Kolb's Model

Introduction

? ? ? ? ?My reflective practices in the Cognitive Foundations and Curricular Implications of Teaching Reading and Language Arts focus on a diverse class of students from India, China, Indonesia, The Philippines, Vietnam, Myanmar, Cambodia, Laos, Russia, Mongolia, and Uzbekistan. I recollect my lesson on Academic English for 16 to 19-year-old students, where I offered students some literary fiction to read and write their narration involving specific experiences and reading episodes in class, observing and reflecting on students' experiences from different perspectives, analyzing, drawing connections and making sense of students' context of fictional literature, and applying literary theory to my practice of teaching English through fictional literature and academic writing?(McLeod, 2023).

? ? ? ? ?Cognitive Criticism examines the cognitive processes involved in reading and understanding literature. It can provide insights into how literature can enhance my understanding of the world, others, and myself. Knowledge of the world, other people, and self are interconnected and interdependent and can influence our understanding and interpretation of literature. Classroom practices can be designed to promote the development of all three types of knowledge, and reading fictional literature can be a powerful tool for developing these types of knowledge. These topics are complex and multifaceted, requiring careful consideration and analysis to understand their implications fully?(Nikolaeva, 2014).

Concrete Experience

? ? ? ? ?In a lesson on reading fictional literature, the Great Expectations by Charles Dickens, with my diverse group of students, the context involved reflecting on particular characters and scenes connecting to the knowledge of the world, others, and self. In particular, the story of an orphan Pip has instructed my students and me that?loyalty, affection, and conscience are more important than social advancement, status, and wealth.?Furthermore, the story?has impacted our experiences of understanding others and ourselves in the context of our self-knowledge, thoughts, feelings, and behaviours?(SparkNotes, 2023).

Reflective Observation

? ? ? ? ?As the lesson unfolded through reading the chapters, my students could observe and reflect on their experiences from different perspectives. In literature, this involves analyzing the character's motivations, the author's writing style, or the cultural context in which the book was written. In the context of my students' knowledge of the world, this involves considering different viewpoints and interpretations of the event and the social and historical context that influenced it. In the context of our knowledge of other people, this involves considering the other person's perspective and motivations and any biases or assumptions we may have. Finally, in the context of self-knowledge, this could include feeling our emotions, thoughts, and behaviours and how they may have been influenced by our past experiences or beliefs?(Balky, 2022).

Abstract Conceptualization

? ? ? ? ?My students could analyze and make sense of their experiences by drawing connections and creating theories or frameworks. In the context of literature, they could explore the book using literary theory or identifying broader themes or messages. My students' knowledge of the world involves their ability to synthesize diverse sources of information to develop a more nuanced understanding of the event or issue. In the context of my students' knowledge of other people, this involves identifying patterns or commonalities in their interactions with others and developing a deeper understanding of human behaviour. In the context of self-knowledge, this consists in identifying underlying beliefs or values that may have influenced their thoughts and behaviours and considering how they might change or challenge them?(Brooks, 1980).

Active Experimentation

? ? ? ? ?My students could evaluate and apply the theories or frameworks in new situations. For example, in the context of literature, this could involve using literary theory or critical analysis of other books I gave them, like Treasure Island, by Robert Louis Stevenson. My students' knowledge of the world involves applying their understanding of a particular event or issue to similar situations or other areas of their lives. In the context of our knowledge of other people, this involves applying my students' understanding of human behaviour to new relationships or situations. Finally, in the context of self-knowledge, this consists in using their unique insights and experiences to their future thoughts and behaviours and working to change any underlying beliefs or values that may limit my students?(Mukherjee, 2005).

Conclusion

? ? ? ? ?Using Kolb's model of reflection can be a powerful tool for exploring cognitive criticisms in fictional literature and our understanding of the world, other people, and ourselves. By engaging in thought, observation, conceptualization, and experimentation, I can deepen my knowledge of the topics I gave my students in their fictional literature class in learning English and develop more nuanced and informed perspectives?(McLeod, 2023).

References

Balky, A. T. (May, 2022). Great Expectations: A Reflection of Victorian Social Class.?Journal of Emerging Technologies and Innovative Research (JETIR), 9(5), 487-491. Retrieved from?https://sg1.documents.adobe.com/public/esignWidget?wid=CBFCIBAA3AAABLblqZhARGMqoSRdHHiqjywHfWxIx9kkZ9_M6gtDGlCwCKb7TLDimOCZ4YK1sk0Tt5mXd8Lk*

Brooks, P. (1980). Repetition, Repression, and Return: Great Expectations and the Study of Plot.?The Johns Hopkins University Press, 11(3), 503-526. Retrieved from?https://www.jstor.org/stable/468941

McLeod, S. (16 February 2023).?Kolb's Learning Styles And Experiential Learning Cycle. Retrieved from SimplyPsychology:?https://www.simplypsychology.org/learning-kolb.html

Mukherjee, A. (2005). Missed Encounters: Repetition, Rewriting, and Contemporary Returns to Charles Dickens's Great Expectations.?Contemporary Literature, 46(1), 108-133. Retrieved from?https://www.jstor.org/stable/4489108

Nikolaeva, M. (2014).?Reading for learning: cognitive approaches to children's literature.?Amsterdam/Philadelphia: John Benjamins Publishing Company. Retrieved from?https://sg1.documents.adobe.com/public/esignWidget?wid=CBFCIBAA3AAABLblqZhDD6GriOmxQ15-XvtI4gc6n18sK5FKPHVAzO1pCosqgwuw9jpRCPcchsNp0xvJxLvQ*

SparkNotes. (2023).?Great Expectations, Charles Dickens. Retrieved from sparknotes:?https://www.sparknotes.com/lit/greatex/themes/#:~:text=The%20moral%20theme%20of%20Great,advancement%2C%20wealth%2C%20and%20class.

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