ccph sli learning styles and service learning part 1

8/22/2019 CCPH SLI Learning Styles and Service Learning Part 1

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Learning Styles

CCPH Summer Service-Learning Institute

July 24-27, 2009

Bobby Gottlieb

Karen Yoder


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Activists

(Accommodator)

feel & do

Reflectors

(Diverger)feel & watch

Theorists

(Assimilator)

think & watch

Pragmatists

(Converger)

think & do

Concrete

Experience

Feeling/ Sensing

Abstract

Conceptualization

Thinking/Concluding

Reflective

Observation

Watching/Reviewing

Active

Experimentation

Doing/Planning

Percep

tionContinuum

How

wethinkaboutthings

Processing

How we

Continuum

do things

Adapted from Alan Chapman 2005


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Learning Styles Inventory

Instructions

There are nine sets of four words listed below. Rank order each set of four words

assigning a:

4 to the word which BEST characterizes your learning style

3 to the word which NEXT BEST characterizes your learning style

2 to the NEXT MOST characteristic word and,

1 to the word which is LEAST characteristic of you as a learner.

BE SURE TO ASSIGN A DIFFERENT RANK NUMBER TO EACHOF THE FOUR

WORDS IN EACH SET. DO NOT MAKE TIES.

1. ___ discriminating ___ tentative ___ involved ___ practical

2. ___ receptive ___ relevant ___ analytical ___ impartial

3. ___ feeling ___ watching ___ thinking ___ doing

4. ___ accepting ___ risk-taker ___ evaluative ___ aware

5. ___ intuitive ___ productive ___ logical ___ questioning

6. ___ abstract ___ observing ___ concrete ___ active

7. ___ present-oriented ___ reflecting ___ future-oriented ___ pragmatic

8. ___ experience ___ observation ___ conceptualization ___ experimentation

9. ___ intense ___ reserved ___ rational ___ responsible

CE ________________ RO ____________ AC _______________ AE _______________

234578 136789 234589 136789

SCORING THE LEARNING STYLE INVENTORY

To obtain your score on the four dimensions measured by the inventory, Concrete Experience (CE), Reflective

Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE), sum each column using only those

words whose item number appears under the place for the total score. For example, for CE total the ranks you gave for

words 2,3,4,5, 7 and 8 in the first column. For RO, total the ranks you gave for words 1,3,6,7, 8, and 9 in the secondcolumn, and so on for AC and AE. Ignore non-scored words in each column. Transfer the four raw scores to the Learning

Style Profile on the next page by placing a mark next to the number you scored on each of the four dimensions. Connect


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Four Types of Learning Styles

Reflector(Diverger)

Theorist (Assimilator)

Pragmatist(Converger)

Activist (Accommodator)


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REFLECTOR

Ponders experiences and observes

Seeks data and considers thoroughly

Postpones decision making until all

information is collected Watches and listens before

offering an opinion


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THEORIST

Approaches problems using vertical,step by step approach

Pulls together disparate fact into

coherent theories Seeks perfection

Dislikes flippancy and

uninformed decision-making


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PRAGMATIST

Displays practical problem-solving

and decision-making skills Sees problems as opportunities

Acts quickly and confidently to

implement ideas Dislikes ruminating and open-

ended discussion


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ACTIVIST

Acts first, considers the consequences later

Focuses on the present Ill try anything once philosophy

Tackles problems by

brainstorming

Thrives on challenges;

bored by implementation


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Learning to ride a bike

Reflectors think about riding and watchothers ride

Theorists want a clear grasp of the conceptof riding a bike

Pragmatists Seek practical tips from abiking expert

Activists Leap on the bike and give it a try


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Activists

(Accommodator)

feel & do

Reflectors

(Diverger)feel & watch

Theorists

(Assimilator)

think & watch

Pragmatists

(Converger)

think & do

Concrete

Experience

Feeling/ Sensing

Abstract

Conceptualization

Thinking/Concluding

Reflective

Observation

Watching/Reviewing

Active

Experimentation

Doing/Planning

Percep

tionContinuum

How

wethinkaboutthin

gs

Processing

How we

Continuum

do things

Adapted from Alan Chapman 2005


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Using the Kolb Learning

Cycle in Service-learning

Barbara Gottlieb

Borrowing heavily from Elizabeth Armstrong and

Ramin Pars-Parsi


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Kolbs Four Basic Learning StylesKolb, DA. Experience as the Source of Learning and Development. Englewood Cliffs, NJ Prentice Hall, 1984; 42

reflector

theoristpragmatist

activist


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Working through all 4 quadrants

Learners prefer to learn by working in their

own strongest style Teachers and educational experiences

should encourage students to work through

all 4 quadrants

Learning begins in quadrant 1 and moves

through the cycle


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Curriculum Planning Framework

Armstrong and Parsa-ParsiAcademic Medicine, volume 80, No. 7, July 2005 pp680-684.


