1. Learning and thinking

Subject title Learning and thinking

Purpose of the activity To introduce young people with the peculiarities of thinking and learning, helping to form healthy habits that enhance the process of learning through various experiences.

Duration 2–3 hours.

Location and tools Projector, flip chart, large paper sheets, writing tools.

Note: information about the Kolb‘s learning circle or the Pollardo‘s learning circle can be presented picturesquely in space by placing parts of the cycle titles on the floor and telling about them by approaching each of them instead of preparing the usual presentation.

Number of participants Unlimited, preferably no more than 30 participants.

Acquaintance/ team building methods

Practical tasks Participants are invited to divide into groups of 4–5 people. The training‘s leader hands out a large sheet of paper and writing tools to each group and invites them to describe and/or illustrate the answers to the following two questions: 1. What are the conditions for successful learning? 2. Describe any learning process from beginning to end (from beginning to integration into everyday life). Time to complete the task: 15–20 min. After completing the task, each group presents their work, each participant says his/her name.

Task no. 1

Time to complete the task: 20–30 minutes . Participants are invited to remember and choose any significant situation in their life and to examine it in detail by answering the following questions:

1. What was the specific experience? What specific facts, images, sounds, experiences accompanied this experience? 2. How did the reflection process go? What emotions, thoughts, questions dominated at that time?

3. What specific conclusions were drawn in the course of the reflection? What made it possible to draw exactly such conclusions? 4. What decisions have been taken with respect to these conclusions? 5. What new experiences have been gained from this concrete situation?

Task no. 2

Time to complete the task: 10–15 minutes.

Participants are invited to remember and self-assess four different experiences which they would currently experience in four different stages: Experience, Reflection, Conceptualization, or Action Planning.

End of session reflection methods At the end of the session, several participants or each participant (depending on the number of participants) are invited to review the course of the session and share their experiences following the steps of the Kolb’s learning circle, i.e., they are invited to answer the following questions:

1. Tell us, what experience did you have during the session?

2. How did you feel about it, what thoughts did you come up with?

3. What conclusions did you draw?

4. What actions will you take after the session?

THEORETICAL INFORMATION

For many years now, many scientists around the world have been exploring from a variety of perspectives the mechanisms of human learning and cognition, that affect both human survival and the process of continuous improvement of all humankind.

Ivan Pavlov was one of the most famous scientists in the twentieth century who brought to light the results of research that opened up the planes of human unconscious learning. Pavlov discovered a link between the dog participating in the experiment, the food supplied to him, and the sound of the bell ringing shortly before presenting food. Eventually, the dog subconsciously linked the sound to the food supply and began to react (the dog began to salivate) even without seeing the food itself. This phenomenon was called the classical conditioning. Pavlov continued his research, discovering more and more new things, such as extinction and re-emergence of the reaction, which showed that once an interface was discovered, it may be temporarily faded, but never permanently forgotten, and can re-emerge with proper stimulus. He also discovered phenomena such as stimulus generalization and stimulus discrimination – the ability of a person to respond appropriately to similar stimuli and to differentiate those that have greater differences. This ability, while seeming simple, is one of the most important for species to survive.

B.F. Skinner explored the roles of positive and negative reinforcements in the learning process and discovered that positive reinforcement always encourages action that is learned over time, whereas negative reinforcement encourages all measures to be taken to end the discomfort immediately.

Albert Bandura explored the possibilities of human observational learning, and stated: “Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do”. One of the saddest discoveries in his experiments was that a man by observing learns both positive behaviour and negative behaviour, e.g., violence, hatred or other destructive lifestyle. By observing one also learns and takes over various stereotypes, such as gender, race, and social class stereotypes. In this way, according to Bandura, social modelling takes place, from which it is difficult enough to escape, understanding what is really right and what is destructive.

KOLB’S LEARNING CIRCLE

In 1980, David Kolb founded an organization “Experience Based Learning System”, with the goal of researching and developing effective practical solutions in the field of experiential learning. His theory of the four basic stages or phases of human learning is also well known as the Kolb’s learning circle method. This method develops the skill of effective learning and the integration of different life experiences and is designed for the consistent formation of intellectual actions.

The whole cycle of this model is divided into four main stages: FIRST STAGE. Concrete experience that is being experienced as it is so far without more intensive evaluations. At this stage, the most important is the subjective experience of a particular individual: the emotions and feelings he/she experiences, as well as all the sensations that this experience encompasses: images, sounds, tastes, smells, touch.

SECOND STAGE. Reflective Observation of the New Experience. At this stage, the individual has already deviated from the experience he had and looks at its plot, as if watching a film in which he himself is the main (or, perhaps, not necessarily the main) character. No concrete conclusions have yet been drawn at this stage, and a wide range of feelings and experiences, both positive and negative, may dominate. At this stage, attempts are made to discover connections between different elements of experience, actors, to relate them with existing experiences, and many other processes of reflection take place. THIRD STAGE. Abstract Conceptualization, during which all the information collected in the second stage begins to be structured into more concrete forms and figures. At this stage, conclusions and assumptions emerge that allow all the experiences to be summarized and compressed to one or more specific verbal and emotional structures. This allows the mind to calm down and select what information is of paramount importance and significant, and what can be “pushed” to further layers of long-term memory. This is the stage when the further fate of the experience in the individual’s consciousness, subconscious and subsequent actions is fundamentally determined.

