My Journal #2

THE INCLUSIVE LEARNER AND HIS CLASSROOM MANAGER

Semester: School Year:

Name of Student: Student No.

1. Target Competency
At the end of this activity, the FS 1 student will gain insights in classroom management
appropriate for learners.

2. Specific Tasks
1. Observe your Recourse Class.
2. Using a checklist, take note of the learners and how they are being managed by your
Resource Teacher.
3. Research about effective classroom management principles.
4. Reflect on your classroom observation and the research findings you made about
classroom management and its effect to learning.
5. Submit the hardcopy and scanned softcopy of this completely filled out form,
including attachment, to Dr. Marisa Reyes.

Classroom Management Brief Description Underlying Theory/Principle

Area

Classroom (Resource
Teacher)

Daily routine

Classroom Procedure

Seating Arrangement

Behavioral Management

Fillers
Task Assignment

Class Activities

Time Management

Others, please specify

3. Write your general impression about the relations between the learners and their teacher
for better students’ learning

4. Choose a particular classroom management area. Research about it. Pick out only one
research article that you like the most. A copy of its ABSTRACT should serve as an
annex to this Journal. (Note: always use a standard bibliographic format in crediting the works of others.)

COMMENT BOX Regarding the Student Observer’s Behaviour/Attitude:

Login/Logout times of FS Student

Date: Login signature/Initials of Logout signature/initials of
Resource Teacher Resource Teacher

Accomplished By: Submitted To:

FS Student SIGNATURE FS Coordinator

Episode 2 *Observe a class - Checklist on *Manages
In Not Out *Using a checklist classroom time, space
find put the evident management and resources
Classroom classroom components to provide an
manageme components - Photo environment
nt and *Describe how the documentation appropriate to
learning classroom is of classroom the learners
structured/ designed setting and conducive
to allow everyone - Reflection for learning.
to participate in the paper on the
learning activities. activities than
*Relate the data on inclusivity
your checklist to rather than
the learner’s exclusivity
behaviour among
*Reflect on how learners
classroom - Collection of
management affects classroom
learning. activities to
the learner’s
characteristics
 MY JOURNAL #3
THE LEARNERS’ INDIVIDUALITIES
Semester: School Year:
NAME OF STUDENT: Student No.:
(Surname) (Given Name) (M.I)

Name of Resource Teacher:

(Surname) (Given Name) (M.I)

Name of School Observed: School Address:

Resource Class: Year/ Grade: Section:

Class Lesson: Date of Observation: / / Duration:

Day (e.g. Th) YYYY/MM/DD In minutes

1. Target Competencies
At the end of this activity, the FS 1 Student will gain competence in determining
teaching techniques, approaches and methods appropriate to different learners.
2. Specific Tasks
6. Observe students in your Resource School.
7. Study the learners’ characteristics and needs (Attributes). You may focus on one of the
following: gender, culture, interests and needs, intellectual ability, etc.
8. Take note of the classroom and outdoor activities occurred.
9. Analyze how the activities facilitated learning considering the learners’ attributes.
10. Submit the hardcopy and scanned softcopy of this completely filled out form, including
attachment, to Dr. Marisa Reyes at reyesmarisa@yahoo.com.
Group of Students Inside/Outside the Positive Observation Negative Observation
According to: Class?

Age

Gender

Ability

Race/Ethnicity

Religion

Interest

Circle of Friends
 Role Identity

Others, pls. specify

References: Experimential Learning Course Nanabook. © TEC

Lucas, Ma. Rita D. et. Al.(2007). Field Study: Experimential Learning Courses.
Manila: Lorimar Pub., Inc.
pp. 41-55
3. Write your general impression about the learners’ individualities.

4. Research about the learners’ individualities and how they can manage effectively. A
copy of its ABSTRACT should serve as an annex to this journal

COMMENT BOX Regarding the Student Observer’s Behaviour / Attitude:

(This portion is to be filled out by the Resource Teacher)

Login/Logout times of FS Student

Date: Log in: Signature/Initial of

Resource Teacher
YYYY/MM/DD 24: MM
Accomplished by: Submitted to:

DR. MARISA M. REYES

FS Student SIGNATURE FS Coordinator

References: Experiential Learning Course Nanabook. © TEC

Lucas, Ma. Rita D., et. Al. (2007). Field Study: Experiential Learning Courses.
Manila: Lorimar Pub., Inc..,

pp. 41-55

Task # 3

Episode 3 *Observe three -Narrative Diversity *Differentiate

You and I groups of learners description of learners of
are different from different levels. of Learners varied
diversity characteristics
Building *Describe each group among and needs.
friendship of learners based on children.
your observations.

