I will give a Kolb loop, your job is to analyse this Kolb and identify the errors that prevent this loop from being good, write in as much detail as you can:

1 часть

Step 1: Experience This is the simplest part. Start with a positive or negative experience. It could be to do with studying, time management, attempts and regulating your emotions, interactions you’ve had with other people, your own behaviour, or anything else you want to change! • Briefly outline the experience. • Make a brief note about whether it was good or bad or in between. Example: • I tried visually representing my notes today and found it difficult. • I had an argument with another student which I wanted to avoid. What’s your experience? Try to work through just one experience at a time so you don’t confuse yourself in later steps. A single sentence in step 1 can easily become several paragraphs by step 2 and 3!

Step 2: Reflection This is where you collect as much information about the experience as possible. The insights from here will become fuel for the next step. If you don’t add enough detail here, you will find step 3 very difficult. Consider answering these questions (you don’t have to answer all of them, all the time). • How did you feel? • When did you feel this way? • If you struggled, at what points? Were there any triggers? • How did you react? • How did others react? • Were there any factors that might have affected your experience before the experience? For example, perhaps you were tired, or it was during a stressful period. • What did you do at each step? Try to draw out a step-by-step recount or chronology of events. • How did you respond to difficulty or struggle? • How did you feel before, during and after the event?

Example: • Experience: I tried visually representing my notes today and found it difficult. o Reflection: I tried using some doodles to reduce the amount of verbal note-taking and to make my notes less linear. The hardest part was thinking about how to make it seem abstract and memorable. Some drawings felt easier than others, especially when it was more conceptual, but the details felt difficult to make abstract. Towards the end of the study session, I put in less effort as I felt lazier… ▪ This reflection example should ideally go on for a bit longer. This example ends here as it is just a demonstration. • Experience: I had an argument with another student which I wanted to avoid. o Reflection: I gave some feedback about someone’s work, and they responded back being defensive and agitated. I felt that I was a little on edge even before giving feedback because I had been stressed from exams and studying. While giving feedback I was annoyed because they didn’t seem to be listening to advice, and I didn’t feel very patient. When they replied defensively, it make me feel more triggered and I felt myself becoming even more irritated. • I replied back in a way that… ▪ Again, this reflection is only just beginning! There is a lot to potentially unpack here. Take your time! You may even want to take a break in between and come back to it in an hour or two. What if I struggle? Simply keep practising and try to do your best each time. If your first few reflections aren’t very good, try to make your next attempt just 1% better. Over time, it will become easier and more natural.

Step 3: Abstraction This step is about taking that comprehensive reflection and asking ourselves why it happened. You may have already done this to an extent in step 2. That’s fine! In the abstraction step, we focus on generalised, transferrable and “abstracted” reasons as to why we experienced all those things we just wrote about in the reflection.

The following questions will be helpful. • How do I tend to act in these kinds of situations? • What about my approach or perspective or overall strategy made me prone to making this error? • Do I make similar mistakes in other areas as well? • What habits do I seem to have in certain types of situations that make me behave, react or act in this way? Notice how the focus is on observations about yourself that transcend beyond just this single experience. There’s no point having a great way to avoid this situation from happening again, if you make the same mistake in a slightly different situation. This is true whether we are talking about emotions, social interactions, mental health, academic skills, exam performance, musical practice, or any kind of experience. By the end of this step, we want to have learned a little about the type of person we are and the type of habits we have. Once we know this, we can directly try to experiment on them and improve. Example: • [Taking the example of visualising notes from before] I tend to think about “abstract” doodles as random ideas, which makes it hard for me to think of something relevant to draw. This also seems to take a lot of energy. Whenever I feel tired, my technique seems to slip and I get lazy. Whenever I focus on the types of images I naturally think of when I read the concept or key word, I tend to be able to turn that into a more memorable picture. • [Taking the example of the argument from before] Whenever I am tired or stressed, I tend to be less patient with others. My tolerance tends to be lower and it’s easier for me to get defensive. When I feel my emotions escalating, I tend to respond straight away to try and resolve the issue and feel justified. Sometimes, I feel that I let my emotions get the better of me and I can sometimes regret the things I said or did when I think back on it later… o Once again, this particular experience is very deep and there is surely much more we can abstract on. If you are not used to thinking this deeply and critically, it will be a challenge for you! But as before, you will get better with time and practice.

Step 4: Experimentation If you’ve done all the previous steps correctly, this final step is the easiest. Here, we will draw on what we have learned about ourselves and combine it with what we have learned about theories, frameworks and techniques. Taking this, we can then create some simple experiments that we think will solve the issue. We may be right and we may be wrong. But if you’re wrong, it’s best to learn why we were wrong. This is equally valuable learning. In the process of improvement, it’s normal to have vastly more “wrong” experiments than “right” experiments. Expect to fail and look forward to learning why. By learning the different ways that a technique doesn’t work, we learn a new way not to do things. Each failure is a step closer to getting it right! Example: • [Taking the example of visualising notes from before] o Focus on the images I naturally think of with a concept and try to turn that into a drawing, instead of just thinking desperately for “ideas” o When I feel tired, take a break so I don’t waste time with incorrect technique • [Taking the example of the argument from before] o Whenever I feel tired or stress, be extra mindful of my tone and manner of speaking, whether online or offline. o If I feel myself becoming defensive or irritated, taking two minutes to stand up and walk away and grab some water. Take some time to try and genuinely see the other person’s perspective and remind myself to respect them equally as I would like to be treated. o If I feel that a situation is escalating, ask for a time out and apologise for getting too worked up, then repeat the step above. Notice how the experiment directly relates to what we abstracted on in step 3. This helps us increase our success rate! We’ve talked about how this is actually a good thing and directly contributes towards getting closer and closer to doing it right. But it’s also important learn how we view this failure in the next Kolb’s cycle. Whenever you do an experiment, you want to reflect on how it went in the next cycle. Think about why and how you thought it would succeed, and abstract on the reasons why it didn’t go as expected. • What do you learn about your knowledge, understanding, perspective, or execution? • Did you develop a deeper understanding of the process by doing this? • Did you realise that there are things you had overlooked? This would be very common! This process of going back and forth between experience and theory is the experiential cycle, and the sometimes “messy” process of self-improvement is called “non-linearity” and “recursiveness” in technical speak. Non-linearity and recursiveness are generally considered unavoidable aspects of the learning process. So if you find yourself doing this, you’re probably doing it right! What’s your experiment? Use bullet points and keep things specific. You don’t want vague, abstract plans that you aren’t even sure how to follow and execute on a few days from now! We want action points and specific plans. Avoid making plans that rely on just “trying harder”.

