Putting Kolb’s Learning Cycle Into Practice – Part I
There are so many great posts online explaining Kolb’s theory of reflection (check the end of this post for some great links). I have challenged myself to apply the theory to my teaching. I am simplifying the cycle in this post to “experience – think – test – develop – experience…”. In this post I am exploring how Kolb’s learning cycle can be applied to a simple demonstration lesson.
My Test Group
I have chosen to focus on my GCSE Chemistry teaching. I teach numerous classes with a mixed range of abilities. The specification has changed and I am teaching for a qualification which has not been completed before. It is a time of uncertainty. It is important that I remain focused on what is expected from the specification, and create inspiring lesson to keep my students engaged.
Time is another factor. There seems to be so much more content than in previous specifications. Much of this content requires practical knowledge from the students. However, if students are not given the correct guidance and reflection time for a practical activity, they may never learn or progress to the level required. Instead they will have memories of many different practicals where they can only recall their observations but not the purpose of the investigation.
Applying the theory to Rates of Reaction: Lesson 1
I have simplified the cycle and I am focusing on the practical experiences and how I can increase theoretical progress through practical engagement. I am using Kolb’s theory as inspiration and some of my terminology is a reflection of my own interpretation.
To begin with I have created an anchor point for the topic. As we are studying rates of reaction, it is important that students grasp a simple convention: a concise explanation of the particle theory and how it relates to rates of reaction.
The anchor point
More frequent successful collisions between reactant particles leads to an increase in the rate of a reaction
Introduce particle theory and the anchor point
The practical element – Use marbles in a tray to demonstrate particle theory on a block of wood. The practical element creates an experience where the anchor point can be introduced. As we are at the start of the topic we want to create short bursts between each step of the cycle. During the demonstration (experience), build in thinking time through questioning: allow students to test or suggest how to test their reasoning using the model and allow time for them to develop their ideas further. Allow time to return to the initial demonstration followed by thinking, testing and developing time. The anchor text should be referred to multiple times to form a solid part of the experience.
What did I notice?
I carried out this demonstration with my classes and although it was lead by me, as the cycle was repeated, I noticed more and more students grasping the concept, then developing a stronger understanding. The challenge then became keeping those who had progressed sooner, engaged. By the end of the lesson, all the students were familiar with the anchor information and had a visual demonstration to link to in the future. Part II will focus on how Kolb’s cycle is used to build on this initial lesson.
Kolb’s Learning Cycle explained by simply psychology
Focus on reflection with skills for learning