KNOWING A PERSON'S LEARNING STYLE ENABLES LEARNING TO BE ORIENTATED

ACCORDING TO THE PREFERRED METHOD. THAT SAID, EVERYONE RESPONDS TO AND NEEDS THE STIMULUS OF ALL TYPES OF LEARNING STYLES TO ONE EXTENT OR

ANOTHER - IT 'S A MAT TER OF USING EMPHASIS THAT FITS BEST WITH THE GIVEN SITUATION

AND A PERSON'S LEARNING STYLE PREFERENCES.

Learning Styles

David Kolb’s Learning Styles

The Experiential Learning Cycle

1. Concrete Experience - (a new experience of situation is encountered, or a reinterpretation of existing experience).

2. Reflective Observation (of the new experience. Of particular importance are any inconsistencies between experience and understanding).

3. Abstract Conceptualization (Reflection gives rise to a new idea, or a modification of an existing abstract concept).

4. Active Experimentation (the learner applies them to the world around them to see what results).

Learning to ride a bicycle:

Reflective observation - Thinking about riding and watching another person ride a bike.

Abstract conceptualization - Understanding the theory and having a clear grasp of the biking concept.

Concrete experience - Receiving practical tips and techniques from a biking expert.

Active experimentation - Leaping on the bike and have a go at it.

Example #1

Learning a software program:

Active experimentation - Jumping in and doing it.

Reflective observation - Thinking about what you just performed.

Abstract conceptualization - Reading the manual to get a clearer grasp on what was performed.

Concrete experience - Using the help feature to get some expert tips.

Example #2

Example #3

Learning algebra:

Abstract conceptualization - Listening to explanations on what it is.

Concrete experience - Going step-by-step through an equation.

Active experimentation - Practicing.

Reflective observation - Recording your thoughts about algebraic equations in a learning log.

Four learning styles

The experimenter, like the concrete experiencer, takes a hands-on route to see if their ideas will work, whilst the reflective observers prefer to watch and think to work things out.

1. Divergers (Concrete experiencer/Reflective observer)

Divergers take experiences and think deeply about them, thus diverging from a single experience to multiple possibilities in terms of what this might mean. They like to ask 'why', and will start from detail to constructively work up to the big picture.

Converges think about things and then try out their ideas to see if they work in practice. They like to ask 'how' about a situation, understanding how things work in practice. They like facts and will seek to make things efficient by making small and careful changes.

2. Convergers (Abstract conceptualization/Active experimenter)

Accommodators have the most hands-on approach, with a strong preference for doing rather than thinking. They like to ask 'what if?' and 'why not?' to support their action-first approach. They do not like routine and will take creative risks to see what happens.

3. Accomodators (Concrete experiencer/Active experimenter)

4.Assimilators (Abstract conceptualizer/Reflective observer)

Assimilators have the most cognitive approach, preferring to think than to act. The ask 'What is there I can know?' and like organized and structured understanding.

describes four cognitive styles for perceiving, processing, and ordering information. The model describes these styles according to four variables: concrete, abstract, random and sequential, creating four styles:

Concrete Sequential (CS) Abstract Sequential (AS) Abstract Random (AR) Concrete Random (CR)

GREGORE COGNITIVE STYLES METHODS

This learner likes: Order Logical sequence Following directions, predictability Getting factsThey learn best when: They have structured environment They can rely on others to complete the tasks Are faced with predictable situations Can apply ideas in pragmatic waysWhat’s hard for them? Working in groups Discussions that seem to have no specific point Following incomplete or unclear directions Working in unorganized environment working with unpredictable people Dealing with abstract ideas Demands to “use your imagination” Questions with no right or wrong answers

Concrete Sequential

This learner likes: His/ her point to be heard Analyzing situations before making a decision or acting Applying logic in solving or finding solutions to problemsThey learn best when: They have access to experts or references Placed in stimulating environment Able to work aloneWhat’s hard for them:o Being first to work with the those of differing viewo Too little time to deal with a subject thoroughlyo Repeating the same tasks over and overo Lots of specific rules and regulationso “Sentimental “ thinkingo Expressing their emotionso Being diplomatic when convincing otherso Not monopolizing a conversations

Abstract Sequential

This learner likes: Experimenting to find answers Take risks Use their intuition Solving problems independentlyThey learn best when:o They are able to use trial-and-error approacheso Able to compete with otherso Given the opportunity to work through the problems by themselvesWhat’s hard for them? Restrictions and limitations Formal reports Routines Re-doing anything once it’s done Keeping detailed records Showing how they got an answer Choosing only one answer Having no options

Concrete Random

This learner likes: To listen to others Bringing harmony to group situations Establishing healthy relationships with others Focusing on the issue at handThey learn best when: In a personalized environment Given broad or general guidelines Able to maintain friendly relationships Able to participate in group activitiesWhat’s hard for them: Having to explain or justify feelings Competition Working with dictatorial/authoritarian personalities Working in a restrictive environment Working with people who don’t seem friendly Concentrating on one thing at a time Giving exact details Accepting even positive criticism

Abstract Random

Field Independence It is a tendency to separate details from the surrounding text.

Example: Field-independent learners tend to rely less on the teacher or other learners for support.

Field Dependence-is defined by a relative inability to distinguish detail from other information around it.

-people who exhibit field dependence tend to rely on information provided by the outer world, the field or frame of a situation and their cognition (toward other things) is based on this overall field.