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Quadrant 1 WHY?Personal meaning and motivation

What are some teaching/learning activities

that accomplish this? Activate prior knowledge

Ask for goals

Bio-sketches learn about one another

Encourage reflection

Create an experience, analyze the experience for

its personal meaning


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Quadrant 2 What?Acquisition of new knowledge and concepts

What are some teaching/learning strategies

that accomplish this? Select a specific problem/issue & present data

Consider alternative solutions

Lecture

Journal reading

Observations, debriefs

Collect data,use data to build theory


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Quadrant 3 How?Practical application


that accomplish this? Planning activities

Simulations

Role plays Case discussions

Activities in the real world

Evaluate consequences of specific strategies andsolutions


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Quadrant 4 If?Synthesis and extension


that accomplish this? Implementation plans

Plans for next steps


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Applying this to service learning

Curriculum planning

Faculty development

Student reflections


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Exercise

Consider the following student reflections

While each reflection may suggest several learningstyles, decide which learning style dominates

Imagine a response/reflection back to the student.

How would you acknowledge the learning style that youidentify?

How would you move him or her around the cycle?


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Students reflections - 1

In participating in this experience. 2 things struck me about myself that I think will

be important to be cognizant of in the future. The first is that I am very task-focused. I like getting things done. With a large ongoing project like this it isimportant for me to break down what needs to be done into smaller pieces that Ican identify as being completed and mentally check off for myself to indicateprogress. Psychologically, this keeps me from feeling overwhelmed andmotivates me to be happy with working consistently toward a larger goal. While it

is important to do this to keep my motivation high it is equally important for me notto lose sight of the larger goal that we are striving for by being bogged down indetails and tasks. Also, interaction with community members became a clearlyimportant motivator for me. While I know that there is a balance that needs to bestruck between direct involvement with the community and moresystems/administratively focused work in many job positions it is clear to me thatmy happiness is linked to the proportion of community involvement staying high. Itis not just an ideal that I hold to, but also a key part of who I am, what I am goodat, and what makes me happy.


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Student 1, part 2

Equally important for me to know about myself are the areas inwhich I really need to grow and develop in order to be mosteffective. First, is that I need to be more patient with the process.In many ways related to being task focused, I can become easilyfrustrated and disheartened when things are not moving forwardas quickly as I would like them to. Building patience with the

process is something that I think I can continue to work onespecially if I use my commitment to quality and the importanceof inclusion of many stakeholders as the motivators. I also think Ineed to continue to work towards trusting in ways that literaturecan truly be a useful guide to practical work when synthesizedappropriately


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One pretty great thing about this project is that I find myself reflecting

personally on my own attitudes and body image more throughout the

day after working a shift at ---. Even though I consider myself to have afairly positive body image, I have actually had situations since starting

this practicum when I think to myself, for example, Am I being

assertive, passive or aggressive in this situation? If this real life

situation were a role-play for the boys, what would be the correct way to

handle this? I know it sounds kind of silly, but spending so much time

thinking about the positive messages we ant to teach the students has

helped to reinforce some positive traits in myself.


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I think that this project is challenging in the sense that there is a lot of

information that I will need to collect from non-traditional sources and

synthesize in order to complete my work. I am hopeful that with enough

patience, time and focus I will be able to accomplish all that is required of

me. Although it is difficult, I appreciate the process that I am going

through because I am learning how to be resourceful and think outside of

the box, which are skills that cant be taught in my traditional med schoolcourses. It is for this reason that I am appreciative of this project and the

challenges that I face. I believe that I will grow tremendously as I

continue through the next couple of months.


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It was somewhat frustrating to realize how difficult it would be to navigate

the political subtleties of this organization. There are not a few hidden

landmines that may be difficult to see before steeping no them. In

working with --- a collaboration of different non-profit agencies working

for domestic violence victims I have been impressed by the challenges

presented by the asymmetry of different working groups. I had

anticipated that the differences in perspective would present the mostdaunting challenges for example, when worldviews or purposes

conflict. However, those differences are often remediable by common

ground and practicality. Leadership can present clear choices, elucidate

conflicts, and offer reasoning that enlists the support of different partners

in realizing a commonly beneficial goal.


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Discussion Topic

How does awareness of personal primary and

secondary learning style contribute to movingthrough the learning cycle?

ccph sli learning styles and service learning part 1

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