An Analysis and Synthesis of

Learning Styles
• Welcome to our session!

• We hope you learn much & get a better

understanding of yourself and your students

May 2003 1
 An Analysis and Synthesis of
Learning Styles

May 2003 2
 An Analysis and Synthesis of
Learning Styles
• Keirsey
• Gregorc
• Kolb
• A Synthesis

May 2003 3
 A Framework for Examining
Learning Styles
• Structure
• Percentages
• Characteristics
• What they do best
• What makes sense to them
• What is hard for them
• What questions they ask when learning
• What they have a preference for
• What they respond to
• Observations on their learning behavior

May 2003 4
 A Discovery of Learning
Styles
• Which one are you?
• Do you acknowledge the validity of the others?
• Do you try to change others to be like you?
• Do you appreciate others for what they are and
for what you are not?
• Can you be all things to all people?

May 2003 5
 An Analysis of Learning
Styles => Keirsey

May 2003 6
 Keirsey’s Learning Styles

Outer
Orientation Keirsey Keirsey Idealist
Uses senses Guardian
Uses feelings
Cooperative

Inner Orientation
Uses thought Keirsey Artist Keirsey Rational
Uses intuition .
Utilitarian

Interacts with the Understand the

world, active, world, reflective,
doing, concrete observes, watches,
thought and abstract thought and
May 2003 communications communications 7
 A Summary of Learning
Styles => Keirsey
Artisans: at a glance
Artisans are most at home in the external world of
solid objects that can be made and manipulated,
and of real-life events that can be experienced in
the here and now. Artisans have keen senses,
and...

May 2003 8
 A Summary of Learning
Styles => Keirsey
Idealists: at a glance
Idealists believe that friendly cooperation is the
best way for people to achieve their goals. They
dream of removing the walls of conflict and
selfishness that divide people, and...

May 2003 9
 A Summary of Learning
Styles => Keirsey
Rationals: at a glance
Whatever their field, Rationals set out to
comprehend the natural world in all its
complexity. Rationals want to learn about...

May 2003 10
 A Summary of Learning
Styles => Keirsey

Guardians: at a glance
Guardians are sensible, down-to-earth people
who are the backbone of institutions and the true
stabilizers of society. They believe in following
the rules and...

May 2003 11
 A Summary of Learning
Styles => Keirsey

• The SPs Artisans

• Myers had SPs probing around their
immediate surroundings in order to detect and
exploit any favorable options that came within
reach. Having the freedom to act on the spur
of the moment, whenever or wherever an
opportunity arises, is very important to SPs.

May 2003 12
 A Summary of Learning
Styles => Keirsey

• The SPs Artisans

• No chance is to be blown, no opening missed,
no angle overlooked -- whatever or whoever
might turn out to be exciting, pleasurable, or
useful is checked out for advantage.

May 2003 13
 A Summary of Learning
Styles => Keirsey

Though they may differ in their attitude

toward tough-mindedness (T) and friendliness
(F) in exploring for options, and though some
are socially expressive (E) and some reserved
(I), all of them make sure that what they do is
practical and effective in getting what they
want.

May 2003 14
 A Summary of Learning
Styles => Keirsey

Consistent with this view Myers described

SPs as "adaptable," "artistic," and "athletic" --
as very much "aware of reality and never
fighting it" -- as "open-minded" and ever "on
the lookout for workable compromises" -- as
knowing "what's going on around them" and
as able "to see the needs of the moment" -- as
"storing up useful facts" and having "no use
for theories" -- as "easygoing,"
May 2003 15
 A Summary of Learning
Styles => Keirsey

• "tolerant," "unprejudiced," and "persuasive" --

as "gifted with machines and tools" -- as
acting "with effortless economy" -- as
"sensitive to color, line, and texture"  -- as
wanting "first-hand experiences"  and in
general "enjoying life."  So SPs, as seen by
Myers, are very much like one another and
very much different from the other types, the
SJs, NFs, and NTs.
May 2003 16
 A Summary of Learning
Styles => Keirsey

• The SJs Guardians

• Myers had SJs, like SPs, observing their close
surroundings with a keen eye, but for an
entirely different reason, namely that of
scheduling their own and others' activities so
that needs are met and conduct is kept within
bounds.

