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Learning Styles
CCPH Summer Service-Learning Institute
July 24-27, 2009
Bobby Gottlieb
Karen Yoder
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Activists
(Accommodator)
feel & do
Reflectors
(Diverger)feel & watch
Theorists
(Assimilator)
think & watch
Pragmatists
(Converger)
think & do
Concrete
Experience
Feeling/ Sensing
Abstract
Conceptualization
Thinking/Concluding
Reflective
Observation
Watching/Reviewing
Active
Experimentation
Doing/Planning
Percep
tionContinuum
How
wethinkaboutthings
Processing
How we
Continuum
do things
Adapted from Alan Chapman 2005
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Learning Styles Inventory
Instructions
There are nine sets of four words listed below. Rank order each set of four words
assigning a:
4 to the word which BEST characterizes your learning style
3 to the word which NEXT BEST characterizes your learning style
2 to the NEXT MOST characteristic word and,
1 to the word which is LEAST characteristic of you as a learner.
BE SURE TO ASSIGN A DIFFERENT RANK NUMBER TO EACHOF THE FOUR
WORDS IN EACH SET. DO NOT MAKE TIES.
1. ___ discriminating ___ tentative ___ involved ___ practical
2. ___ receptive ___ relevant ___ analytical ___ impartial
3. ___ feeling ___ watching ___ thinking ___ doing
4. ___ accepting ___ risk-taker ___ evaluative ___ aware
5. ___ intuitive ___ productive ___ logical ___ questioning
6. ___ abstract ___ observing ___ concrete ___ active
7. ___ present-oriented ___ reflecting ___ future-oriented ___ pragmatic
8. ___ experience ___ observation ___ conceptualization ___ experimentation
9. ___ intense ___ reserved ___ rational ___ responsible
CE ________________ RO ____________ AC _______________ AE _______________
234578 136789 234589 136789
SCORING THE LEARNING STYLE INVENTORY
To obtain your score on the four dimensions measured by the inventory, Concrete Experience (CE), Reflective
Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE), sum each column using only those
words whose item number appears under the place for the total score. For example, for CE total the ranks you gave for
words 2,3,4,5, 7 and 8 in the first column. For RO, total the ranks you gave for words 1,3,6,7, 8, and 9 in the secondcolumn, and so on for AC and AE. Ignore non-scored words in each column. Transfer the four raw scores to the Learning
Style Profile on the next page by placing a mark next to the number you scored on each of the four dimensions. Connect
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Four Types of Learning Styles
Reflector(Diverger)
Theorist (Assimilator)
Pragmatist(Converger)
Activist (Accommodator)
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REFLECTOR
Ponders experiences and observes
Seeks data and considers thoroughly
Postpones decision making until all
information is collected Watches and listens before
offering an opinion
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THEORIST
Approaches problems using vertical,step by step approach
Pulls together disparate fact into
coherent theories Seeks perfection
Dislikes flippancy and
uninformed decision-making
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PRAGMATIST
Displays practical problem-solving
and decision-making skills Sees problems as opportunities
Acts quickly and confidently to
implement ideas Dislikes ruminating and open-
ended discussion
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ACTIVIST
Acts first, considers the consequences later
Focuses on the present Ill try anything once philosophy
Tackles problems by
brainstorming
Thrives on challenges;
bored by implementation
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Learning to ride a bike
Reflectors think about riding and watchothers ride
Theorists want a clear grasp of the conceptof riding a bike
Pragmatists Seek practical tips from abiking expert
Activists Leap on the bike and give it a try
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Activists
(Accommodator)
feel & do
Reflectors
(Diverger)feel & watch
Theorists
(Assimilator)
think & watch
Pragmatists
(Converger)
think & do
Concrete
Experience
Feeling/ Sensing
Abstract
Conceptualization
Thinking/Concluding
Reflective
Observation
Watching/Reviewing
Active
Experimentation
Doing/Planning
Percep
tionContinuum
How
wethinkaboutthin
gs
Processing
How we
Continuum
do things
Adapted from Alan Chapman 2005
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Using the Kolb Learning
Cycle in Service-learning
Barbara Gottlieb
Borrowing heavily from Elizabeth Armstrong and
Ramin Pars-Parsi
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Kolbs Four Basic Learning StylesKolb, DA. Experience as the Source of Learning and Development. Englewood Cliffs, NJ Prentice Hall, 1984; 42
reflector
theoristpragmatist
activist
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Working through all 4 quadrants
Learners prefer to learn by working in their
own strongest style Teachers and educational experiences
should encourage students to work through
all 4 quadrants
Learning begins in quadrant 1 and moves
through the cycle
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Curriculum Planning Framework
Armstrong and Parsa-ParsiAcademic Medicine, volume 80, No. 7, July 2005 pp680-684.
