Literature Review Kolb Experimental learning

Experimental learning: Experience as the source of learning and development (1984)

Kolb explains that each individual naturally prefers a different learning style and that this can be effected by various factors which influence a person's preferred style.  For example, social environment, educational experiences, or the basic cognitive structure of the individual.

Kolb identified four main learning styles;

Diverging (feeling and watching )

These people are able to look at things from different perspectives. They tend to be imaginative and emotional, and tend to be strong in the arts. People with the diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback.

Assimilating (watching and thinking)

The Assimilating learning preference is a logical approach. These people require good clear explanation rather than practical opportunity, preferring reading, lectures, exploring analytical models, and having time to think things through.

Converging (doing and thinking )

People with a converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, they can solve problems and make decisions by finding solutions to questions and problems. People with a converging style like to experiment with new ideas, to simulate, and to work with practical applications.

Accommodating (doing and feeling)

The Accommodating learning style is 'hands-on', and relies on intuition rather than logic. These people use other people's analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans. They commonly act on 'gut' instinct rather than logical analysis.

Kolb argued that reflective practice is important to the development of teaching and learning. His experiential learning theory works on two levels: four separate learning styles and a four stage cycle of learning.

The Experiential Learning Cycle comprises four different stages of learning from experience and can be entered at any point, but all stages must be followed in sequence for successful learning to take place. The learner must make the link between the theory and action by planning, acting out, reflecting and relating it back to the theory. Kolb includes this 'cycle of learning' as a central principle in his experiential learning theory.

The Four stage learning cycle;

1. Concrete Experience (doing / having an experience)

2. Reflective Observation (reviewing / reflecting on the experience)

3. Abstract Conceptualisation (concluding / learning from the experience)

4. Active Experimentation (planning / trying out what you have learned)

Kolb (1975) views learning as an integrated process with each stage being mutually supportive of and feeding into the next.

“Learning is the process whereby knowledge is created through the transformation of experience” (David A. Kolb, 1984).

I will strive to ensure that my teaching is inclusive for students of all learning styles. However many of my Performing Arts students are more likely to prefer Diverging learning styles of watching and feeling, so will learn better from working in groups, observing, listening and receiving personal feedback.

I will therefore use a variety of teaching tools throughout the workshop, to include pair/group work, discussion, visual aids (DVD clip/peer observation/video feedback) written self-evaluations etc).

"Knowing a person's (and your own) learning style enables learning to be orientated according to the preferred method. That said, everyone responds to and needs the stimulus of all types of learning styles to one extent or another - it's a matter of using emphasis that fits best with the given situation and a person's learning style preferences."

(Kolb - Learning Styles. Saul McLeod 2010)

Literature Review - Young people's effort and engagement

Research in Dance Education (Young people's experiences of effort and engagement in dance) Bond, Karen E. and Stinson, Susan W. (2007)

At our last campus session Paula referred to this piece of literature during discussions. I found it interesting and somewhat relevant to my own professional inquiry.

This literature gives examples of the findings from an inquiry into how young children learn in dance education. The study suggests that children must be challenged in order to achieve

“Students attribute school success and failure to a variety of causes. Wiseman and hunt (2001) identify four: ability, effort, task difficulty and luck (2001:43)"

Also suggesting that the goals must be attainable for them to feel successful in their efforts. Therefore taking into great consideration the level and difficulty of each task when planning a dance lesson, to ensure inclusive teaching for students of all abilities and learning styles.

“Reeve (2005) suggests that students orientated toward learning/mastery goals may become bored when their skills override the challenge of a task (echoing Csikszentmihalyi). While students with performance orientations enjoy tasks in which they can show high ability”. (2007:175)

The study highlighted children’s views on dance. Many enjoyed the dance lessons if they felt that they have made an achievement. Some students learn through movement and those who have chosen dance are more likely to prefer this learning style (Kinesthetic learners). This links in with my findings from my previous literature review on Gardner’s Multiple intelligence theory, which suggests that dancers learning through bodily-kinesthetic styles.