May 2003 17
 A Summary of Learning
Styles => Keirsey

• The SJs Guardians

• Thus for SJs, everything should be in its
proper place, everybody should be doing what
they're supposed to, everybody should be
getting their just deserts, every action should
be closely supervised, all products thoroughly
inspected, all legitimate needs promptly met,
all approved ventures carefully insured.

May 2003 18
 A Summary of Learning
Styles => Keirsey

Though SJs might differ in being tough-

minded (T) or friendly (F) in observing their
schedules, and though they can be expressive
(E) or reserved (I) in social attitude, all of them
demand that ways and means of getting
things done are proper and acceptable.

May 2003 19
 A Summary of Learning
Styles => Keirsey

And so Myers described the SJs as

"conservative" and "stable" -- as "consistent"
and "routinized" -- as "sensible," "factual,"
and "unimpulsive" -- as "patient,"
"dependable," and "hard-working" -- as
"detailed," "painstaking," "persevering," and
"thorough." This too is a clear-cut pattern of
action and attitude, highly unlike that of the
SPs, NFs, and NTs.
 
May 2003 20
 A Summary of Learning
Styles => Keirsey

• The NFs Idealists

• On the introspective side, Myers had NFs as
friendly to the core in dreaming up how to give
meaning and wholeness to people's lives.
Conflict in those around them is painful for
NFs, something they must deal with in a very
personal way, and so they care deeply about
keeping morale high in their membership
groups, and about nurturing the positive self-
image of their loved ones.
May 2003 21
 A Summary of Learning
Styles => Keirsey

• Indeed, while they might differ from each other

on how important judging schedules (J) or
probing for options (P) is in acting on their
friendly feelings, and while their social
address can be expressive (E) or reserved (I),
all NFs consider it vitally important to have
everyone in their circle -- their family, friends,
and colleagues -- feeling good about
themselves and getting along with each other.
May 2003 22
 A Summary of Learning
Styles => Keirsey

Thus Myers, an INFP herself, saw her fellow

NFs as "humane" and "sympathetic" -- as
"enthusiastic" and "religious" -- as "creative"
and "intuitive" -- and as "insightful" and
"subjective." Again this is a distinct picture of
attitude and action, showing NFs to be very
much like each other and greatly different
from SPs, SJs, and NTs.

May 2003 23
 A Summary of Learning
Styles => Keirsey

• The NTs Rationals

• Also on the introspective side, Myers had NTs
as tough-minded in figuring out what sort of
technology might be useful to solve a given
problem. To this end, NTs require themselves
to be persistently and consistently rational in
their actions. Though they may differ in their
preference for judging schedules (J) or
probing for options (P) as they tackle
problems, and though they can seem
expressive (E) or reserved (I) around others,.
May 2003 24
 A Summary of Learning
Styles => Keirsey

all NTs insist that they have a rationale for

everything they do, that whatever they do and
say makes sense.
So Myers described the NTs as "analytical"
and "systematic" -- as "abstract,"
"theoretical," and "intellectual" -- as
"complex," "competent" and "inventive" -- as
"efficient," "exacting" and "independent" -- as
"logical" and "technical" -- and as "curious,"
"scientific," and "research-oriented."
May 2003 25
 A Summary of Learning
Styles => Keirsey

• Here again is a unique and easily recognizable

configuration of character traits, the NTs a
breed apart, starkly different from SPs, SJs,
and NFs.

May 2003 26
 A Summary of Learning
Styles => Gregorc

May 2003 27
 A Taxonomy of Learning Styles

Outer
Orientation Gregorc CS Gregorc AR
Uses senses
Uses feelings
Cooperative

Inner Orientation Gregorc CR Gregorc AS

Uses thought
Uses intuition .
Utilitarian

Interacts with the Understand the

world, active, world, reflective,
doing, concrete observes, watches,
thought and abstract thought and
May 2003 communications communications 28
 A Summary of Learning
Styles => Gregorc
• PERCEPTION
– Abstract (mentally visualize
data, to conceive ideas, to
understand or believe that which
one cannot see and which is
formless to the senses)
– Concrete (encounter data thru
the physical senses, grasp and
mentally register data thru the
direct use and application of the
senses)

May 2003 29
 A Summary of Learning
Styles => Gregorc

• ORDERING
– Linear, step by step process (sequence) information
is assembled by gathering and linking elements of
data and piecing them together in a chain-like
fashion

May 2003 30
 A Summary of Learning
Styles => Gregorc
• ORDERING
– Non-linear, quantum leaps (randomness) information is
grasped and organized in chunks and in no particular
order. Information is held in abeyance and, in any given
time, each piece or chunk has equal opportunity of
receiving attention.

