1. Gregorc’s Approach to Learning Styles

2. Gregorc’s Quadrants Concrete Perception axis Sequential Random
Concrete Random CS
Concrete Sequential
Perception axis
Experimentation
Kolb: Active
Observation
Kolb: Reflective
Random
Sequential
Ordering Axis AR
Abstract Random AS
Abstract Sequential
Abstract

3. Concrete Sequential Concrete Random Abstract Sequential
Environmental Preference
Ordered, practical, quiet, stable
Emotional and physical freedom; rich; active and colorful
Mentally stimulating, ordered and quiet, non-authoritative
Stimulus-rich, competitive, free from restriction, amenable
Product, prototype, refinement, duplication
Imagination, the arts, refinement, relationships
Synthesis, theories, models, and matrices
Intuition, originality, inventive, and futuristic
Creativity
Material reality; objects of value
Emotional attachments, relationships and memories
Knowledge facts, documentation
Applications, methods, processes and ideals
Focus of Attention
Instinctive, methodical, deliberate, structured
Emotional, psychic, perceptive, critical
Intuitive, instinctive, impulsive, independent
Intellectual, logical, analytical, rational
Thinking Processes
Sequential step-by step linear progression
Random non-linear and multidimensional
Random three dimensional patterns
Sequential and two dimensional (tree like)
Ordering Ability
Concrete world of the physical senses
Abstract world of feeling and emotion
Abstract world of the intellect based upon concrete world
Concrete world of activity and abstract world of intuition
World of Reality
Concrete Random
Abstract Sequential
Random
Abstract
Abstract Random

4. Benefits to the Learner?
An authentic, healthy teacher who:
knows about his/her capabilities, limitations and negative characteristics
grows in Self-knowledge and professional abilities
acknowledges surface stylistic differences and is conscious of the subtle nature and structures that give rise to them
understands the inherent biases imbedded in all methods, media and appliances
evaluates honestly through appropriate feedback
speaks protectively on his/her behalf
vigorously promotes a rich environment.

5. Benefits to the Learner?
A rich, nurturing and nourishing environment which:
works on establishing mutually-acceptable goals
offers real choices from a broad array of genuine ways-and-means for fullfiling needs, goals and objectives
challenges him/her to grow within psychological boundaries
provides realistic opportunities for expressing his/her Self and for contributing to society.

6. Benefits to the Learner?
Circumstances which would NOT:
mislead and negatively label him/her nor compromise his/her abilities
browbeat him/her into learning
place unrealistic obstacles in his/her way
deny him/her opportunities to develop and express his/her genius
encourage him/her to be narrow-minded, negatively-oriented or overachieving
shield him/her from experiencing real life consequences of his/her decisions.

7. Concrete Sequential Learners
Concrete sequentials view the world with the senses in a concrete, objective fashion. Experiences are approached in a sequential and one-dimensional manner. The concrete sequentials thinking processes are logical, instinctive and deliberate. These people strive for perfection and have an eye for detail. They focus their attention on material reality and physical objects. This type of person's creativity lies not within originality, however this person can reproduce an existing product to make it more effective than the original. The environmental preferences of the concrete sequential are ordered, practical, quiet and stable.

8. Concrete Random Learners
Concrete random learners view the world in a concrete way using intuition. Ordering occurs in three-dimensional patterns, meaning that events occur in a linear sequence and can be affected by outside variables. Thinking processes are instinctive, intuitive and impulsive. The concrete random person focuses attention on applications, methods and process. This learner is original, inventive and unique. Concrete randoms prefer an environment that is stimulus rich and competitive.

9. Abstract Sequential Learners
Abstract sequential learners view the world in an abstract nonphysical way with thoughts and signs used to represent reality. Ordering is sequential and two-dimensional. Ideas begin with a common core and then branch into parts in a tree-like manner. Thinking processes are intellectual, analytical, correlative, fluid and quick. Attention is focused on knowledge, concepts, and ideas. This type of person loves books! The abstract sequentials creative strengths lie within models, theories and synthesizing. The preferred environment for the abstract sequential is ordered, quiet, independent and mentally stimulating.

10. Abstract Random Learners
Abstract random learners make sense of the world using their feelings and emotions. Ordering is non-linear, multidimensional, and events are experienced in a holistic fashion. Thinking processes are based in feelings, which makes this type of person good at establishing a rapport with people. The abstract random person is perceptive, critical, and suspicious. Attention is focused on emotional attachments, relationships and memories. Creative contributions are imaginative and are usually expressed through music or art. The environmental preferences of the abstract random include: emotional experiences, active and colorful, and physical freedom.

11. How Does a Teacher Benefit from Studying the Gregorc Model?
The individual who is serious about personal development can come to acknowledge Self by becoming inwardly sensitive to his/her nature. Under such conditions, the teacher would:
express thoughts and feelings honestly
accept responsibility for acts of omission and commission
respond appropriately to the natures of other human beings and the environs
realize that rational (rationed) endowments naturally prevent him/her from understanding, relating to or building curricula for every learner equally well
recognize that every product and method has specific built-in mental structures that place demands upon the professional and learner
develop a repertoire of authentic skills
avoid buying into or adopting or going along with alien products that could mislead or result in psychological disorientation, mental health problems or feigned compliance
avoid seduction, fraud, coercion or compulsion to force a learner to acquire something against his/her will or nature.

12. Sample Teaching Methods by Quadrant
Concrete
Case study
Categorization
Ceremony
Critical Incident
Discussion
Coached Frustration
Audio-Visual
Brainstorming
Coached Frustration
Debriefing
Dilemma Solving
Field Trips
Concrete Random
Concrete Sequential
Random
Sequential
Abstract Random
Abstract Sequential
Brainstorming
Free-association
Parables
Riddles
Symbolic association
Analysis
Categorization
Comparison
Exhibits
Filling the gap
Guided Recall
Abstract

13. Teaching Methods Arranged in Gregorc’s and Kolb’s* Quadrants
*These are accurate only to the extent that “Random” ordering for Gregorc is equivalent to “Active Experimentation” transformation for Kolb and “Sequential” ordering for Gregorc is equivalent to “Reflective Observation” transformation for Kolb.