*Validate your
observation by
interviewing the
learners.

*Compare them in
terms of their
interests and needs.
 MY JOURNAL #4
THE LEARNER’S UNIQUENESS
Semester: School Year:

NAME OF STUDENT: Student No.:

(Surname) (Given Name) (M.I)

Name of Resource Teacher:

(Surname) (Given Name) (M.I)

Name of School Observed: School Address:

Resource Class: Year/ Grade: Section:

Class Lesson: Date of Observation: / / Duration:

Day(e.g. Th) YYYY/MM/DD In minutes

1. Target Competency

At the end of this activity, the FS 1 Student will learn how a learner’s uniqueness is
defined operationally in a school setting and the implication it has to other group of learners.

2. Specific Tasks
11. Read a research/ journal article on “learner’s uniqueness”.
12. Observe a class according to your major.
13. Identify a learner whom you believe is unique from the rest of the class. NOTE: Please
keep your findings/narratives’s confidentiality.
14. Validate your observation by interviewing the learner without letting him/her know that
you are studying his/her “uniqueness”.
15. Compare your interview findings with the journal that you just read.
16. Submit the hardcopy and scanned softcopy of this completely filled out form, including
attachment, to Dr. Marisa Reyes at reyesmarisa@yahoo.com.

The Learner

Name (Optional) &

Brief Description

Grade/Year Level

References: Experiential Learning Course Nanabook. © TEC

Lucas, Ma. Rita D., et. Al.(2007). Field Study: Experiential Learning Courses. Manila: Lorimar Pub., Inc.., pp.41-55
 Physical Built

Interpersonal Ability

Affective Ability

Interests/ Hobbies

Disability (if any)

High, Middle OR
low achiever?

Class Standing

Honor/s received
 Economic Status

Specific Roles in
Class/School (e.g., class
president, joker,
attention seeker, etc.

Others, pls. specify

3. Write your general impression about learner’s uniqueness.

 4. Research an article about a specific learner’s unique or exceptional ability. A copy of its
ABSTRACT should serve as an annex to this journal. (Note: Always used a standard
bibliographic format in crediting the works of others. Examples: Agustin, Eric D. (2011). Field Study 1:
The Learner’s Development and Environment. Manila: e-ducation Pub. House, pp. 23-24. OR Agustin, Eric
D. (2011). Field Study 1: the Learner’s Development and Environment. Manila: e-ducation Pub. House.
Retrieved at http://eric.d.agustin.blogspot.com/FS1.pdf on 19 November 2011. NO PROPER CITATION;
NO GRADE.)
COMMENT BOX Regarding the Student Observer’s Behaviour/ Attitude:
(This portion is to be filled out by the Resource Teacher)

Login/Logout times of FS Student

Date: Log in: Signature/Initial

of Resource Teacher
YYYY/MM/DD 24: MM

Accomplished by: Submitted to:

DR. MARISA M. REYES

FS Student SIGNATURE FS Coordinator

References: Experiential Learning Course Nanabook.© TEC

Lucas, Ma. Rita D., et. Al.(2007). Field Study: Experiential Learning Courses. Manila: Lorimar Pub.,
Inc.., pp.41-55
 Task #4

Focus Date Specific Tasks Learning Domain Competencies/ Materials

Evidence Performance
indicators
Episode 5 *Observe -Learner’s *Determines,
Individual learners o Profile understands,
Differences different learning -Narrative and accepts the
and abilities but the Report learners,
learning same year. diverse
Process. * Interview them background.
to gather their
background
information.
*Observe them
as they
participate in a
classroom
activity.
* Write narrative
report.
 MY JOURNAL #5
THE LEARNER’S FAMILY
Semester: School Year:

NAME OF STUDENT: Student No.:

(Surname) (Given Name) (M.I)

Name of Resource Teacher:

(Surname) (Given Name) (M.I)

Name of School Observed: School Address:

Resource Class: Year/ Grade: Section:

Class Lesson: Date of Observation: / / Duration:

Day (e.g. Th) YYYY/MM/DD In minutes

1. Target Competency
At the end of this activity, the FS 1 Student will learn how family affects in
/directly the child’s/ learner’s performance in class/ school.
2. Specific Tasks
17. Ask the permission of your Resource Teacher if you can invite for an interview a
learner’s parents/ guardians at the Resource School.
18. Use the table below during the interview.
19. Submit the hardcopy and scanned softcopy of this completely filled out form, including
attachment, to Dr. Marisa Reyes at reyesmarisa@yahoo.com.

