Personal Experience: Conscious, Unconscious and Reflective Learning - Essay Example

Institute Name: Student ID: Student Name: Contents 1Introduction 3 2Personal Experience: Conscious, Unconscious and Reflective Learning 3 2.1Conscious Learning 3 2.2Unconscious Learning 3 2.3Reflective Learning 3 1Primary Data: Survey 4 2Improving Learning 6 3Conclusion 6 3References 6 1 Introduction A learner learns something either through his deliberate efforts (conscious learning) or by naturally making sense of something around him (unconscious learning). Further, a person also learns by taking into account his experience and resolving either to consolidate it or to never repeat it again (experiential learning). In this paper thrice of these processes are being explored. Further, these are also being discussed in the light of the results of a primary data which the researcher collected from students. 2 Personal Experience: Conscious, Unconscious and Reflective Learning 2.1 Conscious Learning Conscious learning is the wilful effort by the learner to learn something by taking cognizance of it deliberately. An interesting example in this regard is given by Dienes (2012) that every person starts speaking his native language grammatically correct by the age of five years. At this age he is unaware of the rules of grammar but speaks grammatically correct language because he has picked this language from his environment. The researcher believes that when someone learns something new deliberately then it depicts his conscious learning. This shows the learner exercises learning consciously as well as unconsciously. Conscious learning is the resolve of the learner to learn something whereby he memorizes something by knowing that he wants to memorize it (Dienes, 2012). 2.2 Unconscious Learning On the other hand unconscious learning is something which one learns as a result of his interaction with nature, environment and situation around him. It is something which the learner learns from the environment without consciously realizing that he is learning it or has learnt it. This is the reason that a five years old child speaks his native language fluently. (Dienes, 2012) An interesting example in this regard can be given from the experiment conducted by Reber (1967) who constructed artificial rules of grammar and asked the subjects of his study to learn those rules. The memorizing of the rules by the subjects of his study depicts that they were consciously memorizing the rules. Later, when the experiment ended, the subjects of study correctly applied the rules but could not describe the individual rule. The application of the rules was unconscious on their part. 2.3 Reflective Learning In addition to conscious and unconscious learning, reflective learning also exists. It is the learning as part of one’s own experience. In this learning process the learner actually takes into account his past experiences and identify his strengths and weaknesses and the area of improvement. He then resolves to build up on his strengths and improve his weak areas. Experiential learning informs the person about how to deal with the same situation in future. Thus, reflective learning is about learning from experience. In this learning the learner conducts the critical analysis of the experiences he incurred in the past. He analyzes the merits and demerits of the experiences and on that basis chooses what to do and what not to do. The two prominent models to enable people to learn from their experiences are Kolb’s Learning Cycle, and Gibb’s Reflective Cycle. (Gibbs, 2001; Kolb, 2014) These are shown in the figure below: Gibb’s Reflective Cycle Kolb’s Learning Cycle I believe myself to have learnt by utilizing thrice of these methods. I learnt consciously when I started studying for this program. I deliberately started memorizing the knowledge that was delivered to me by the lecturer. The tacit knowledge which I already possessed due to working in the field of teaching was further complemented by the express knowledge I gained as a result of this program. My tacit or unconscious learning took place when I visualized the application of the newly acquired knowledge in a classroom setting of my previous classes when I used to teach the students. This represented the blend of conscious and unconscious learning. However, in addition to this, I was also reflecting upon my experience of studying this program by identifying my strengths and weaknesses while undertaking the program. Further, I was also analyzing my past experience in the light of my new experiences which also indicates my reflective learning. 1 Primary Data: Survey In order to determine how well these learning styles are understood by the students I presented them with questionnaire. The questionnaire was framed on the basis of the experiment conducted by Reber (1967) as in the questionnaire I asked students to translate sentences from English language to their native language and then identify the rules of grammar for both languages with respect to the sentences given to them. The results of the test showed that students were unable to identify the rules of grammar for their native language. The students were also encouraged to reflect upon their assessment at the end of the assessment process. They were asked questions framed on the basis of Kolb’s Learning Cycle. The questions reminded the students about the task they undertook and asked them the reasons behind their failure to identify the rules of grammar in their native language. The questions asked from them are as follows: 1. Did you appear in a task? (Kolb’s Experience Stage) 2. Which task did you appear in? (Kolb’s Reflect Stage) 3. What do you think is the reason behind your failure to identify rules of grammar for your native language? (Kolb’s Conceptualize Stage) 4.What do you think is the reason behind your success to identify rules of grammar for your second language? (Kolb’s Conceptualize Stage) 5. If you were to undertake the same task again, what would you do differently? (Kolb’s Plan Stage) Everyone affirmed that they took part in assessment (Experience stage) and that the assessment comprised identifying the rules of grammar for native and second languages (Reflect stage). Thematic analysis of their response showed that they were unable to identify the grammatical principles of their native language because they have been speaking the language since childhood without feeling the need to identify the rules as it came naturally to them. This natural coming of the language indicates that they unconsciously learnt the native language due to the environment and from the environment in which they were born and raised (unconscious learning). However, since they had deliberately learnt the second language, therefore, they were still able to identify the rules of grammar with respect to sentences given to them. They could recall the rules they had memorized from their lectures, ground discussions, and self-study of the second language (conscious learning). It is evident as a result of this experiment that native language represents the component of tacit knowledge which the learners acquire naturally from the environment in which he is born and raised. This is the reason that the subjects of the study could not identify the rules of grammar for their native language. This natural learning of the native language freed them from the feeling of the need to learn the grammatical rules. However, when it came to second language they had to deliberately put in the efforts for learning the language. Learning second language requires active and knowing participation on part of the learner. The knowing aspect means that the learner knows and realizes that he is learning something deliberately e.g. grammar rules, vocabulary, etc. That is why the second language is not a result of being found in an environment; rather it is the result of person’s willingness to learn something new. This he does by starting to learn from the basics of the language and thereby continues to build upon it over time to gain mastery. This is the reason that in the current situation students were able to recall their lectures and self-study with respect to principles of grammar. 2 Improving Learning Learning can be improved by learning from experience. This means taking into account the deliberate efforts which the person has exerted to learn something and identifying the areas of strengths and weaknesses (Kolb, 2014). The experiment above also highlights the importance of reflective learning that it was after reflecting upon their experience that the students realized and identified the reason behind their failure to identify the rules of grammar for their native language. All the subjects of study expressly stated that since they have been speaking their language since childhood, therefore, they never felt the need to identify and learn the rules of grammar because they did not start learning the language through grammar, they learnt it by nature due to being found in the environment. Besides, the researcher also believes himself to have learnt from conscious, unconscious, and reflective practice. However, the researcher also believes that his reflective practice enabled him to identify the weaknesses in his conscious learning. Reflective practice enabled him to address such weaknesses once they were identified. That is why even in the collection of primary data, students were asked questions on the basis of Kolb’s Learning Cycle. This was being done to promote reflective practices. They were encouraged to think about their experience and write about it. 3 Conclusion The discussion reveals the importance of thrice of the learning styles. Unconscious learning style helps in the building of tacit knowledge whereas the conscious learning style helps in the building of express knowledge. Reflective practice then enables the learner to learn from his experience. 3 References Dienes, Zoltan (2012): Conscious versus Unconscious learning of Structure. Available at: http://www.lifesci.sussex.ac.uk/home/Zoltan_Dienes/Dienes%202012%20Conscious%20versus%20unconscious%20structural%20learning.pdf Gibbs, Graham (2001): Learning by Doing. Geography Discipline Network Kolb, David (2014): Experiential Learning. FT Press Reber, A. (1967): Implicit learning of artificial grammars. Journal of Verbal Learning and Verbal Behavior, 6, 317–327 Read More

