The Language Teacher
November 2000
Kolb Applied to Three EFL Classrooms
Jane Hoelker
Seoul National University
The perfect lesson plan is one that maximizes participation in the learning activity and minimizes resistance to the learning experience. An understanding of learner styles based on the Kolb experiential learning cycle enables the teacher to incorporate learner differences into the lesson. Teachers can then better design lesson plans for a class, be it in conversation, ESP, or cross-cultural studies.
The Research
Founded on Carl Jung's theory of types and extensively researched, the Experiential Learning Cycle (ELC) states that people learn in one of four ways. Dewey (1938), a major contributor to the movement, said that learning has to be grounded in experience. Kurt Lewin (1951) stated that a person has to be active to learn, whereas Piaget (1952) wrote that intelligence is not so much innate, as it is the result of the interaction of the person and the environment. In 1987 McCarthy began applying the Kolb theory to the classroom in the United States.
The Experiential Learning Cycle Theory
Kolb's theory provides a paradigm by which to classify the four different learning styles. Furthermore, it assumes that learning itself is an integral process for the individual, composed of four steps based on these learning styles. This process begins with an experience generated by and controlled primarily by the teacher, and evolves through an ever widening spiral of learning whose three successive steps grant increasing autonomy to the learner.
Imaginative learners, skilled at step one, perceive information through Concrete Experience, grasping the experience as a whole through feeling and immersing themselves in it. Educators need to create a reason to learn because their favorite question is: Why (should I learn this)? Able to involve themselves fully in new experiences, they enjoy games, role plays, field trips and home stay programs. Motivated by personal values, they are attracted by careers in the arts, entertainment or service organizations.
Individuals skilled at step two, process information through Reflective Observation. They like to watch what is happening from different angles and reflect on it before doing anything. People in research and design are experts at this step. Because their favorite question is What?, instructors need to give them facts. These intuitive learners like lectures or journal writing, and often choose a career in education, sociology, the ministry or science.
Thinkers, who perceive information through Abstract Conceptualization, like to think things through, and form a sound and logical theory. These technologists and engineers bring an idea into time and space. Because these analytic learners like to ask the question "How does it work?" educators need to let them try it out. They learn easily through theory readings, lab work, computer-assisted drills and workbook exercises.
Those who process information through Active Experimentation learn by doing an activity. Because these dynamic learners like to ask the question If (I do this, what happens?), teachers need to let them teach it to themselves and to others. These risk-takers connect meanings and use theories to make decisions and solve problems after experimenting in a small group discussion with projects or individualized, self-paced learning activities. Thus, they do well when assessment is based on student self-evaluation, multimodal approaches to learning (spatial, musical, kinesthetic, etc.), peer editing, portfolio, and performance requirements. Management or administrative careers are popular with these individuals, as well as positions in business.
Most learners do not restrict themselves to exclusive use of their preferred learning style, but also employ the step succeeding their primary learning mode to varying degrees. The population who have been studied and discussed by Western psychologists is more or less evenly distributed throughout the four learning styles; however, most curricula is based only on step three or Abstract Conceptualization, thus, permitting only one fourth of the school population to shine in a classroom. Research claims there is a 90% retention rate if a teacher leads the class through all four steps of the learning cycle (McCarthy, 1980). Therefore, an optimal lesson plan leads learners through all four steps of the learning cycle so that the students practice their strengths and improve their weaknesses. The most striking observation about lessons based on Kolb's four steps is the high interest level by the students (whether the shy, cautious Japanese or the extroverted, spontaneous Korean students taught by the author). Let us apply the Kolb experiential learning theory to a series of three classrooms with a view to exploring the learning process, and obtaining a holistic grasp of the process as well as a thorough grounding in each of the steps.
A Conversation Lesson
Giving instructions about how to do tasks like using e-mail or baking a cake is often required of speakers in daily life. Many textbooks offer activities to practice conversation, including a rhetorical process that can be readily adapted to the Kolb ELT. For instance, chapter four in the New Interchange series, level two book (1997, p. 23) presents a dialogue on how to make a peanut butter, banana, and honey sandwich. This lesson can be adapted to the Kolb learning cycle in two class periods of 75 to 90 minutes.