The Learner’s Family

Brief Description

Number of Siblings

Number of Siblings
studying

Task #5
 Focus Date Specific Learning Domain Competencies/ Materials
Tasks Evidence Performance
Indicators
Episode 5 *Observe a - A reflection *Recognize
Traits class on a paper on the multi cultural
Check regular day congruence or backgrounds of
(Learner’s *Take note match of learners when
Characteris of learning providing
tics and characteristic activities to the opportunities.
Learning s of the learner’s *Determines
Activities) learner’s in characteristics. Teaching
the class. - Reflection on approaches and
*Enumerate the interaction techniques
and describe of learners appropriate to
the activities despite the learners.
facilitated differences.
learning
considering
the learner’s
characteristic
.
 MY JOURNAL #6
CLASSROOM MANAGEMENT

Name:
Subject Observed: Date:

Observation Exercises on Classroom Management

Instructions: Discuss only the activities which you observed to be present in the classess being
observed.

I. Functions of management which are apparent

1. Develop effective habits of study
2. Cultivate obedience
3. Induce cooperation
4. Encourage neatness, accuracy, etc
5. Keep order
6. Relieve the “strain of teaching”
7. Conserve time and energy
8. Promote individuality

II. Nature and type of management employed

1. Authority of the teacher noticeable
2. Freedom of student activity conspicuous
3. Democratic spirit apparent
4. Nothing routinized
5. Standard of management absent
6. Arbitrary standards vague
7. Rules instituted
8. Laissez-faire type of management apparent
9. Lack of management obvious

III. Techniques used in management

1. Positive incentives
2. Negative incentives
3. Appeal to students’ interests
4. Disciplinary devices
5. Everything well organized
6. Work levels of students scientifically determined
7. Environmental factors controlled
8. Everything cooperates
 9. Spirit of pleasantness prevails

IV. Disciplinary problems which are directly or indirectly observed

1. Excessive noise
2. Lack of industry
3. Indifference toward class work

V. Disciplinary procedures employed in management

1. Re-organization of schedule
2. Adjustment of routine matters
3. Appeal to students’ interest
4. Coercion
5. Rebuke
6. Reproof
7. Ignoring the condition
8. Incentives
9. Rules of conduct
10. Special privileges
11. Immunities
12. Exemptions

VI. Outcomes which are apparent

1. Loyalty to class work and the school
2. Obedience
3. Good manners
4. Cooperation
5. Orderly behaviour
6. Industry
7. Systematic ways of working
8. Kindness and appreciation
9. Enthusiasm

Task #6

Focus Date Specific tasks Learning Domain Competencies/ Materials

 Evidence Performance
Indicators
Episode 6 *Observe a class - Narrative Diversity *Recognize
School as on a regular day description of of Learning cultural
Learning *Take note of Diversity backgrounds of
Environment characteristics of among learners when
the learners in the children providing
class focusing on learning
gender and Description opportunities
cultural diversity on how the
*Interview our teacher instills
resources teacher among
about the children the
principles and values and
practices that knowledge on
he/she uses in difference on
dealing with gender, social
diversity in the backgrounds
classroom
Episode 7 *Select a learner -home Communit *Reflects on
School Link from that class visitation y Linkages the impact of
CONNECT that you have report home and
ME observed family life to
*Conduct a home learning
visit to your
selected learner Reflection on Learning
*Describe the the impact of Environme
family in terms of home and nt
number of family life to
siblings, number learning
of siblings in
school
*Interview
parents about (1)
the rules they
implement at
home concerning
their child’s
schooling (2) the
learner’s
activities and
behaviour while
at home.

Additional Notes:
 The Learning Process

Learning is sometimes defined as the “acquisition of information”. This is an inadequate

definition. Regardless of the personal learning style of each of our students and children- our
LEARN- ers- learning happens in, or goes through, five stages. Acquisition is just one of those
stages. Each of those stages is actually a function of neurology: each bit of information is passed
from neuron to neuron until it is firmly lodged, embedded or, using computer jargon, “stored” in
the brain.

The first stage in the learning process called priming. This is when the foundation of neutral
network is established- through prior learning and preparation. In computer terms, this is the
“software installation” and the “booting” of the system. The brain, with its vast network of 12-15
billion neurons, is the computer “hardware”.

