Kolb Experiential Learning Cycle S1: Use learning style as a dynamic, development-oriented concept, not a label

What does S1 require?

Where learning styles are assessed, a theory-based instrument is used and the result is treated as a habitual, changeable way of going around the cycle, with strengths in some modes and underused opposite modes, not as a fixed trait that sorts people. Kolb and Kolb reject the simple prescription of matching instruction to a learner's style (which the research does not support) in favour of teaching around the cycle, and they value style information for starting conversations about learning, building learners' and teachers' metacognition and prompting educators to use a wider range of methods. Learners can use knowledge of their style to bridge to teaching they find hard, for example by supplementing a given learning space with one that suits them.