In step one of the process, the instructor engages the class in a teacher-controlled experience. First, pairs list the steps involved in making the sandwich, while the instructor circulates throughout the class, making suggestions. Then, the teacher brings one volunteer to the front of the class (a student who enjoys acting) as the chef, where the ingredients and utensils for making the sandwich are on the desk. Next, the student makes the sandwich, telling the class each step as it is completed. If the chef forgets, the class prompts him.
In step two of the Kolb ELT, the learners define the concept. A listening exercise on a series of short, unusual recipes like a catsup milkshake or soy sauce iced tea (Interchange series, level two book) provides an opportunity for the class to discover and conceptualize the theory being taught. The learners, guided by the instructor, highlight the language important in this lesson, i.e. the sequence transition words (next, then, first, second, etc.), as well as two-part verbs used with noun objects and pronoun objects (cut the banana up, cut up the banana, or cut it up).
Skills are taught, and improved in step three. Students complete workbook exercises on the target language and structures. This step has often been the sole focus of a traditional lesson.
Step four sees the class being creative, and teaching the lesson to themselves and to others through an experience, which they initiate and over which they have control. One activity appropriate to this step would be to have individuals write out their own favorite or unusual recipe and draw a picture of the process, or if facilities permit, bring in the actual ingredients to practice with their partner. Student recipes along with the sketches could be collected and compiled into a class recipe book and distributed as a class souvenir.
Appropriate level: 1st/2nd year university Ss
Objective: to explain how to make or do something using process vocabulary (first, then, next) & how to use 2-word verbs with noun & pronoun objects.
Suggested Time: 2 class periods of 75 to 90 minutes each.
| Ss write their own favorite or unusual recipe & draw a picture of the process. If facilities permit, Ss bring in ingredients & complete the recipe with their partner. Class makes a cookbook from the recipes & sketches. | First, partners brainstorm steps involved in making banana, peanut butter, honey & bread to make unusual sandwich in front of class. Next, a volunteer chef comes to the front of class to make the sandwich. The chef explains each step to the class. If the chef forgets a step, the class prompts them. | |
unique, personal & by Ss:ADAPTATION |
VALUE: significant, immediate, personal for ALL Ss now | |
IF? |
WHY? T creates a reason to learn this lesson. T-initiated & T-controlled experience. T & Ss interact. Ss solve a problem, or deal with a situation | |
Experimenting |
Experiencing Step One: Feeling CE | |
AC |
RO Step Two: Watching Discovering & Conceptualizing | |
HOW(does it work?) |
WHAT? T gives Ss the facts. T teaches. Ss generalize & give more concepts. | |
taught, improved & transferred to other areas of learning: SKILLS |
CONCEPT is defined. | |
Ss complete workbook exercises on using two-part verbs with noun & pronoun objects along with sequence transition words. T coaches & facilitates Ss. |
Ss complete listening exercises on unusual recipes like a catsup milkshake or soy sauce iced tea. T & Ss highlight sequence transition words & two-part verbs used with noun & pronoun objects (Cut the banana up. Cut up the banana. Cut it up.) | |
An ESP Writing Lesson
Technical and engineering students are fascinated by, study, and design machines for school projects to train themselves for the workplace. An ESP lesson, easily completed in two class periods of 75 to 90 minutes, can be built around this interest. In step one the teacher presents the learners with an unusual object such as a large, colorful, oddly shaped, plastic case, or an object of interest such as a soccer ball. The teacher asks, "What in the world is this?" and in pairs the class discusses the object, completing the five-item checklist written on the board by the teacher (shape, size, material, use and position). Depending on the class ability, the instructor may want to distribute a vocabulary resource sheet. Participants fill in possible answers in the checklist on the board and the teacher leads a group discussion.
Next, in step two students choose an unusual machine or gadget from a picture collection of previous student work distributed by the instructor, and ask their partner: "What in the world is this?" Their partner describes the object. The picture collection might include a chopspoon that can be used as a spoon to eat Western food, or divided in half by a spring into two chopsticks to eat Asian food, or a Pillowalarm that shakes as well as emits a noise to wake up the heavy sleeper. Then, individuals fill in the checklist on the board with descriptions of the gadgets. Next, the teacher leads a class discussion about what is good and what needs improvement in the student contributions. Students discover and conceptualize the language being studied (how to describe an object or a machine and how to employ an infinitive or gerund when explaining the gadget's use).