May 2003 31
 A Summary of Learning
Styles => Gregorc

• Concrete-Sequential Learners -> prefer an

orderly approach to organizing information,
like order, logical sequence, following
directions, predictability, and getting facts.
They like to learn in a structured
environment and apply ideas in pragmatic
ways, and be faced with predictable
situations

May 2003 32
 A Summary of Learning
Styles => Gregorc

Concrete-Random Learners are intuitive,

independent thinkers who learn by trial
and observation. They like experimenting
to find the answers, and tend to take risks.
They learn best when they are able to use
trial-and-error approaches.
They are able to compete and like being
given the opportunity to work through a
problem by themselves.
May 2003 33
 A Summary of Learning
Styles => Gregorc

• Abstract-Sequential Learners -> prefer verbal

information and tend to be analytical and
logical. They like to have their points to be
heard. They tend to apply logic in solving or
finding solutions to problems. They learn best
when they have access to experts or references,
are placed in stimulating environments, and are
able to work alone.

May 2003 34
 A Summary of Learning
Styles => Gregorc

• Abstract-Random Learners function best in an

unstructured learning environment offering a
highly visual presentation of information. They
like to listen to others, bringing harmony to
group situations, establish healthy relationships
with others and focus on the issues at hand.

May 2003 35
 A Summary of Learning
Styles => Gregorc

• Abstract-Random Learners learn best in a

personalized environment, when they are given
broad or general guidelines. They are able to
maintain friendly relationships and like to
participate in group activities.

May 2003 36
 A Summary of Learning
Styles => Kolb

May 2003 37
 A Taxonomy of Teaching
Styles
Outer Kolb Type 1 Kolb Type 2
Orientation
Uses senses
Uses feelings
Cooperative
Kolb Type 3 Kolb Type 4
Inner Orientation
Uses thought .
Uses intuition
Utilitarian

Interacts with the Understand the

world, active, world, reflective,
doing, concrete observes, watches,
thought and abstract thought and
May 2003 communications communications 38
 A Summary of Learning
Styles => Kolb
• VIEW of REALITY
– Abstract Conceptualization (logical
analysis of ideas, systematic
planning, acting on an intellectual
understanding of the situation)

– Concrete Experience (learning from

specific experiences, relating to
people, sensitive to feelings and
people)

May 2003 39
 A Summary of Learning
Styles => Kolb
• OPERATIONS on REALITY
– Reflective Observation ( careful
observation before making a
judgment, viewing things from
different perspectives, and looking
for the meanings of things)

– Active Experimentation (ability to

get things done, risk taking,
influence events and people thru
action)

May 2003 40
 A Summary of Learning
Styles => Kolb

Type I Learner Type II Learner

Concrete (Guardian) (Idealist)

Abstract Type III Learner Type IV Learner

(Artisan) (Rational)

Active Reflective
May 2003 41
 A Summary of Learning
Styles => Kolb

• Type I Learners are primarily a “hands-on”

learner. You rely on intuition rather than
logic. You like to rely on other people’s
analysis rather than your own. You enjoy
applying your learning to real life
situations.

May 2003 42
 A Summary of Learning
Styles => Kolb

• Type II Learners like to look at things from

many points of view. You would rather watch
rather than take action. You like to gather
information and create many categories for
things. You like using your imagination in
problem solving. You are very sensitive to
feelings when learning.

May 2003 43
 A Summary of Learning
Styles => Kolb

• Type III Learners like solving problems and

finding practical solutions and uses for your
learning. You tend to shy away from larger
social issues and prefer to become immersed in
technical tasks.