Experiential learning informs the person about how to deal with the same situation in future. Thus, reflective learning is about learning from experience. In this learning the learner conducts the critical analysis of the experiences he incurred in the past. He analyzes the merits and demerits of the experiences and on that basis chooses what to do and what not to do. The two prominent models to enable people to learn from their experiences are Kolb’s Learning Cycle, and Gibb’s Reflective Cycle.

(Gibbs, 2001; Kolb, 2014) These are shown in the figure below: Gibb’s Reflective Cycle Kolb’s Learning Cycle I believe myself to have learnt by utilizing thrice of these methods. I learnt consciously when I started studying for this program. I deliberately started memorizing the knowledge that was delivered to me by the lecturer. The tacit knowledge which I already possessed due to working in the field of teaching was further complemented by the express knowledge I gained as a result of this program.

My tacit or unconscious learning took place when I visualized the application of the newly acquired knowledge in a classroom setting of my previous classes when I used to teach the students. This represented the blend of conscious and unconscious learning. However, in addition to this, I was also reflecting upon my experience of studying this program by identifying my strengths and weaknesses while undertaking the program. Further, I was also analyzing my past experience in the light of my new experiences which also indicates my reflective learning.

1 Primary Data: Survey In order to determine how well these learning styles are understood by the students I presented them with questionnaire. The questionnaire was framed on the basis of the experiment conducted by Reber (1967) as in the questionnaire I asked students to translate sentences from English language to their native language and then identify the rules of grammar for both languages with respect to the sentences given to them. The results of the test showed that students were unable to identify the rules of grammar for their native language.

The students were also encouraged to reflect upon their assessment at the end of the assessment process. They were asked questions framed on the basis of Kolb’s Learning Cycle. The questions reminded the students about the task they undertook and asked them the reasons behind their failure to identify the rules of grammar in their native language. The questions asked from them are as follows: 1. Did you appear in a task? (Kolb’s Experience Stage) 2. Which task did you appear in? (Kolb’s Reflect Stage) 3.

What do you think is the reason behind your failure to identify rules of grammar for your native language? (Kolb’s Conceptualize Stage) 4.What do you think is the reason behind your success to identify rules of grammar for your second language? (Kolb’s Conceptualize Stage) 5. If you were to undertake the same task again, what would you do differently? (Kolb’s Plan Stage) Everyone affirmed that they took part in assessment (Experience stage) and that the assessment comprised identifying the rules of grammar for native and second languages (Reflect stage).

Thematic analysis of their response showed that they were unable to identify the grammatical principles of their native language because they have been speaking the language since childhood without feeling the need to identify the rules as it came naturally to them. This natural coming of the language indicates that they unconsciously learnt the native language due to the environment and from the environment in which they were born and raised (unconscious learning). However, since they had deliberately learnt the second language, therefore, they were still able to identify the rules of grammar with respect to sentences given to them.

They could recall the rules they had memorized from their lectures, ground discussions, and self-study of the second language (conscious learning).

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