2 часть

I will give the rules and key points that a good cycle should have:

The reflection should always be greater than the abstraction. This happens for two reasons: 1.1 Improper execution of the technique: 1.1.1.1. Abstraction is too theoretical and has nothing to do with Reflection 1.1.1.2 Reflection does not tell you the feelings and state of mind of the person at that moment. 1.1.1.3. Must be clear enough to answer questions without deviating from the topic
The whole point of reflection is to: 2.1. give a detailed and clear account of the event 2.2. how the person feels during these events 2.3. how the person reacts to these feelings 2.4. begin to dig into one's limiting habits that provoke 1 point
The whole point of abstraction is to: 3.1. whether the person understands the cognitive habits that lead to these experiences. Identifying tendencies and limiting habits. 3.2. WHAT WE DON'T WANT TO SEE FROM ABSTRACTION: 3.2.1 Ideas about the situation 3.2.2 Theories about the situation

Positive points:

If the answer starts with "I tend to think" in question 1 of Abstraction

Example of a good reflection:

I think I am doing this because I am concerned about their feelings and worried that the asker will be offended if I say no. This is probably due to my tendency to please people, which I unconsciously that I unconsciously acquired as a child.

In addition, there is also the rationale I constantly give myself to justify my compromising actions. I say "That time will no longer exist", "I may not be able to repeat those memories with my friends" or "maybe I shouldn't keep them waiting, it's rude and wrong". I notice that sometimes these thoughts are so strong that even if I try to convince myself that my studies are more important and they can wait. studies are more important and can wait, my conscience just doesn't agree and continues to thoughts and guilt constantly swirling around in my head.

Even if I put off an activity for later, I feel obliged to say yes the next time I am asked. Even if I'm busy doing something else.

However, I noticed that when I was running my live coaching classes, I could easily refuse any request. referring to the fact that I have a class when asked about it during the class. Even if it was a request I had previously refused. I have also noticed that even if I put off my work for someone who has asked me, I don't rush to complete the assignment. and try to finish it as quickly as possible (to get back to my important work), but rather spend time on further communication and assistance.

Overall. I am very concerned and worried that my work efficiency is very low, but I don't know what to do about it. What to do about it because I've witnessed it many times and I think it's fixed in my head that relationships shouldn't be left out to achieve my goals. Trying to realise that Not working because more often than not I forget about it.

Comment and evidence of good reflection: In this example, the reflection speaks not only to the problems, but also to why those problems are occurring and how one feels in that moment - this is the "fuel" for the abstraction.

Abstraction is needed to create a "Hypothesis" about why it happened, in what state it happens, and then we "experiment".

An example of a good abstraction would be:

I tend to place more importance on others than on myself. Because it's obvious that my studies and career are more important than the attention and favour of others, but I am give up the former for the latter.
I don't think about the long-term consequences of my compromises.
I value my relationships with others more than I value my time. Time. Consequently, I spend my time socialising rather than getting back on track. To get back on track.
I can easily say "no" when my studies when I have commitments (e.g., live classes) or when I have a a specific time when no one should interrupt me.
I forget about the tasks I need to complete when I I move on to another activity.
I am willing to reduce my efficiency in the first quarter by putting it off for the second quarter, but I can't do the the other way round. Consequently, the urgency/urgency of this action seems to dominate me.

Comment and proof of a good abstraction: In this example, the abstraction is observational - meaning that it is not built on a specific example but on the whole situation, also the hypotheses put forward are built on reflection.

Good Experimentation:

Step 4 should consist of 1-2 - experiments so as not to overwhelm yourself.

BAD EXAMPLE OF THE KOLBS CYCLE!!!

1 Experience: getting low scores for maths 2. Reflection: I get low scores because I make silly mistakes 3. Abstraction: I make silly mistakes whenever I don't double check my work 4. Experiment: Use a double checking system

Comment and proof of bad Kolbs:

His reflections are too brief and therefore will be difficult to abstract from
His abstraction is not logically supported by his reflections. It seems like a random conclusion.

The two errors in this list are that his reflections are too brief and his abstractions are random. He cannot know that the reason he is making silly mistakes is because he is not double checking. It could be because of fatigue or reduced concentration, or he may interpret it as a "silly mistake" although in fact it is because he didn't really understand how certain units of measurement or equations work. This could be because he is misreading the question, so unless he double-checks his reading of his question, it could be because he is misreading the question solving the problem, he may not pay attention to this - for example, giving an answer with the wrong decimal places. From the reflections he has given, it appears that his abstraction is decontextualised. This can be applied to any question on any topic and reflects his general approach. This is a good thing. However, the actual conclusion he draws is rather random, and so his experiment is unlikely to succeed unless he is lucky. His experiment is consistent with his abstraction, but his abstraction itself is wrong.