Presentation on theme: "Learning Style Research developed by:"— Presentation transcript:
1 Learning Style Research developed by: The Gregorc ModelLearning Style Research developed by:Anthony F. GregorcKathleen A. Butler
2 Theory Behind the Model Organized method of considering how mind worksPerceptual QualitiesConcreteAbstractOrdering AbilitiesSequentialRandom
3 Perceptual Qualities Concrete Enables individual to register information directly through five sensesSight, smell, touch, taste, and hearingFocus is on “here and now”“It is what it is”Not looking for hidden meaningsNot making relationships between ideas and concepts
4 Perceptual Qualities Abstract Allows individuals to: VisualizeConceive IdeasUnderstand or believe that which cannot be seenIntuition, imagination, looking beyond what is actual“It is not always what it seems.”
5 Perceptual QualitiesAll individuals have both concrete and abstract perceptual abilitiesUsually individuals have preference for one quality over the otherExampleAn individual whose natural strength in the concrete may communicate through direct, literal, no-nonsense mannerThe individual whose natural strength is the abstract may use more subtle methods to get a point accross
6 Ordering Abilities Sequential Linear, step-by-step organization of informationLogical train of thought occursTraditional approach to processing informationPreference to having a plan and following itAvoidance of relying on impulse
7 Ordering Abilities Random Information organized in chunks, no particular orderAbility to skip steps in a procedure and gain desired resultOccasionally, begin projects in the middle, or at the end, and work backwardsPreference to impulse and spur of the moment in decision making
8 Four Learning Style Types Assessment Part One: Concrete vs. AbstractCircle the choice below that best describes you.I preferA. Learning about theories and ideas.B. Learning practical applicationsI like toA. Look for hidden meanings in ideasB. Look for literal, factual meaningI learn best throughA. Analyzing and interpretingB. Direct, hands-on experience
9 Part One: Continued Total # A’s____________ Total # B’s____________ I enjoy learningA. Through thinking and reflectingB. By doingI prefer to learn throughA. Concrete examples and demonstrationsB. Discovery learning and problem-solving activitiesI would rather read aboutA. Teaching theories and philosophiesB. Concrete teaching techniquesTotal # A’s____________Total # B’s____________
10 Part Two: Sequential vs Part Two: Sequential vs. Random Circle the choice below that best describes youI am a:C. Top-down, hierarchical learnerD. Sequential, bottom-up learnerI prefer to learn through:C. Making connections between concepts and ideasD. A series of logical, well-defined stepsI learn best through a:C. General to specific or non-linear approachD. Highly structured, part to whole manner
11 Part Two: Sequential vs Part Two: Sequential vs. Random Circle the choice below that best describes youI learn best in classes where I have to:C. Learn major concepts first and then fit in the detailsD. Learn the individual details first before learning the major conceptsI do my best writing when I:C. Make a thorough, step-by-step outline and follow it preciselyD. Think about the major ideas I want to include and then just start writingTotal # C’s________Total # D’s________
12 Interpretation A responses=Abstract B responses=Concrete C responses=Random (Holistic)D responses=SequentialConcrete Sequential=Highest totals in B & DConcrete Random=Highest totals in B & CAbstract Sequential=Highest totals in A & DAbstract Random=Highest totals in A & C
13 Combinations of Perceptual and Ordering Ability Concrete Sequential (CS)Abstract Random (AR)Abstract Sequential (AS)Concrete Random (CR)Each individual has a unique combination of natural strengths and abilities
14 Dominant Concrete Sequential (CS) What Do They Do Best?Apply ideas in a practical wayOrganizeFine-tune ideas to make them more efficientProduce concrete products from abstract ideasWork well within time limitsWhat Makes Sense to Them?Working systematically, step-by-stepPaying close attention to detailsHaving a schedule to followLiteral interpretationsKnowing what’s expected of themRoutines, established ways of doing things
15 Dominant Concrete Sequential (CS) What’s Hard for Them?Working in groupsDiscussions that seem to have no specific pointWorking in an unorganized environmentFollowing incomplete or unclear directionsWorking with unpredictable peopleDealing with abstract ideasDemands to “use your imagination”Questions with no right or wrong answersWhat Questions Do They Ask While Learning?What are the facts I need?How do I do it?What should the result look like?When is it due?
16 Dominant Abstract Random (AR) What Do They Do Best?Listen to othersUnderstand feelings and emotionsFocus on themes and ideasBring harmony to group situationsEstablish positive relationships with everybodyRecognize and meet the emotional needs of othersWhat Makes Sense to Them?Personalized learningBroad, general guidelinesMaintaining friendly relationshipsEnthusiastic participation in projects they believe inEmphasis on high moraleDecisions made with heart instead of head
17 Dominant Abstract Random (AR) What’s Hard for Them?Having to explain or justify feelingsCompetitionWorking with dictatorial/authoritarian personalitiesWorking in a restrictive environmentWorking with people who don’t seem friendlyConcentrating on one thing at a timeGiving exact detailsWhat Questions Do They Ask While Learning?What does this have to do with me?How can I make a difference?
18 Dominant Abstract Sequential (AS) What Do They Do Best?Gather lots of information before making a decisionAnalyze ideasResearchProvide logical sequenceUse facts to prove or disprove theoriesFigure out what needs to be doneWhat Makes Sense to Them?Using exact, well-researched informationLearning more by watching than doingLogical reasoningA teacher who is an expert in his/her subjectThe world of abstract ideasTaking time to work through an issue thoroughly
19 Dominant Abstract Sequential (AS) What’s Hard for Them?Being forced to work with those of differing viewsToo little time to deal with a subject thoroughlyRepeating the same tasks over and overLots of specific rules and regulations“Sentimental” thinkingExpressing their emotionsBeing diplomatic when convincing othersNot monopolizing a conversationWhat Questions Do They Ask While Learning?How do I know this is true?Are there any possibilities we haven’t considered?What will we need in order to accomplish this?
20 Dominant Concrete Random (CR) What Do They Do Best?Inspire others to take actionSee many options and solutionsContribute unusual and creative ideasVisualize the futureOften a different way to do thingsAccept many different types of peopleThink fast on their feetTake risksWhat Makes Sense to Them?Using insight and instinct to solve problemsWorking with general time framesUsing real world experiences to learnTrying something themselves
21 Dominant Concrete Random (CR) What’s Hard for Them?Restrictions and limitationsFormal reportsRoutinesRe-doing anything once its doneKeeping detailed recordsShowing how they got an answerChoosing only one answerHaving no optionsWhat Questions Do They Ask While Learning?How much of this is really necessary?