For step three the participants complete workbook activities or oral exercises in order to test and practice the theory they defined in step two. An intriguing, but simple and quick-paced activity (actually a drill disguised as a game) to reinforce the proper use of the infinitive or gerund after the leader, It is used for/to . . ., is game number two called the Whatsitsname? in Intermediate Communication Games (Hadfield,1990). Each student receives one large picture of a collection of tools or machines and four small pictures of an individual machine or gadget that is on one of the other five collective pictures. The object of the game is for each student to collect the four small pictures that correspond with the four objects in their one large picture. The individual must ask, "Do you have the thing that is used for/to . . .?" to collect the small pictures.
In the final step, the class is creative and experiments by initiating and controlling a learning experience. For instance, the learners imagine a machine, or an object, write a description of it following the checklist introduced in step one (shape, size, material, use and position), and sketch their invention. Then, they share the picture and written description of their machine with a small group who guess what in the world the machine is. One student example follows. This machine has two slots shaped like a mailbox slot. It is a small, green and red box the size of a basketball, and has four buttons: one for math, one for English, one for Japanese and one for science. The learner puts their homework into the first slot, and pushes the correct button. The machine produces the finished homework in one minute out of the second slot. What in the world is it? The answer is a Lazy Student Homework Machine. (Educators new to the ESP field may find suggestions about gadgets and machines in the level two book of the New Interchange series, chapter seven.)
Appropriate level: 1st/2nd year university Ss
Objective: to describe machines, gadgets or tools including shape, size, material, use & position
Suggested time: 2 class periods of 75 to 90 minutes each.
| Ss design an invention, complete the 5-item checklist from step #1 & write & sketch a description of it based on the checklist. Next, Ss read the description of their partner's invention & guess what it is. For instance, the Lazy Student Homework Machine. This small, green and red machine, the size of a basketball, has 2 slots like a mailbox. It has four buttons; one for math, one for English, one for Japanese and one for science. Put your homework into the first slot, push the button and in one minute your homework is finished. | T presents an unusual object such as a large, pink, oddly shaped plastic case, or with an object of interest such as a soccer ball. T asks what in the world is this. In pairs Ss discuss the object, completing the five-item checklist written on the board (shape, size, material, use & position). Participants fill in answers on the checklist. T leads group discussion of Ss suggestions. | |
unique, personal & by Ss: ADAPTATION |
VALUE: significant, immediate, personal for ALL Ss now | |
IF? |
WHY? T creates a reason to learn this lesson. T-initiated & T-controlled experience. T & Ss interact. Ss solve a problem, or deal with a situation | |
Experimenting |
Experiencing Step One: Feeling CE | |
AC |
RO Step Two: Watching Discovering & Conceptualizing | |
HOW (does it work?) |
WHAT? T gives Ss the facts. T teaches. Ss generalize & give more concepts. | |
taught, improved & transferred to other areas of learning: SKILLS |
CONCEPT is defined. | |
| Ss complete workbook activities or oral exercises in order to test & practice the theory they defined in step 2. The Whatsitsname? game in Intermediate Communication Games can be used to reinforce the proper use of the infinitive or gerund after the leader, It is used for . . . . T coaches & facilitates Ss. | Ss choose an unusual machine or gadget from a picture collection distributed by instructor. In pairs Ss ask & answer the question, What is the world is this. Picture collection might include a chopspoon which can be used as a spoon to eat Western food, or divided in half by a spring into two chopsticks to eat Asian food. Ss conceptualize descriptive language & how to employ a gerund or an infinitive when explaining the gadget's use. | |
A Curriculum in Cross-cultural Issues
A curriculum on cross-cultural issues for a 36-hour schedule, utilizing learner-generated materials and designed according to the Kolb model, has proven to be effective with junior and senior undergraduates or graduate students planning to study and live abroad. In the event of financial limitations and travel restrictions (government-imposed or otherwise), this course has provided students with a genuine language learning and cross-cultural experience. According to student testimony, this course permits them to experiment with and explore their cultural and personal territory, while they define their character and permit the character actions and speech with which the student-actor is comfortable. (Hoelker, Nakamura, & Nimmannit, 2000). In addition, use of student-generated materials enables the instructor to track vocabulary, and language successfully employed, as well as errors, with a view to providing mini-clinics to strengthen student skill in weak areas. Let us examine such a curriculum.