Teacher may “prime” their students in an of a number of ways; by recapping the previous lesson,
for example; or by making sure that their students are in a “proper” learning mood; or perhaps
simply by giving an overview of the new lesson at hand.

The second stage is called acquisition. The term looks at this stage from the point of view of the
learner. Looked at from the point of view of the TEACH-er, this stage may be called “input”
stage.

Inside the classroom, this is the stage where in information is presented –by the Teacher)
through, direct instruction and acquired – by student). Outside the classroom, a learner can of
course acquire new information on his or her own: discovery, through direct experiences, or
perhaps through reading. In computer terms this stage is the equivalent of “encoding” a new
document. This is also when neural connections are first fired or ignited.

The third stage is called elaboration, when neural connections are enhanced. This is when new
information is clarified through discussions or, in the case of discovery, through experimentation
or perhaps through further research. In computer terms, this is the equivalent of running spell and
grammar check or of editing and refining the document. Thus, teachers should actually welcome
and encourage questions from students, because these indicate effort at elaboration. Ignoring or
in any way belittling a student’s question can have devastating effects in both the short –and the
long – run: the elaboration stage is aborted, and the habit of elaboration may be inhibited. In
other words, actual learning is frustrated in the now and, in all probability, potential learning may
be discouraged in the future.

The fourth stage is called incubation. This is when the neural connections are strengthened
through repetition, rest and emotional intensity. In computer terms this is the equivalent in
“saving” the new document. There is simply no way of by-passing or “fast-tracking” this stage: it
must be allowed in its own time and pace. This is one reason why subjects are generally taught in
three one-hour sessions per week. It is entirely possible to teach Math for three straight hours
every Monday, for example, and Science for another three-hour set every Tuesday, and so on.
Possible, yes. Equally effective, no. The three-installment set- up allows more time for
incubation and is, therefore, more effective.

The last stage is called integration. This is when the student is able to attach personal meaning to
the new information and to make personal use of it, so that it becomes a genuine or real part of
his/her life. In computer terms, this is equivalent to printing out the document. This stage is often
accompanied by an “illumination” or an “aha! Experience”: when the new information clicks
into place inside the student’s brain.

We must bear in mind, however, that the computer analogy is far from perfect. Because the truth
is that the brain is not as tireless or as a robotic as a computer. We can hack away at a computer
hours on end, and the computer’s capability will hardly depreciate. The brain, on the other hand,
assimilates information best when it is allowed 2-5 minutes of rest after a maximum “processing
chunk” of 20-25 minutes. Teachers sometimes forget this simple guideline. Many speakers seem
totally unaware of it.

The Learning Environment

The environmental preferential elements include sound, light, temperature and design.

First of all a word caution and hope: renewing environmental elements may require additional
costs most schools cannot afford at present, but creative solutions can be developed in the mean
while.

The element of sound is a curious thing immemorial, Filipino student have had to content
themselves with only one sound inside the classroom: that of the teacher’s voice – explaining the
lesson, giving out instructions or assignment, scolding one student or the entire class.

However, research shows that many students prefer to the lecture, or to study on their own, with
some background music on. Hence the walkman phenomenon: students plugging away at their
assignments while nodding their heads to the rhythm of the music piping into their ears through a
headphone or two.

Furthermore, research shows that a certain types of music elicit specific emotional states.
Specifically, some types of music trigger that release of the brain’s natural opiates and hormones,
which in turn relaxes the listener and helps in his or her concentration. This goes into priming
stage of the learning process: preparing students and making them more receptive to learning. ,
Researchers have gone so far as to make a list of musical pieces for specific working and
learning purposes. Thus, for example: baroque music to induce an alert, low-stress state during
tests ; Disney’s Fantasia and Bach’s Suites for Orchestra when introducing new ideas or subjects:
Chopin’s Etudes, Debussy’s Claire de Lune and Beethoven’s Piano Concerto No. 5 for
brainstorming and creative problem solving.

Music is part of our everyday. Instead of exiling it outside the classroom or, even worse, looking
at as enemy leaning, we would do well to harness its potential as a leaning aid. One way of doing
this is, quit simply, to allow students to listen to music on their headphones during class. Of
course, “silence areas” should be set aside for those who prefer quiet while studying. Even wind
chimes, hung in strategic sites, might work unexpected wonders.

Light is another environmental element. While some children concentrate better in well-
illuminated rooms, there are others who think better in soft light. This is especially true for
young children. Of course, teachers might prefer ample light: the better to see who is cheating or
who is not listening to the lesson. Schools do not have to redo their electrical and lightning set
ups. A costly remedy is readily available: seat soft-light learners in spaces under indirect or
subdued light (if there are any) or al least away from the windows, or use plants or other dividers
to block off or to diffuse light; and seat bright-light learners near the window or immediately
under a light source. Students with eye defects must be given special attention in this light(pun
intended).

