On Learning Styles

Sequential Learner Analytic Learner (Type 2) M Knowledge, facts Seeks facts I A thinker Needs to know what the experts think N Intellectual, logical, analytical Learns by thinking through ideas D Wants quiet and to be alone with books Less interested in people than ideas and concepts Uses intellect to learn Functions by adapting to experts Concrete Sequential Learner Common Sense Learner (Type 3) S Ordered, practical, linear thinker Seeks usability E A doer Needs to know how things work N Wants a quiet, structured environment Learns by testing theories in ways that seem sensible S Uses physical senses to learn Needs hands-on experiences, enjoys solving problems E Patient, conservative, perfection-oriented Needs to know how things asked to do will help in S eal life Concrete Random Learner Dynamic Learner (Type 4) I An experimenter Learns by trial-and-error, self-discovery N Wants a busy environment with many Likes variety and excels in T different resources situations calling for flexibility U Inquisitive, independent Tends to take risks I Uses trial-and-error learning Often reaches accurate conclusions T Intuitive, instinctive, impulsive in the absence of logical justification I Functions by acting and testing experience O N (b) Researching and presenting opposing views of a recent or ongoing controversy with respect to the explanation of a natural resource. (c) Investigating the role of government in resource exploration and conservation as an exercise in research skills. (See Ministry Document pp.137-8) An Approach Accommodating a Variety of Learning Styles To accommodate the diverse learning preferences within a class, three approaches are available: 1. The teacher can prepare four sets of distinct activities for each unit of study. 2. The teacher can alter the types of activities prepared for each unit so that only one learning style is accommodated per unit of study, but that over the year, learning activities for each preferred learning style are utilized approximately twenty-five percent of the time. 3. The teacher can design units of study that are flexible enough to allow students to operate within their preferred learning style some of the time. This is accomplished by allowing for choice. The first approach would be a truly noble gesture, almost certainly leading the teacher to exhaustion and nervous collapse. While the second approach has some This content downloaded from 157.55.39.127 on Tue, 28 Jun 2016 05:29:10 UTC All use subject to http://about.jstor.org/terms 1987, Vol. 61 Learning Styles 159