May 2003 44
 A Summary of Learning
Styles => Kolb

• Type IV Learners are concise and logical.

Abstract ideas and concepts are more important
to you than people issues. Practicality is less
important to you than a good logical
explanation.

May 2003 45
 A Structuring of Learning
Styles
. .
Outer Orientation
Uses senses
Uses feelings
Cooperative
.
Inner Orientation .
Uses thought
Uses intuition
Utilitarian

Interacts with the Understand the world,

world, active, reflective, observes,
doing, concrete watches, abstract
thought and thought and
communications communications
May 2003 46
 A Taxonomy of Learning Styles

Outer Kolb Type 1 Kolb Type 2

Orientation Keirsey Keirsey Idealist
Uses senses Guardian Gregorc AR
Uses feelings Gregorc CS
Cooperative TYPE A TYPE B

Kolb Type 3 Kolb Type 4

Inner Orientation Keirsey Artist Keirsey Rational
Uses thought Gregorc CR Gregorc AS
Uses intuition TYPE C TYPE D
Utilitarian .

Interacts with the Understand the

world, active, world, reflective,
doing, concrete observes, watches,
May 2003 thought and abstract thought and
47
communications communications
 Percentage of Learning Styles

Outer Orientation TYPE A TYPE B

Uses senses 45% 9%
Uses feelings
Cooperative

Inner Orientation TYPE C TYPE D

Uses thought 40% 6%
Uses intuition .
Utilitarian

Interacts with the Understand the world,

world, active, reflective, observes,
doing, concrete watches, abstract
thought and thought and
May 2003 communications communications 48
 The Type “A” Learning Style
Outer Kolb Type 1
Orientation Keirsey
Uses senses Guardian
Uses feelings Gregorc CS
Cooperative TYPE A

Inner Orientation
Uses thought
Uses intuition
Utilitarian

Interacts with the Understand the

world, active, world, reflective,
doing, concrete observes, watches,
May 2003 thought and abstract thought and
49
communications communications
 Type “A” Learning Styles
(Guardian, Concrete Sequential, Kolb Type 1)

• What Do They Do Best?

– Apply ideas in a practical way
– Organize
– Fine-tune existing ideas to make them more
efficient
– Produce concrete outcomes
– Work well with time limits

May 2003 50
 Type “A” Learning Styles
(Guardian, Concrete Sequential, Kolb Type 1)

• What Makes Sense to Them?

– Working systematically in a step-by-step,
programmed manner
– Paying close attention to detail
– Having a schedule to follow
– Literal interpretations
– Knowing exactly what is expected of them
– Routines, established procedures

May 2003 51
 Type “A” Learning Styles
(Guardian, Concrete Sequential, Kolb Type 1)

• What’s Hard for Them?

– Working in groups
– Discussion that seems to have no specific point
– Working in an unstructured, unorganized environment
– Following incomplete or unclear directions
– Working with unpredictable people

May 2003 52
 Type “A” Learning Styles
(Guardian, Concrete Sequential, Kolb Type 1)

• What’s Hard for Them?

– Dealing with abstract ideas
– Jumping from point to point
– Demands to “use your imagination”
– Questions with no right nor wrong answers

May 2003 53
 Type “A” Learning Styles
(Guardian, Concrete Sequential, Kolb Type 1)

• What Questions Do They Ask While Learning?

– What are the facts I need?
– How do I do it?
– What should the results look like?
– When is it due?

May 2003 54
 Type “A” Learning Styles

• Have a preference for:

– Workbooks & manuals
– Compositions
– Demonstration teaching
– programmed instruction
– field trips
– hands-on material
– Drill
– Tests/quizzes
May 2003 55
 Type “A” Learning Styles

• Respond to:
– Goals and objectives
– Rewards with meeting goals
– Latitude and freedom
– Knowing the parameters of the project
– Executive summaries
– Responsibility
– Socializing
– Team approaches
May 2003 56
 Type “A” Learning Styles

• Get information through direct, hands-on

experience
• Like order and logical sequence to the facts
• Like touchable, concrete materials
• Prefer step by step directions
• Look for and like to follow directions
• Like ordered presentations and quiet
atmosphere

