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takes action Speculates on alternatives Likes to be in control of the situation . logic to meet goals. prefers to deal with things rather than people Uses reason.CHARACTERISTICS OF LEARNING STYLES TYPE CONVERGER “Practical” Applies ideas to solving problems Makes theories useful Has detective skills. search and solve Tests hypotheses objectively Unemotional.

book. takes action on tasks Learns by working at probabilities and testing them out.CHARACTERISTICS OF LEARNING STYLES TYPE CONVERGER “Practical” Sets up projects. theories Practical and action oriented Responsible. pilots with research Acts independently then gets feedback Uses factual data. coming to conclusions Narrow technical interests Characteristic of many engineers .

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listens. can model behavior . ears. supportive Uses eyes. “brainstorming” Creates with emotions. observes. aesthetic interest Oriented to relationships with people.the whole picture “Gestalt” Strong Imagination Excels in idea-generation. asks questions Observes others.CHARACTERISTICS OF LEARNING STYLES TYPE DIVERGER “Imaginative” Able to view concrete situations from many perspectives Sees lots of alternatives -.

careful Organized. planner Puts ideas together to form a new model Excels in integrating data for explanations Good synthesizer Precise.CHARACTERISTICS OF LEARNING STYLES TYPE ASSIMILATOR “Logical” A good theory builder. thorough. follows a plan .

digests Calculates the probabilities Reacts slowly and wants facts Works independently. reading Avoids over involvement . thinking. retests.CHARACTERISTICS OF LEARNING STYLES TYPE ASSIMILATOR “Logical” Redesigns.

critiques Rational.CHARACTERISTICS OF LEARNING STYLES TYPE ASSIMILATOR “Logical” Reflective and patient Pushes mind. complete Learns by individually thinking through ideas and designing a plan or model in an organized way Less interested in people and more concerned with theories being logically sound and precise Characteristic of the basic sciences and mathematics . analyzes ideas. logical.

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information and depends on others rather than on his own analytical ability Involves and inspires other people Searches. seeks out new experiences . feelings. “gut reaction” Gets others’ opinions. in carrying out plans and experiments Gets involved with lots of new activities -good starter Operates on trial and error.CHARACTERISTICS OF LEARNING STYLES TYPE ACCOMMODATOR “ Enthusiastic” Strong in getting things done.

discussion. can be impulsive Looks to the future Likes learning with people through projects. jump in Spontaneous and impatient.ACCOMMODATOR “ Enthusiastic” Likes risks. “doing” Broad practical interests . excitement. change and incentives Dislikes routine Excels in adapting to situations Willing to try.

• Gets into the office looking for friendly faces Reports/Outputs • Prefers verbal • Hates writing long detailed reports • Accepts short notices if notes and outlines are sufficient • Prefers charts. maps and pictures • Likes to have longer notice • Uses analogies Riding a bike • Jumps on and doesn’t read directions • Expects to be rescued • An opportunity to meet new people • Goes to park and observe people riding • Asks neighbor how he does it • Imagines self on bike Hobby/Recreation • Lives with a family • Goes to a country and explores it IMAGINATIVE • Tours the office • Knows who’s who • Gets a feel of the env’t.LEARNING STYLE EXAMPLES Some Typical Reactions Learning Style ENTHUSIASTIC In the office • Meets people. • Ask questions and observes • Uses language tapes • Reads lips .

LEARNING STYLE EXAMPLES Some Typical Reactions Learning Style LOGICAL In the office • Reads manual • Finds out rules • Looks at organizational chart • Reads annual report • Organizes desks Reports/Outputs • Prefers lead time and clear expectation • Will write long detailed reports (needs limits) • Likes graphs or chart is well • organized • Prefers knowing why the report is needed and when • Answers with evidence cases • Keeps reports short & to the pt. to file • Takes instruction book but only looks up the necessary part. • Keeps it in back pocket for future use • Takes a short course on conversational language. Riding a bike • Reads instruction on biking and tries it Hobby/Recreation • Takes university course on grammar and reading PRACTICAL • Finds out who does what and where the power is • Finds problems and start solving • Gets a good asst. .

Abella.The Cycle of Adult or Experiential Learning By Carmencita T. Practical Application Step 1. Analysis / Reflective Feedback . Activity or Experience Step 3. Abstraction or Integration Step 2. 1982 New Activity / Experience Step 4.

The Learning Cycle* Concrete Experience (Doing Something) Active Experimentation (Action Planning) Reflective Observation (Reflecting) (Theorizing) *David Kolb Abstract Conceptualization .

The Adult Learning Process 1st .ACTIVITY A structured experience May be direct or vicarious “What to do” phase To engage the learner To develop a common base for the discussion that follows .

ANALYSIS A reflective feedback A process of inquiry into the Activity The “why” phase To look more closely at what happened Systematic examination Experience sharing Learning from others .The Adult Learning Process 2nd .

The Adult Learning Process 3rd .ABSTRACTION Integration of Activity and Analysis Theory inputs The “so what” phase To make an inferential leap to life To derive generalizations To integrate the various concepts in the learning session .

APPLICATION A practical synthesis The “now what” phase Apply generalizations to work Transfer insights into realreal-life concerns Evaluate the effectiveness of session .The Adult Learning Process 4th .

“People learn best not by being told. USA .” – Training House New Jersey. but by experiencing the consequences of their own thoughts & actions.

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