In the reflective observation stage, Kolb’s model truly tried to prove that students (as a case study) are able to recount and evaluate their past experiences in order to counter future occurrences. In this critical stage of idea and experience application, students tend to explicitly link their experiences to preparatory learning, expectations, and eventual outcome of the experience.
I can personally say that it is only through the reflection process, as Kolb’s model had posited, can the experience be transformational as the knowledge that students take into learning activity is duly evaluated in relation to their personal experience. It should be noted that the final reflection component happens in the active experimentation stage, as Kolb had posited. I strongly believe that in this stage, students effectively make use of reflection to draw up strategies for problem evaluation, solving, and ultimately further learning.
The experiential learning style by which David Kolb's theory is typically represented by a four-stage learning style in which the learner touches all bases. The first base it covers is a concrete experience, which is when a new experience or situation is encountered, or there is a reinterpretation of existing understanding. The second stage is the reflective observation of the new experience.
The third is the development of abstract concepts and overviews, which leads to the fourth stage, which is used to test the hypothesis in future situations. Much of Kolb's theory is involved with the learner's internal cognitive process. Effective learning may only be achieved when a person progresses through all stages.