In step one the learners experience certain concepts and behaviors, such as descriptive and judgmental observations, generalizations and stereotypes, essential to cross-cultural understanding by immersing themselves in student-generated dialogues, discussions and role plays. Furthermore, the class practices techniques to refute a stereotype, such as humor, or denial, and explore the concept of values through ranking a catalogue of 24 basic values (Levine & Adelman, 1993, p. 24), and through discussion of the characters in the story, Alligator River (Levine & Adelman, 1993, p. 32).
Next, in step two the students form small groups and choose one cross-cultural theme treated in one chapter (Levine & Adelman, 1993) to mind map on a large poster. The concepts and criteria about each theme are then circulated throughout the class as each small group explains their mind map to the large class group and as individuals question the small group. Further opportunities for reflective observation are provided by the daily journal entries completed during the last ten minutes of each class in which students explore personal reactions to cultural situations and in which vocabulary and language can be tracked and analyzed by the class and the instructor.
Step three sees the learners test, practice and apply the theory as each small group discusses, writes, edits and films their three-act plays. Finally, the students engage in step four when they present their original, three-act drama (a student-initiated and student-controlled experience) on their cross-cultural theme, consequently, teaching the material to themselves and to each other. They also learn by doing through evaluation, both point-based objective assessment and subjective comments, thus providing feedback (peer, teacher, and self) on successes and on areas for improvement.
Appropriate level: 1st/2nd year university Ss
Objective: to prepare students prior to departure for an overseas home stay program
Suggested Time: 30 hours
| Each small group shows the video of their 3-act drama to the large class group. The large class group completes a point-based objective assessment, as well as subjective comments to provide feedback (peer, teacher & self) on successes and on areas for improvement. | Ss experience concepts & behaviors essential to cross-cultural understanding by immersing themselves in student-generated dialogues, role plays & discussions. Concepts include descriptive & judgmental observation, generalization, stereotype, & values. | |
unique, personal & by Ss: ADAPTATION |
VALUE: significant, immediate, personal for ALL Ss now | |
IF? |
WHY? T creates a reason to learn this lesson. T-initiated & T-controlled experience. T & Ss interact. Ss solve a problem, or deal with a situation | |
Experimenting |
Experiencing Step One: Feeling CE | |
AC |
RO Step Two: Watching Discovering & Conceptualizing | |
HOW (does it work?) |
WHAT? T gives Ss the facts. T teaches. Ss generalize & give more concepts. | |
taught, improved & transferred to other areas of learning: SKILLS |
CONCEPT is defined. | |
| Each small group discusses, writes, edits & films their three-act plays
in which the characters explore the cross-cultural issues related to their
theme. T coaches & facilitates Ss. |
Each small group mind maps one cross-cultural theme & then explains their mind map to the large class group. Ss write a response to each session in their learning journal. | |
Adjusting Teacher Style to Student Style
Basically, student learning is accelerated when instructors teach the way students learn. Yet, often teachers teach either the way they themselves were taught, or according to their own preferred learning style. Perhaps the favorite teacher in one's academic career was not so much a great teacher, as they were a good teacher who taught according to one's personal learning style (Swanson, 1999). For instance, CE students feel comfortable with a CE teacher who witnesses their learning and is open to discussion, preferably without a time limit in order to allow full exploration of and expression of feelings and ideas during a group activity. However, the CE instructor, who teaches responsively, draws on the skills of the additional three styles to stretch the students. For instance, a CE teacher who includes step two, following the more traditional RO style, teaches, i.e. gives them the facts and details presented in an organized lesson logically presented within a clearly defined time limit. By including step three in the lesson plan (based on the AC style), they coach CE students to be productive experts in the real world and to get things to work quickly and within the set task boundaries on their own. Through step four, the CE teacher also energizes them, like an AE instructor, to take risks and to create projects by making new associations, and to present the projects to a group.
No doubt, it is easiest to learn from someone teaching in one's preferred learning style. However, seminars organized by McCarthy's company, EXCELL (including the one attended by the author), stress that the good educator leads the class through all four steps of the learning process, stretches themselves to meet the learners' styles, as well as provides the learners with opportunities to stretch to meet the instructors. In this manner, the instructor teaches students how to compensate for their preferred learning style, and to strategize in order to adapt their learning style for school success (McCarthy & Morris, 1994, p. 30).
