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Thus parts of a seminar could be done by working in small work groups, other by preparing summaries of literature, etc.
The Kolb Model can even be applied in large groups, for example in a group of 100 students.
Learning styles are discussed here to make teachers realize that students – and teachers - have different approaches to learning and that adapting the way of presenting and dealing with content may facilitate the acquisition of knowledge on the cognitive and practical level. This model could be used for planning exams at the crucial points during a class, which might ensure the opportunity to realize how students studied during the term and to modify their performances. They compared a group of high abstract/high concrete (AC-CE) student pairs with a group of abstract pairs (AC-AC) and a group of concrete pairs (CE-CE). It’s structure may vary depending on the number of students and different situations.
The Model of David Kolb of experienced learning is discussed as an example to apply a learning style theory to planning and performing teaching. Knowing importance of experience, the effective teacher builds his or her lectures on exploration of what students already know and believe. The four groups of homogeneous teams had similar performance results. The abstract/concrete (AC-CE) pairs performed significantly better on a simulated clinical case than the abstract pairs and slightly better than the concrete pairs (CE-CE), indicating the value of integrating the abstract and concrete dialectics of the learning cycle. If a teacher has only one student he/she can prefer the student’s preferred learning style during the teaching unit.
The Model of David Kolb of experiental learning is discussed here as an example to apply a learning style theory to planning of and performing of teaching (Kolb, D. As a team develops from a group of individuals into an effective learning system, members share the functional roles necessary for team effectiveness (Sabre Corporate Development 2002). Similarly, Kayes (2001) found that teams made up of members whose learning styles were balanced among the four learning modes performed at a higher level on a critical thinking task than teams whose members had specialized learning styles (Kayes, C. Students were assigned randomly to two-person groups, beeing either similary or oppositely paired based on their Kolb LSI-2 Y-axis scores (see Figure 3) (Sandmire, D. In this example the student’s preferred learning style is converging.
In the next step the teacher tries to apply to the observational skills of students who prefer a more observational style.
The teacher asks the students to give a feedback on the performance and to reflect on further aspects of the task (RO).
The student then proceeds into the “practical hemisphere” of the learning cycle and continues at the quarter of “accommodating” by talking to a standardized patient (SP) and obtains his feedback.
In the fourth step, the student moves forward to the quarter of diverging.
By using learning cells and applying the “sandwich principle” the teacher should try to get students involved.