May 2003 57
 Type “A” Learning Styles

• Usually fit well with their teachers

• Accept the ideas of:
– Good study habits
– Doing homework
– Doing homework on time
– Learning one’s lessons as directed
• Do well with workbooks
• Like and need lots of structure

May 2003 58
 Type “A” Learning Styles

• Do best when lessons are presented

sequentially in increments that make sense
• Is conscientious and will do his/her best as
long as he/she receives clear directions so that
he/she will know how to proceed
• Not apt to “wing it”
• Most comfortable if is prepared for class

May 2003 59
 Type “A” Learning Styles

• Likes many interactions between teacher and

the student
• Responds somewhat to negative criticism
• Does not thrive on long-term independent
projects
• Does not enjoy discussion groups
• Likes the class to be led by the teacher

May 2003 60
 Type “A” Learning Styles

• Tends to be obedient and conforms to the

standards set by the teacher
• Is comfortable as long as he/she is studying
facts or procedures
• Thrives on stability
• Studiousness may dissolve if asked to
speculate, invent, guess, or improvise

May 2003 61
 The Type “B” Learning Style
Outer Kolb Type 2
Orientation Keirsey Idealist
Uses senses Gregorc AR
Uses feelings TYPE B
Cooperative

Inner Orientation
Uses thought
Uses intuition
Utilitarian

Interacts with the Understand the

world, active, world, reflective,
doing, concrete observes, watches,
thought and abstract thought and
May 2003 communications communications 62
 Type “B” Learning Styles
(Idealists, Abstract Random, Kolb Type 2)

• What Do They Do Best?

– Listen to others
– Understand feelings and emotions
– Focus on themes and ideas
– Bring harmony to group situations
– Establish positive relationships with everybody
– Recognize and meet the emotional needs of others

May 2003 63
 Type “B” Learning Styles
(Idealists, Abstract Random, Kolb Type 2)

• What Makes Sense to Them?

– Personalized learning
– Broad, general guidelines
– Maintaining friendly relationships
– Enthusiastic participation in projects they believe in
– Emphasis on high morale
– Decisions made with the heart rather than the head

May 2003 64
 Type “B” Learning Styles
(Idealists, Abstract Random, Kolb Type 2)

• What’s Hard for Them?

– Having to explain or justify feelings
– Competition
– Working with authoritarian personalities
– Working in a restrictive environment
– Working with people who do not seem friendly
– Concentrating on one thing at a time
– Giving exact details
– Accepting any type of criticism (even positive)
May 2003 65
 Type “B” Learning Styles
(Idealists, Abstract Random, Kolb Type 2)

• What Questions Do They Ask While Learning?

– What does this have to do with me?
– How can I make a difference?

May 2003 66
 Type “B” Learning Styles

• Have preferences for:

– Movies/videos/television
– Group discussions
– Short lectures
– Question and answer sessions
– Class discussions
– Group projects
– Shows/games
– Simulations
May 2003 67
 Type “B” Learning Styles

• Respond to:
– Being asked what they think
– Being given time to respond
– Long range plans
– Feeling part of the project
– Closeness
– Feedback & support
– Picture and analogies

May 2003 68
 Type “B” Learning Styles

• Oriented to relationships with people

• Likes assurance from others
• Learns by listening and then sharing ideas with
a small group
• Unhurried, calm, friendly, can’t push until
ready
• Creates with emotions
• Listens, observes, asks questions
May 2003 69
 Type “B” Learning Styles

• Pay attention to human behavior

• Attuned to the nuances of mood and
atmosphere
• Equate the speaker’s manner and personality to
the message being delivered
• Like group discussions
• Prefer freedom from rules and guidelines
• Like activities that make use of many senses
May 2003 70
 Type “B” Learning Styles

• Desires to communicate in a personal way to

others
• Thrives on caring, recognition, personal
attention, 2-way exchanges, and recognition of
emotions
• It is important that the teacher know him/her by
name and be recognized, known, and
acknowledged

May 2003 71
 Type “B” Learning Styles

• Needs personal feedback on papers he/she

prepares and personal notes can be a powerful
motivator
• Negative reactions can provoke into rebellion or
to inaction
• Enjoys interaction and a democratically run
classroom
• Enthusiastically participates in group
discussions
May 2003 72
 Type “B” Learning Styles