From reviewing this literature I will consider using a number of smaller tasks, to incorporate teaching methods to suit ‘all’ learners. I remain convinced that the use of technology will further consolidate student learning, especially targeting students who learn from visual aids.

“Dance educators have focused on the importance of learning through movement for Kinesthetic learners”. (2007:177)

This also leads me to look into Kolb’s learning styles. as Kolb's model gave rise to the Learning Style Inventory, an assessment method used to determine an individual's learning style.

Literature Review - Gardner (Theory of Multiple Intelligences)

Gardner (Theory of Multiple Intelligences)

I wanted to find further research on effective teaching methods and found Gardner's theory of multiple intelligences interesting. Gardner created a theory that differentiates intelligence into specific modals rather than seeing it as dominated by a single general ability.

Gardner describes eight different kinds of intelligence:

•  Visual: Good with art and design

•  Linguistic: Good with words

•  Logical: Good with numbers and math

•  Bodily: Good at action, movement and sports

•  Musical: Good with music, tone and rhythm

•  Interpersonal: Good at communicating with others

•  Intrapersonal: Good at self-reflection

•  Naturalistic: Good at appreciating the world and nature

In his book "Frames of mind" (2011) Gardner discusses the

different intelligences and how people learn using a combination

of intelligences. This appears to encourage teaching that uses a

variety of methods to meet each individual's learning style.

During this chapter on 'Bodily-Kinesthetic intelligence' Gardner discusses how doing/using your body can help some people to learn. This intelligence is possibly the most relevant to dance training as you are required to carry out the movements with your body. Gardner says "the dancer and the actor are but two roles in our culture that highlight the intelligence of the body". (2011:243).

Therefore learners with bodily-kinesthetic as their preferred learning style are likely to benefit the most from practical dance work (so not too much emphasis on technology). This has led me to consider reducing my use of technology tools in the dance workshop (e.g. a short section at the start and end of the lesson).

Literature Review - The Art of Dance in Education

 The Art of Dance in Education - Smith-Autard, J (1997)

Having analysed my survey results and made plans for a workshop intervention, using DVD clips and Video feedback, I wanted to find further evidence of these resources being effective in dance training. I found a book called 'The Art of Dance in Education'. Chapter a theoretical basis (resource based-teaching) explains the use of viewing, observing and evaluating professional dance works as beneficial to students learning".

Jacqueline M.Smith-Autard put resources into categories. The midway art of dance model demands a resource-based teaching methodology as the most important approach.  Jacqueline M.Smith-Autard agrees that students should be encouraged to view their own work for self reflection " Observing, describing, analysing and evaluating all the aspects involved in creating and performing (such viewing by students of their own and professional choreography should take place throughout dance education)". (1997:31) However she goes on to discuss that these resources should be used appropriately and as a part of learning, not to replace practical tasks. 

"Many viewing tasks need to be integrated with performing tasks.... as with music, simplified adaptations of parts of dance works taught to students might prove to be a helpful way of 'getting inside' them through learning and performing them". (1997:42)

Jacqueline M.Smith-Autard also suggests a number of structured tools to use to support learning during the video feedback section of the lesson. " Methods can include use of teacher prepared questions (which may be presented in discussion or on work cards), requiring students to observe, make comparisons, describe, interpret and make evaluative comment on what they see. A multiple-choice type of question on a work card could offer a range of possible words to describe the qualities in a phrase of movements. (1997:40). 

"Resource-based teaching will work well if the resources selected are appropriate to the objectives of the lessons/lectures, rich in artistic, aesthetic and cultural features and used in balance with other activities within a total programme" (1997:38)

I therefore plan to use technology as a small part of my workshop (DVD clip / observation as a starter activity at the beginning of the workshop, and Video Feedback for student self evaluation as a mini plenary towards the end of the lesson, leaving enough time however for students to then make improvement (through further rehearsal, applying their own targets set during the evaluation process).