Reflection on the Article “Hands-on” or “Head-Trip”….. How do you learn best? by Susan. L. Colantuono

Posted on November 24, 2004 Updated on August 28, 2026

(817 words)

Having read Susan L. Colantuono’s “Hands-on” or “Head-Trip”: How Do You Learn Best?, this reflection examines the relationship between the article’s discussion of learning and an experience I had during my SIT TESOL course. Colantuono’s article explores different approaches to learning and presents a four-stage learning process through which learners can experience, reflect upon, conceptualise, and subsequently apply their learning in new situations. I found that a German language lesson delivered by one of my SIT instructors provided a useful example of this learning process in practice.

Today was the first day of my SIT TESOL course, during which our class participated in two German language lessons. During the first lesson, I felt that I was not contributing sufficiently and questioned my level of intellectual engagement. My initial impression was that the lesson felt somewhat flat and lacked the interest, emotion, and excitement that I personally associate with an effective learning experience. However, when I heard the responses of other members of the class, I realised that their perceptions were quite different. Several people described the lesson as amusing and enjoyable. This contrast in perspectives prompted me to consider how differently individuals can respond to the same learning experience, which corresponds with Colantuono’s discussion of different approaches to learning.

Initially, I felt somewhat isolated by the difference between my response and those of my classmates. When another SIT instructor invited us to reflect on the lesson, I commented that I felt “the language learning experience is a long road.” In retrospect, I recognise that this was a relatively negative interpretation of the experience. Although my response was a genuine reflection of how I felt at the time, listening to the more positive reactions of my peers encouraged me to reconsider my own attitude and expectations.

The second German lesson provided an opportunity to apply this reflection. I felt more engaged and involved in the learning process. I wrote more extensively in my notebook, practised more both independently and with my partner, and listened with greater concentration. I also noticed that I was able to use some of the language and materials introduced during the first lesson. This suggested to me that the initial experience had not been unsuccessful; rather, I had perhaps not engaged with it as effectively as I could have. By reflecting on my experience, I began to consider how I could approach the subsequent lesson differently.

Colantuono’s four stages of learning provide a useful framework for understanding this process. The first stage, “concrete experience,” can be understood as my direct participation in the first German lesson. I experienced the lesson without initially analysing my response to it in depth. The second stage, “observation and reflection,” occurred when I considered why I had not gained as much from the lesson as I had expected. I began to question whether my lack of enthusiasm had influenced my perception of the experience.

The third stage, “abstract concepts,” encouraged me to consider possible explanations for my response. Was my reaction primarily related to my own attitude and expectations, or were there aspects of the teaching approach that contributed to my lack of engagement? For example, I considered whether the repetition used by the instructor had affected my enjoyment of the lesson. However, rather than attributing my response entirely to the teacher, I recognised that my own attitude was also an important factor.

The fourth stage, “concepts in new situations,” became particularly relevant when I listened to other members of the class describe the same lesson as enjoyable and amusing. Their responses challenged my initial interpretation and encouraged me to consider changing my approach to the next lesson. From this reflection, I developed what could be understood as a hypothesis for my subsequent learning: if I approached the next lesson with greater concentration, participation, and openness, I might have a more positive and productive learning experience. My experience in the second lesson suggested that this hypothesis had some validity.

This experience has demonstrated to me that learning is not solely determined by the content or delivery of a lesson. The learner’s attitude, expectations, level of engagement, and willingness to reflect can also influence the learning experience. While teaching methods are undoubtedly important, learners have a degree of responsibility for how they respond to and engage with those methods.

Overall, reading Colantuono’s article has encouraged me to view my experience more critically and constructively. Rather than simply deciding that a lesson was ineffective or attributing my response entirely to the instructor, I was able to step back, reflect on my experience, consider alternative explanations, and adapt my approach. This process of reflection enabled me to enter the second lesson with greater focus and engagement. For me, this illustrates the value of reflective practice in learning: an experience that initially appears negative can become a valuable opportunity for learning when it is examined critically and used to inform future practice.