Temperature may be a bit more difficult to provide for than sound and light. Some students may
be indifferent, or may have learned to be indifferent, to varying degrees of warmth. However,
some (if not most) students do learn better under cooler conditions. Considering the state of our
economy, air-conditioners are probably out of the question, except in a very few private schools.
If schools cannot afford even electric fans with which to overcome heat, perhaps they can keep it
away through decorative screens. Better yet, school uniforms (for students as much as for
teachers!) may be redesigned to be lighter and more heat repellant.

Last but not the least, design should be seriously reconsidered. At present, classrooms and
classroom furniture lean heavily towards the formal: hard and straight-backed desks in wood,
plastic or steel, and similar tables. A softer, more informal design may help some students learn
better: cushions, throw pillows, carpeted floor. At the very least, students should be allowed to
seat on the floor, with or without their backs on the wall, or in any way more comfortable to
them. Curiously, even some teachers might themselves prefer of benefit from a more
comfortable chair.

Another aspect of design would be the seat arrangements. In place of standard theatre-type
arrangement, a semi- circular or even a random arrangement might be better not just comfort but
also for more free-flowing interpersonal or social environment.
 Learning Style Inventory (LSI) &
Productivity Environmental
Preferences Survey (PEPS)( Adults)
Drs. Rita Dunn &Kenneth Dunn – 1975
Elements of the Model:
Stimuli Subcategories
Environmental Sound
Light
Temperature
Design

Motivation
Emotional
Persistence
Responsibility
Structure

Alone In Pair
Sociological
With Peers On a Team
Authority or Collegial Teacher
Varied

Perceptual Modalities:
Physiological
Visual Auditory
Tactual Kinesthetic
Intake
Time of Day
Mobility
Global/ Analytic
Psychological
Hemisphericity:
Right brain/ Left Brain
Impulsive/ Reflective

Correlation:
 Strongly Global:
Needing low light, sound, periodic breaks, informal design, and intake
 Strongly analytic:
Needing bright light, quiet, formal design, no intake, and being persistent
  Diagnostic / Prescriptive
 Individual styles assessed –areas of different from other styles
 PEPS -100 item; LSI(Grades 3-4) -104 item; LSI (Grades 5-12)- 104

Edmonds Learning Style Identification

Exercise (ELSIE)
Harry Reinert -1976

Elements of the Model:

 Learning style reactions to auditory

 ELSIE is geared primarily to identification of the perceptual categories in the
Dunn & Dunn, Hill, and other instruments.
 Students should have their initial contact with new material by means of their
most efficient perception.
 The categories of the ELSIE are incorporated directly in the NASSP LSP.
 The ELSIE is composed of 50 one-word items read aloud to students, who are
then asked to characterize their reactions to the work according to a forced choice
among four alternatives:

(a) Visualization or creation of a mental picture

(b) Alphabetical letters in writing (the word spelled out)
(c) Sound
(d) Activity ( an emotional or physical feelings about a word)

Inventory of Learning Processes (ILP)

Ronald Schmeck -1977

ELEMENTS OF THE MODEL:

 From psychology, Schmeck believes cognitive and personality studies, while useful, are
not definitive and that learning styles, as a construct, would be more useful.
 Learning style is a predisposition on the part of some learners to adopt a particular
learning strategy regardless of the specific demands of the learning task.
 Learning strategies are patters of information-processing activities that the individual
uses to prepare for a test of memory.
 Elaborate processors do more than just remember; they classify, compare, contrast,
analyze, and synthesize information.
 Shallow processing is not separate style, but it is one point on a continuum.
 The ILP was a self-report instrument comprise of 62 items to assess students’
behavioural and conceptual processes.
 This true/ n false format arranged items into four scales: synthesis analysis, study
methods, fact retention, and elaborate processing.
 It is possible to retain facts when processing deeply.
 Memorizing is shallow detention.
 This model sheds light on the authority orientation of the learner who is “eager to
please”.

