WEEK5 REFLECTION-Kolb's Learning Cycle and SIOP Model

Course Outline

It's almost mind-boggling how time flies. We reached the fifth week of our course. In this lesson we went to a new classroom and the lecturer arranged our seats in a U-shape, this positional arrangement made it easier for her to make a visual and vocal connection with all the students as she could stand in the centre and make sure that we could all see and hear her. After connecting the knowledge points（thinking tool and inquiry-based learning）of the previous lessons, she inputted the content of this lesson such as the Kolb Learning Cycle, guided project-based teaching, comprehensible input, and with this theoretical knowledge, she introduced the focus on the "SIOP" model, which consists of 8 components and 30 features. 

U-shape

In the tutorial, we needed to analyse a sample lesson plan from senior Luna and present our evolution as a group. Dr Lee as a special guest, commented on our thoughts. He also added us brand new knowledge such as ABCD model of writing objectives and teaching learning cycle (TLC).

Kolb's Learning Cycle 

Off-topic: I was intrigued when I came across the term Kolb, which reminded me of Call Duck due to their similar pronunciation in Chinese. 

Kolb's learning theory encompasses four distinct stages, namely concrete learning, reflective observation, abstract conceptualization, and active experimentation. It follows a sequential cycle consisting of experience, reflection, conceptualization, and experimentation. Effective learning occurs as learners progress through each stage.

Bergsteiner & Avery (2014) highlight that within this learning cycle, experiences are transformed into concepts that guide the selection of new experiences. Experiences serve as the foundation for observation and reflection. However, these observations are assimilated into concepts and generalizations about experience which subsequently guide new experiences and interactions with the world (Loo 2004). Thus, learning is considered a four-stage process that commences with concrete experiences.

 Recalling my physics class experience as a child when teachers aimed to teach us about gravity; they would initiate by prompting students to reflect on their personal encounters with gravity. Subsequently, we were asked to observe the effects of gravity on objects within the classroom environment. Next, the teacher asked us to consider the causes of gravity. Finally, the teacher required students to have a gravity experiment by dropping an object over the edge of the tables.

It can be inferred that the lecturer's instructional design for this course has drawn upon Kolb's Learning Cycle particularly evident in blog reflections assigned throughout lectures. As we listen to lectures while simultaneously engaging in blog tasks; often we find ourselves observing our lecturer's behaviour from a reflective perspective. When writing our reflections, we must relate her behaviour to specific theoretical concepts while extracting key principles from her teaching. In the reconstruction part of the blog, we need to think about what this content means for our future careers. I learnt a multitude of pedagogical theories in class, and the reconstruction section provided me with a further opportunity to simulate practice by trying to build a classroom in my mind, imagining that I was a teacher and how I would apply these effective teaching strategies.

However, I still hope that we can be provided with more real teaching practice opportunities:).🙇

Siop Model

In Dr. Sharimila's class, we have learned about SIOP initially.

But the lecturer additionally supplemented the relationship between the dialogue model and the SIOP model, which allowed me to correlate the SIOP model eight components and the metacognitive map to achieve knowledge transfer. 

I used to misunderstand the SIOP model as a step-by-step approach. I naively thought that I could solve my students' language problems just by using these teaching strategies in my classroom. However, as I delved deeper into the model via the class, I realized that it is far more comprehensive and sophisticated than I initially thought.

The SIOP model, with its eight components and 30 features, is a comprehensive system designed for lesson planning and teaching. It ensures that every lesson is supported by research-based combinations of features, thus enhancing the overall effectiveness of the teaching process (Echevarria et al., 2011). This approach to teaching is not just about using specific strategies, but rather, it is about understanding how these strategies work together to create a well-rounded and research-driven curriculum.

Furthermore, I came to understand that the SIOP model is not just a set of strategies to be implemented occasionally or selectively, but rather, it is a daily practice that needs to be systematic and consistent. As Guarino et al. (2001) pointed out, the SIOP's features are most effective when they are integrated into daily teaching practices, enabling students to benefit from their cumulative impact. 

I appreciate the existence of the SIOP method. As an EFL (English as a Second Language) learner, I deeply feel the difficulties and challenges of learning English, especially the confusion caused by the fast speaking speed and unfamiliar vocabulary in English as a medium of instruction. However, through the SIOP model, numerous EFL learners like me can better grasp the English language and academic content, becoming more confident and fluent in their communication.💕💕💕

Career inspiration

The Kolb Learning Cycle has provided me with a new direction in classroom design that combines observation, concept, and practice together. Moreover, considering that my undergraduate major was Teaching English to Speakers of Other Languages (TESOL), I am likely to teach many ESL and EFL learners in the future. Many of them may face differential language proficiency issues which I may struggle with in organising my classroom. The SIOP Model offers a general framework for me to present content to English learners through specific strategies and techniques that make new information comprehensible to my students.

There is a supplementary video about Kolb Learning Cycle.It complements Kolb's model also identifies four different learning styles.😇

References

Bergsteiner, H., & Avery, G. C. (2014). The twin-cycle experiential learning model: reconceptualising Kolb’s theory. Studies in Continuing Education, 36(3), 257–274. https://doi.org/10.1080/0158037x.2014.904782

Echevarria, J., Richards-Tutor, C., Canges, R., & Francis, D. (2011). Using the SIOP Model to Promote the Acquisition of Language and Science Concepts with English Learners. Bilingual Research Journal, 34(3), 334–351. https://doi.org/10.1080/15235882.2011.623600

Guarino, A. J., Echevarria, J., Short, D., Schick, J. E., Forbes, S., & Rueda, R. (2001). The sheltered instruction observation protocol. Journal of Research in Education, 11(1), 138-140. 

Loo, R. (2004). Kolb’s learning styles and learning preferences: is there a linkage? Educational Psychology, 24(1), 99–108. https://doi.org/10.1080/0144341032000146476