Importantly, there is a high probability that some of the conclusions drawn at this stage of learning will form in subconsciousness in the form of inner beliefs which will save vital resources in the future when selecting physiological and emotional responses to analogous situations that will no longer need to be reflected and analysed.

FOURTH STAGE. Active Experimentation. This is a stage when the conclusions drawn during the third stage take shape in the form of concrete actions and preparations for them. At this stage, depending on the length, intensity and meaning of the experience in the first stage, specific habits in an individual’s life may change, one or another decision for change may be made, and in some cases even character and lifestyle may change. The essential criterion of this stage is a larger or smaller tangible change. At the action level, new patterns of behaviour and structures are being introduced, and this brings us back to the first stage of the Kolb’s learning circle – a concrete experience. In this way, a continuous learning process takes place.

Kolb’s new research publication, “The Nine Learning Styles of the KLSI 4.0” (Kolb & Kolb 2013), presents nine types of personal learning that are more empathetic and focused in certain quarters of the learning circle.

1. INITIATORS.

These are the people who prioritize action and initiatives without much interest in reflection and analysis. They enjoy a dynamic lifestyle when they have the opportunity to frequently change their place of residence and the teams they work with. They are most fond of teachers who play the role of coaches or mentors and who could help them learn quickly and effectively from personal experience.

2. EXPERIMENTERS.

For this type of people, it is important to be actively and thoroughly involved in the activity and to experiment with different patterns of behaviour, and to reflect while still experiencing. Experimenters choose such learning spaces and workplaces where they have the opportunity to be actively involved in activities and communication with colleagues and like-minded people. Constructive feedback and a close, trusting relationship with the teacher are important to them. 3. GENERATORS.

People of this type have a vivid imagination and a highly developed skill of reflection and self-reflection. They are able to generate a large amount of ideas at once and review experiences from different angles. They enjoy learning processes where they have the opportunity to

look for solutions and innovative approaches. They are most fond of teachers who play the role of facilitators and are sensitive as well as creative.

4. REFLECTORS.

They choose a thorough reflection and like a detailed analysis of a subject or experience. When working and learning, it is important for them to have the opportunity to have a constructive discussion and exchange information with colleagues. They enjoy reading books and respect teachers who provide the opportunity to learn and complete tasks individually and are open to questioning and thorough discussion of ideas.

5. ANALYSTS.

It is important for this type of people to draw specific conclusions and concepts, which they seek to form both independently and by integrating the ideas and concepts developed by the authorities (scientists, authors). They prefer to work and study alone rather than in a team. They respect teachers with whom they can discuss in detail on a variety of topics.

6. THINKERS.

This type of people travel constantly in their minds from reflections on abstract observations to concretized concepts, from which they form structured solutions. They prefer a clearly structured learning and work environment in which they have a good understanding of roles and time frames. They more often choose to work alone because they have a strong need to devote enough time to reflection and drawing conclusions. They prioritize teacher’s expertise.

7. DECISION MAKERS.

It is vital for people of this type to have space and opportunity to transform existing concepts into concrete action decisions and changes. They like to experiment and therefore they gladly choose learning by doing, experiments, laboratories, project activities. They respect teachers who have clear values, goals, and a teaching structure. 8. ACTIVISTS.

People of this type learn quickly by observing and adopting specific patterns of actions and thought concepts. They are able to do several jobs at once and gladly choose to experiment. They learn best by working in a team and engaging in active discussions. They choose teachers with as much real-world experience as possible.

9. BALANCERS.

People of this type are the most flexible and able to adapt to a wide range of learning and life circumstances, by experiencing spiral learning cycles at a fast pace. They choose learning in which they can apply all possible methods and styles. They are wise and intelligent.

LEARNING CIRCLE BY ANDREW POLLARD

Another model of effective learning that is worth mentioning is Andrew Pollardo’s model of reflective learning, which he and his colleagues described in the book “Reflective teaching in schools”. His method, like Kolb’s, speaks of learning process of continuous spiral cycles, which, when properly navigated, can help to obtain ever-increasing efficiency and quality of experience.

The learning cycle, according to Pollardo, is divided into seven stages. You can deliberately find yourself in different situations at any stage of this experience, which can become the beginning of learning.

• DATA COLLECTION. Before starting any activity, all possible data related to the subject matter is collected. The more sources of information, the better.

• DATA EXAMINATION. Data are analysed and examined without preconceptions and accepted as they are, by systematizing and compressing into common concepts. • DATA EVALUATION. The data are evaluated and specific conclusions are drawn that can be both objective and subjective.

• REFLECTION. All available information and experience is reflected, abstract ideas and visions are generated. • PLANNING. A specific, structured action plan is being developed.

• PREPARATION. A plan shall be drawn up for the specific resources needed to implement the action plan. • ACTION. It is a concrete experience that crowns the whole circle of learning, where the results of all six previous steps are integrated into the real experience.