Learning Styles
Reg Lang / Oct. 91
Listed below are some descriptors commonly associated with each of the four learning styles. Note that the lists, while obviously different, are not entirely symmetrical; that's because some attributes overlap.
DIVERGERS (1)
- Learn best by listening and sharing ideas
- Like to view experience from various perspectives and see lots of alternatives
- Value insights and harmony
- Need personal involvement and commitment
- Rely a lot on feeling judgements
- Seek meaning and clarity
ASSIMILATORS (2)
- Learn best by thinking things through and planning
- Form theory and concepts by integrating observations into what's known
- Value continuity, critical perspective, thorough approach, certainty, logic
- More interested in concepts and ideas than in people
- Seek goal attainment, personal effectiveness and competence
CONVERGERS (3)
- Learn best by testing theories and applying common sense
- Pragmatic. If it works, use it
- Practical problem-solvers; have limited tolerance for fuzzy ideas
- Like to experiment, tinker with things and gain skills
- Need to know how things work
- Rather impersonal
- Seek utility and results
ACCOMMODATORS (4)
- Learn best by doing and by trial and error
- Like new things, relish change, tend to be adaptable and flexible
- Risk takers, like a challenge People oriented
- Like to take what is and add to it
- Seek to influence
LEARNING STRENGTHS AND PREFERRED LEARNING SITUATIONS
Source: Donna M. Smith and David A. Kolb, User's Guide for the Learning Style Inventory (Boston: McBer, 1986), p. 28.
* Learning by intuition
| Learning Strengths |
Preferred Learning Situations |
| Learning from specific experiences |
Learning from new experiences games, role plays, etc. |
| Relating to people |
Peer feedback and discussion |
| Sensitivity to people |
Personalized counseling |
| Sensitivity to feelings |
Teacher as COACH/HELPER |
Learning by perception
| Learning Strengths |
Preferred Learning Situations |
| Careful observation before making judgments |
Lectures |
| Viewing things from different perspectives |
| Opportunities to take an observer role, to see different perspectives on an issue |
| Introversion--looking inward for the meaning |
Objective tests of one's knowledge about an issue |
|
Teacher as GUIDE/TASK MASTER |
Learning by thinking
| Learning Strengths |
Preferred Learning Situations |
| Logical analysis of ideas |
Theory readings |
| Systematic planning |
Study time alone |
| Deductive thinking -- acting on the basis of one's understanding of a situation |
Clear, well-structured presentation of ideas |
|
Teacher as COMMUNICATOR OF INFORMATION |
Learning by doing
| Learning Strengths |
Preferred Learning Situations |
| Ability to get things done |
Opportunities to practice and receive feedback |
| Risk taking |
Small-group discussions |
| Extraversion -- acting to influence people and events |
Projects and individualized, self-paced, learning activities |
|
Teacher as ROLE MODEL on how to do it |
The key to effective learning and adaptive coping is the ability to be flexibly competent in each mode
when it is called for, not to use all four modes in every situation. (Smith & Kolb, p. 6.)
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