• Needs periodic feedback through dialogue

• Learns from discussions, role playing, and
other involvement activities
• Tend to cooperate rather than to compete
• Prefer subjects which focus on people
• Seek to perfect the social climate of the
classroom
• Like face-to-face dialogues
May 2003 73
 Type “B” Learning Styles

• Particularly responsive to teachers who are

accepting, nourishing, who verbalize
recognition of feelings, who individualize
instruction, who use lots of small group
interactions, and who respond to and accept the
ideas/opinions of the class members

May 2003 74
 The Type “C” Learning Style
Outer
Orientation
Uses senses
Uses feelings
Cooperative
.
Inner Orientation Kolb Type 3
Uses thought Keirsey Artist
Uses intuition Gregorc CR
Utilitarian TYPE C

Interacts with the Understand the

world, active, world, reflective,
doing, concrete observes, watches,
thought and abstract thought and
May 2003 communications communications 75
 Type “C” Learning Styles
(Artists, Concrete Random, Kolb Type 3)

• What Do They Do Best?

– Inspire others to take action
– See many options and solutions
– Contribute unusual and creative ideas
– Visualize the future
– Offer a different way of doing things
– Accept many different types of people
– Think fast on their feet
– Take risks
May 2003 76
 Type “C” Learning Styles
(Artists, Concrete Random, Kolb Type 3)

• What Makes Sense to Them?

– Using insight and instinct to solve problems
– Working with general time frames
– Using real world experience to learn
– Trying something themselves

May 2003 77
 Type “C” Learning Styles
(Artists, Concrete Random, Kolb Type 3)

• What’s Hard for Them?

– Restrictions and limitations
– Formal reports
– Routines
– Re-doing anything once it is done
– Keeping detailed records
– Showing how they got the answer
– Choosing only one answer
– Having no options
May 2003 78
 Type “C” Learning Styles
(Artists, Concrete Random, Kolb Type 3)

• What Question Do They Ask When Learning?

– How much of this is really necessary?

May 2003 79
 Type “C” Learning Styles

• Have a preference for:

– Games/contests
– Simulations/demonstrations
– Independent study projects
– Problem solving activities
– Optional activities
– Projects
– Shows

May 2003 80
 Type “C” Learning Styles

• Respond to:
– Verbal interaction
– Frequent, friendly checks
– Frequent feedback
– Team approaches
– Praise
– Concrete ideas

May 2003 81
 Type “C” Learning Styles

• Gets others’ opinions, feelings, and

information
• Depends on other people for follow through
• Likes learning with people through projects,
discussion, and doing
• Likes excitement, change, incentives

May 2003 82
 Type “C” Learning Styles

• Have an experimental attitude

• Get the gist quickly and make intuitive leaps in
exploring unstructured situations
• Utilize trial and error approaches
• Do not like cut and dried procedures

May 2003 83
 Type “C” Learning Styles

• Operates on “gut” feel

• Do not respond well to teacher intervention in
their efforts
• Work well independently or in small groups

May 2003 84
 Type “C” Learning Styles

• Need hands on, physical involvement

• Thrive on competition
• Love to entertain and to be entertained
• Good team member if in a contest
• Sees instructions as something to be outwitted
• Holding the same classroom routine leads to
absenteeism

May 2003 85
 Type “C” Learning Styles

• Dislike paper/pencil work; verbalizing and

visuals are far more appealing
• Disinterested in lectures, Socratic questioning,
and workbooks
• Can be very cooperative if a person believes
he/she is liked
• Somewhat flighty and jumps from project to
project

May 2003 86
 The Type “D” Learning Style
Outer
Orientation
Uses senses
Uses feelings
Cooperative

Inner Orientation Kolb Type 4

Uses thought Keirsey Rational
Uses intuition Gregorc AS
Utilitarian TYPE D
.

Interacts with the Understand the

world, active, world, reflective,
doing, concrete observes, watches,
May 2003 thought and abstract thought and
87
communications communications
 Type “D” Learning Styles
(Rationals, Abstract Sequential, Kolb Type 4)

• What Do They Do Best?

