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Active learning is the opposite of passive learning; it is learner-centered, not teacher-centered, and requires more than just listening; the active participation of each and every student is a necessary aspect in active learning. Students must be doing things and simultaneously think about the work done and the purpose behind it so that they ...
The learning cycle has four stages: concrete learning, reflective observation, abstract conceptualization and active experimentation. Effective learning can be seen when the learner progresses through the cycle. The learner can enter the cycle at any stage. [2] The first stage is concrete learning, where the learner encounters a new experience ...
Shimer College students learning to cook by cooking, 1942. Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". [1] Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product.
The Felder Silverman Learning Style Model (FSLSM) is a type of learning styles based on a two-step process, where the individual first receives the information through an internal or external mean and then processes it. [32] Felder and Silverman discovered five areas that affected learning: [33] Active/Reflective; Visual/Verbal; Sensing/Intuition
Reflective learning is a development of the concept of experiential learning as propounded by John Dewey, who wrote Experience and Education in 1938. Later theorists include David Kolb, David Boud ("reflection in learning"), [3] and Donald Schön.
Whether teachers employ experiential education in the form of laboratory and clinical learning, cultural journalism, service learning, environmental education, the approach involves engaging students in active roles for the purpose of learning. Experiential education can involve various tools like field work, policy and civic activity, and ...
Active experimentation ↔ Reflective observation Abstract conceptualization ↔ Concrete experience. The result is four types of learners: converger (Active experimentation - Abstract conceptualization), accommodator (Active experimentation - Concrete experience), assimilator (Reflective observation - Abstract conceptualization), and diverger ...
The horizontal axis represents how knowledge is transformed or constructed through reflective observation or active experimentation. These two axes form the four quadrants that can be seen as four stages: concrete experience (CE), reflective observation (RO), abstract conceptualization (AC) and active experimentation (AE) and as four styles of ...