Indeed, teachers might do well to emulate Professor Richard Marshall Eakin, the famous pre-med professor at the University of California at Berkeley. He energized the zoology course he taught by dressing up as Charles Darwin in a flowing white beard when he lectured on evolution, or as Gregor Mendel to discuss heredity. Eakin stated that, when he tells his class the facts as the professor, he imparts knowledge. But when the people of science come before the learners and use the same words, they have more meaning (Korea Times, 1999). Or, since technical and engineering students, who learn well from checklists, often find writing in the L2 quite difficult, provide them with a checklist for their L2 writing assignment. The checklist technique characteristic of their preferred learning style (Abstract Conceptualization) provides scaffolding for their least favorite activity, writing in the L2.
Educators, some of the most conscientious professionals in any community, are already using countless effective techniques in class. Adapting a lesson or curriculum to the Kolb experiential learning cycle simply requires adjusting the order of the presentation in most cases, or in developing one or two of the steps. Respect the process, or the order of the four steps of the cycle in order to provide the participants with an ELC learning experience. As the instructor, define the learning goal. If the goal is to maximize how much an individual learns in a limited time frame (often the aim of an in-house company program), teach exclusively to their preferred learning style (McMurray, 1997). On the other hand, if the goal is developmental, or focused on cultivating the growth of the entire person, then lead the learner through all four learning styles on one learning point.
Conclusion
To sum up, if individuals complain that their successes seem outnumbered by their learning experiences, remind them that successes are being built upon each learning experience. In addition, explain to the students that a learning style is not a fixed trait, but a stable trait that endures because the individual chooses to interact with their environment in that selected style, not because of a genetic predisposition (McCarthy & Morris, 1994, p. 22). Moreover, each learning style has its strength. The virtue of the CE learner is love; thus, their skill is empathy. Wisdom is the virtue characteristic of the RO student, and their skill is creation and knowledge. The AC student's virtue is justice; their skill is ethics. The courageous AE learner is skilled at risk-taking. A complete lesson plan incorporates all these strengths and skills into the learning process, enabling students of any style to draw on all modes both to solve problems and to express what they know in an integrated manner and, therefore, succeed.
References
Dewey, J. (1938). Experience and education. New York: McMillan & Co.
Hadfield, J. (1990). Intermediate communication games. Hong Kong: Thomas Nelson, Ltd.
Hoelker, J., Nakamura, I. & Nimmannit, S. (2000). Explorations in Video. In D. Shaffer, (Ed). Proceedings of the Second Pan-Asian conference. Seoul: Korea TESOL.
Jung, C. (1976). Psychological types. New Jersey: Princeton University Press, Bollingen Series.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. NJ: Prentice-Hall.
Levine, D. & Adelman, M. (1993). Beyond language: Cross-cultural communication. Englewood Cliffs, New Jersey: Prentice Hall Regents.
Lewin, K. (1951). Field theory in social sciences. San Francisco: Jossey -- Bass.
McCarthy, B. (1980). The 4MAT system. Barrington, IL: EXCEL, Inc
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McMurray, D. & Hoelker, J. (1997). CE, RO, AC, AE: Classroom research on learning styles. In N. Dimmitt (Ed.). Proceedings of the First Pan-Asian Conference and 17th Annual Thai TESOL International Conference, pp. 79-80. Bangkok, Thailand: ThaiTESOL.
Piaget, J. (1952). The Origins of intelligence in children. New York: International University Press.
Professor dressed as scientific pioneers dead at 89. (1999, December). The Korea Times, p. 4.
Richards, J., Hull, J. & Proctor, S. (1997). New interchange students' book, level 2. Cambridge: Cambridge University Press.
Swanson, M. (1999). Personal communication.
Jane Hoelker has taught EFL in Rwanda, Mali, Japan, and Korea. She holds an MA in TESOL from the School for International Training, and is a Visiting Professor at Seoul National University. She serves as the KOTESOL International Affairs Chair, and has served as Public Relations Chair for JALT, KOTESOL and PAC. <hoelkerj@hotmail.com>
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