Paragraph Completion Method (PCM)

Dr. David Hunt – 1978

Elements of the Model:

 Learning styles –those educational conditions under which students are most likely
learn.
 Students’ need for structure.
 Learners who have a low conceptual level are concrete, impulsive, and have poor
tolerance for frustration. They require a great deal of structure.
 Learners who have a mid-stage conceptual level are conforming or dependent. They are
dependent on the rules and authority and are categorical thinkers. They require less
structure, and need more choices.
 Learners who have a higher conceptual level referred to as independent and are
described as inquiring, self-assertive, and questioning. They require less structure, and
need more choices.
 Hunt promotes both teaching to student strengths and students changing their styles.
 For the lower cognitive level students, begin with high structure and gradually decrease
the amount of encourage self-initiative.
 Paragraph Completion Method consists of six lead sentences, which the learner is
directed to complete and write about.
 The specific response is important in terms of the complexity of the response, not the
opinion stated.
 Learning Style Inventory (LSI)
Dr. David Kolb -1976

Elements of the Model:

 Conceptual framework of learning styles on what Kolb refers to as an experimential

learning method.
 The core of this model is a simple description of the learning cycle of how adult
experience is translated into concepts, which in turn are used as a guides in the choices of
new experiences.
 A four stage cycle:
1. Immediate concrete experience is the basis for observation and reflection.
2. Those observations are assimilated into theory from which new implications for
action can be deduced.
3. Those implications serve as guide in acting to create new experiences.
4. The cycle involves.
 To be effective, the learner requires abilities that are opposite: concrete experiences
versus abstract conceptualization, and active experimentation versus reflective
observation.
 The Learning Style Inventory is a 9-item assessment with 4 sub-items to be rank ordered
by adults.
 Four dominant types of learning styles have engaged most frequently:
1. Converger –abstract conceptualization and active experimentation.

Strength: practical application of ideas

2. Diverger –opposite of Converger.

Strength: concrete experience and reflective observation –imaginative

3. Assimilator – abstract conceptualization and observation.

Strength: ability to create theoretical models.

4. Accommodator – concrete experience and active

Strength: actually doing things, carrying out plans and experiments, involving
themselves in new experiences.
 Designated for and applied to adult organizational systems and management training.
 Gregorc Style Delianeator (GSD)
P. Gregorc – 1997
Elements of the Model:

 Consists of distinctive, observable behaviours that provide clues to the functioning of

individual minds and how they relate to the world.
 Individuals learn in combinations of dualities; specifically perception and ordering.
 Abstract, concrete, random, and sequential proclivities have 2 been found by Gregorc to
combine into several styles.
 Four distinct learning patterns in the model. While everyone exhibits all four to some
degree, most exhibit one or two.
1. Concrete Sequential –acquire knowledge through direct hands-on experience;
appreciate order and direct step-by-step instruction.
2. Concrete Random –best characterized by experimental attitudes and behaviours using
the trial and error approach; tendency to make intuitive leaps.
3. Abstract Sequential –have excellent decoding abilities with written, verbal and image
symbols sequential manner; will learn better from authorities than through active
experimentation.
4. Abstract Random –distinguished by their attention to human behaviour and their
capacity to interpret vibrations; prefer to receive information in an unstructured
manner and, therefore, prefer discussions and activities that involve multi-sensory
experiences.
 Gregorc assess style with the Gregorc Style Delineator, a self-report inventory based on
the rank ordering of four words in each of the ten sets.

4 Mat System

Bernice McCarthy -1976

Elements of Model:

 All people sense and feel, observe and think, and experiment and act. All learners move
continually between abstract conceptualization and concrete experience while learning.
 Sequencing patterns and four learning-style clusters.
 Four-step model with labels and attributes:
1. Innovatives are curious, aware, and perceptive.
2. Analytics are critical, fact seeking, and philosophizing.
3. Common-sense people are hands-on, practical, and oriented toward the present.
4. Dynamics are risk taking, adaptive, inventive, and enthusiastic.
  McCarthy developed an overlay of hemisphericity, identifying the left-brain function as
being associated with verbal, field-independent activity and the right-brain function as
being responsible for visual/spatial, field dependent activity.

McCarthy proposes a spiral process of learning:

 Learning enters into the spiral through a right-brain structured activity design for
motivational arousal. This is the sensing-feeling activity for the innovative learners.
 The next component is dissection of the activity in great detail, providing the
investigative, intellectual exercises that appeal to analytic learners.
 Once the concept has been formulated, learners practice working with the concept. Ths
relates to common sense hands-on practice and personalization.
 Finally, the learner is asked to make right-brain choices of alternatives and apply as many
as possible to real-world situations. This relates to the dynamic learner, the action-
oriented doer who thrives on implementing programs.

All four styles are presented with accompanying left-right hemisphere activities in every lesson.