. Kolb was an American educational theoretician who was working on experimental acquisition, on calling development and on executive and professional instruction. Analyzing acquisition processs, he created four phases which constitute the Kolb 's Learning Cycle. ( Helen G. Thalassis. ( 2008 ) . Learning Styles. Available: hypertext transfer protocol: //www.academia.edu/344872/Learning_Styles1. [ Accessed: 28th December 2012 ] ) . The first phase is called concrete experience. The scholar prefers to larn through experiences instead than theories and stress the feeling more than thought. The 2nd phase is brooding observation and it 's about expression back at what he has done and stress contemplation more than action. The following phase is called abstract conceptualisation. Use of logic, thoughts and stress believing more than feeling. The 4th and the last one phase is active experimentation which is when the scholar prefers the practical application instead than brooding apprehension. ( Clara Davies. ( 2013 ) . Kolb Learning Cycle Tutorial - Inactive Version. Available: hypertext transfer protocol: //www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php [ Accessed 03rd January 2013 ] )
Kolb separated larning manner to four classs harmonizing to the scholar 's abilities. The learning manner is non stable. A scholar is able to follow a different manner when it is appropriate in order to confront the acquisition challenge. ( Bradford VTS. ( 2012 ) . Kolb 's Learning theory, Optional Material of Greater Expectations, Smart Business Coaching Course, Session 4. Available: hypertext transfer protocol: //www.bradfordvts.co.uk/wp-content/onlineresources/0307teachinglearning/educationaltheory/kolbs % 20cycle.pdf. [ Accessed 27th December 2012 ] ) . The first sort of scholar is called converger. Harmonizing to Kolb a converger, is able to run through illation experience and happen solutions. It is about believing ( Abstract Conceptualization ) and making ( Active Experimentation ) . As 2nd sort of scholar Kolb gives the diverger scholar. A diverger scholar is quick-witted, able to see state of affairss from many angles and likes group work. It is about experiencing ( Concrete Experience ) and watching ( Reflective Observation ) . The 3rd learning manner is learner. An learner is good to make theoretical theoretical accounts. He/she likes meticulosity and truth and prefers theories to be logical. This manner is about believing ( Abstract Conceptualization ) and watching ( Reflective Observation ) . ( Helen G. Thalassis. ( 2008 ) . Learning Styles. Available: hypertext transfer protocol: //www.academia.edu/344872/Learning_Styles1. [ Accessed: 28th December 2012 ] ) . As concluding manner we have the obliger. Ready to seek chances and acquire involved in new experiences. Normally an obliger is hazardous and Acts of the Apostless like leader. It works with feeling ( Concrete Experience ) and making ( Active Experimentation ) . ( Users On Net. ( 1998 ) . Kolb 's Four Dominant Learning Skills. Available: hypertext transfer protocol: //www.users.on.net/~brogers/stafftd/style2.htm [ Accessed 04th January 2013 ] )
Trying to analyze myself I observe that as a individual I like the theoretical modeling in any facet of my life. I prefer to absorb observations into an structured result. I love to cognize what the experts think and when I think that the reply is incorrect I try to happen out the solution by using good developed theories. Planing and order are two critical things of my character. I like to hold control on anything and I manage this by be aftering. Planning is necessary as it is the manner that I use to delegate precedences. The same applies in larning. When I have to cover with any undertaking, I set up my mark, I plan how I can accomplish it and I set aims by delegating the precedence of each of them. I so seek to happen out the theoretical background of the aims that I set and through structured attack I try to come to a decision.
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Taking the aforesaid into history and using the Kolb 's theory to myself I consider that I am an learner. Runing through my past acquisition experiences I recall that at my last twelvemonth in high-school my schoolmates and I were assigned a group undertaking about the planetary heating. While the others were non paying the necessary attending to the undertakings that we had to finish, I instantly settled my end and decided the assorted aims that I had to run into, I established a timeline for the completion of the assorted phases of my research and I tried to happen the theoretical background on the subject. I spent by and large excessively much clip in researching about theories relevant to the planetary warning and I had troubles in using these to my undertaking largely in the manner of existent execution against to the settled timeline. In another illustration of my past acquisition experiences I bring in my head an person undertaking that I was assigned to at my high school two old ages ago, about the educational development in my country. Once I was assigned with the undertaking I prepared a timeline for the completion of it and I settled my mark. Then I identified the aims that I had to run into against this timeline and I started instantly my research in the field of the theories that are relevant with my undertaking. What I can place now is that I was lost in the theoretical research, passing excessively much clip in this activity, something that created job in implementing what I had planned to make. Basis on the above I realise that I have a deficiency in the field of the existent executing of my planned marks.
I could better this by seeking to heighten my execution accomplishments and on that manner the active experimentation is the manner to travel frontward.
In this paper I have proved that I am an learner by uncovering the creases of my character and my past acquisition experiences that support this. However I have identified the weak point of mine in the field of `` do 's '' every bit good. I have now to be after the manner to cover this weak point in my attempt to better myself non merely as a pupil and scholar but as a societal member and individual every bit good.
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