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Many things cannot simply be learned by reading and thinking. To
learn, we have to do as well. Therefore, teachers often design courses
that attempt to involve both theory and practice (c.f. Issue No.
14: ‘Students are Not Tape Recorders’ of this series).
For example, science courses commonly alternate lectures, which
deal with theory, with laboratory work, which involves practice.
Hence, lectures are followed by laboratory sessions which are in
turn followed by other lectures. However, alternating theory and
practice does not guarantee that they will be linked in a way that
will enhance learning. Often, students carry out laboratory work
by mindlessly following a set of instructions without being involved
in the experimental design that links the lecture to the practical
work. Afterwards, they may go straight on to the next lecture into
more theory without thinking about the experimental results and
what they mean in terms of the theory.
Kolb (1983) has argued that when we undertake to learn something
for ourselves, there is a natural learning cycle with four stages.
The starting point is concrete experience. We then make observations
and reflections on that experience. The third step involves using
abstract concepts and generalisations to make sense of the reflections,
which leads to testing the implications derived from the abstraction
in new situations. The cycle is completed through linking the outcomes
of the experimental phase back to the original concrete experience,
as shown in the diagram below:
As this model is developmental, it is often shown as a spiral rather
than a circle, implying that the result of the complete cycle is
at a higher level than its starting point. Hence, following an experience
or information, there should be a consolidation which draws students
into active work to explore that information and relate it to previous
knowledge, before moving on to new topics.
Wherever you start on this cycle, it is important not to miss out
any stage. Learning opportunities will be wasted if
- students have no theoretical basis with which to make sense
of their experience or to devise action plans;
- students are not involved in setting up their own action plans,
but simply carry out the directions of others;
- students carry out activities without being aware of what is
going on; and
- students do not reflect upon their experiences.
To develop suitable activities and curricula for our students (c.f.:
‘Active Learning’ of this series),
we should include students’ abilities to do such things as:
- defining problems and troubleshooting solutions;
- tolerating ambiguity;
- making and specifying one’s assumptions;
- considering alternatives and being open to new ideas;
- seeing issues from different perspectives;
- developing a line of argument and marshalling support for it;
- valuing evidence;
- collecting, aggregating, analysing and portraying data;
- producing and generating solutions;
- synthesising knowledge from a variety of sources;
- taking responsibility to complete sustained problems;
- persisting in the face of failure;
- being reflective;
- assessing one’s own progress and making corrections; and
- recognising that knowledge is tentative.
Further Reading
Baron, J.B. ‘Using Learner-Centered Assessment on a Large
Scale’. in Lamber, N. M. and McCombs, B L. (Eds.). How
Students Learn: Reforming Schools Through Learner-Centered Education.
Washington, DC: American Psychological Association, 1995.
Gibbs, G. Learning by Doing.
London: FEU Longmans, 1988.
Kolb, D.A. Experimental Learning: Experience
as the Source of Learning and Development. New York:
Prentice-Hall, 1983.
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