– Analyze ideas
– Research
– Provide logical sequence
– Use facts to prove/disprove theories
– Figure out what needs to be done
– Provide the “Big-picture”
– Show relationships of parts to the whole

May 2003 88
 Type “D” Learning Styles
(Rationals, Abstract Sequential, Kolb Type 4)

• What Makes Sense to Them?

– Using exact, well researched information/facts
– Learning more by watching then by doing
– Logical reasoning
– Using experts in the subject matter
– The world of abstract ideas
– Taking the time to thoroughly work thru an issue.

May 2003 89
 Type “D” Learning Styles
(Rationals, Abstract Sequential, Kolb Type 4)

• What’s Hard for Them?

– Being forced to work with those of different views
– Too little time to thoroughly deal with a subject
– Repeating the same tasks over and over
– Lots of specific rules and regulations
– “Sentimental” thinking passed off as rational thinking

May 2003 90
 Type “D” Learning Styles
(Rationals, Abstract Sequential, Kolb Type 4)

• What’s Hard for Them?

– Being diplomatic when convincing others
– Not monopolizing a conversation
– Expressing their emotions verbally

May 2003 91
 Type “D” Learning Styles
(Rationals, Abstract Sequential, Kolb Type 4)

• What Questions Do They Ask When Learning?

– How do I know this is true?
– Are there any possibilities we have not yet considered?
– What will we need in order to accomplish this?

May 2003 92
 Type “D” Learning Styles

• Have a preference for:

– Extensive reading opportunities
– Substantive lectures
– Analytic “thinking” sessions
– Audio/video tapes
– Tests
– Compositions
– Projects
– Large reports
May 2003 93
 Type “D” Learning Styles

• Respond to:
– Organization
– Timetables, flow charts
– Facts, numbers
– Few, periodic checks
– free rein
– written reports
– abstract ideas

May 2003 94
 Type “D” Learning Styles
• Good theory builder, planner
• Precise, thorough, careful
• Organized, follows a plan
• Works independently, thinking, and reading
• Rational, logical
• Pushes mind, analyzes ideas
• Good synthesizer
• Wants facts

May 2003 95
 Type “D” Learning Styles

• Like to work with words, symbols, and speech

• Like to read, hear, see graphs or pictorial
models
• Like to use reading, listening, and visual
translation skills
• Prefer presentations that have substance,
rationality, and are sequential

May 2003 96
 Type “D” Learning Styles

• Makes theories useful

• Unemotional
• Uses reason
• Learn well from authorities and like vicarious
experiences

May 2003 97
 Type “D” Learning Styles

• Applies ideas to solving problems

• Likes to be in control
• Acts independently and then gets feedback
• Uses factual data, books, theories
• Responsible, takes action on tasks

May 2003 98
 Type “D” Learning Styles

• Loves to structure his/her cognitive world

• Enjoys the tracking of ideas of others and
developing his/her own ideas
• Ordinarily filled with intellectual
• Comfortable with logical, didactic
presentations
• Usually can independently follow-up through
reading

May 2003 99
 Type “D” Learning Styles

• Tend to be loners in the classroom

• Interested in sharing ideas with those he/she
respects and considers to be his/her own
intellectual equal (Often this is only the
teacher)
• Often needs coaching in the area of social skills
• Is turned off by manufactured compliments

May 2003 100

 Type “D” Learning Styles

• Needs help in establishing priorities

• Tends to be self-sufficient and respondes well
to objective feedback
• Often seen as cold and unfeeling
• Responds well to verbal, logical, and well
reasoned dialogue

May 2003 101

 Summary of Learning Styles

• Each learning style is different

• Each learning style is “OK”
• Most of us are strangers to each others
learning style

May 2003 102

 A Summary of Learning Styles

• Which one are you?

• Do you acknowledge the validity of the others?
• Do you try to change others to be like you?
• Do you appreciate others for what they are and
for what you are not?
• Can you be all things to all people?

May 2003 103

 Summary of Learning Styles

• I have my desires, you have yours

• You keep yours and I’ll keep mine because
each of us wants to be excellent. You have
your talent and I have mine and I can admire
yours. I hope you will reciprocate
• We can not accommodate all learning styles all
of the time

May 2003 104