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Quadrant 1 WHY?Personal meaning and motivation
What are some teaching/learning activities
that accomplish this? Activate prior knowledge
Ask for goals
Bio-sketches learn about one another
Encourage reflection
Create an experience, analyze the experience for
its personal meaning
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Quadrant 2 What?Acquisition of new knowledge and concepts
What are some teaching/learning strategies
that accomplish this? Select a specific problem/issue & present data
Consider alternative solutions
Lecture
Journal reading
Observations, debriefs
Collect data,use data to build theory
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Quadrant 3 How?Practical application
What are some teaching/learning strategies
that accomplish this? Planning activities
Simulations
Role plays Case discussions
Activities in the real world
Evaluate consequences of specific strategies andsolutions
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Quadrant 4 If?Synthesis and extension
What are some teaching/learning strategies
that accomplish this? Implementation plans
Plans for next steps
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Applying this to service learning
Curriculum planning
Faculty development
Student reflections
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Exercise
Consider the following student reflections
While each reflection may suggest several learningstyles, decide which learning style dominates
Imagine a response/reflection back to the student.
How would you acknowledge the learning style that youidentify?
How would you move him or her around the cycle?
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Students reflections - 1
In participating in this experience. 2 things struck me about myself that I think will
be important to be cognizant of in the future. The first is that I am very task-focused. I like getting things done. With a large ongoing project like this it isimportant for me to break down what needs to be done into smaller pieces that Ican identify as being completed and mentally check off for myself to indicateprogress. Psychologically, this keeps me from feeling overwhelmed andmotivates me to be happy with working consistently toward a larger goal. While it
is important to do this to keep my motivation high it is equally important for me notto lose sight of the larger goal that we are striving for by being bogged down indetails and tasks. Also, interaction with community members became a clearlyimportant motivator for me. While I know that there is a balance that needs to bestruck between direct involvement with the community and moresystems/administratively focused work in many job positions it is clear to me thatmy happiness is linked to the proportion of community involvement staying high. Itis not just an ideal that I hold to, but also a key part of who I am, what I am goodat, and what makes me happy.
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Student 1, part 2
Equally important for me to know about myself are the areas inwhich I really need to grow and develop in order to be mosteffective. First, is that I need to be more patient with the process.In many ways related to being task focused, I can become easilyfrustrated and disheartened when things are not moving forwardas quickly as I would like them to. Building patience with the
process is something that I think I can continue to work onespecially if I use my commitment to quality and the importanceof inclusion of many stakeholders as the motivators. I also think Ineed to continue to work towards trusting in ways that literaturecan truly be a useful guide to practical work when synthesizedappropriately
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Students reflections - 2
One pretty great thing about this project is that I find myself reflecting
personally on my own attitudes and body image more throughout the
day after working a shift at ---. Even though I consider myself to have afairly positive body image, I have actually had situations since starting
this practicum when I think to myself, for example, Am I being
assertive, passive or aggressive in this situation? If this real life
situation were a role-play for the boys, what would be the correct way to
handle this? I know it sounds kind of silly, but spending so much time
thinking about the positive messages we ant to teach the students has
helped to reinforce some positive traits in myself.
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Students reflections - 3
I think that this project is challenging in the sense that there is a lot of
information that I will need to collect from non-traditional sources and
synthesize in order to complete my work. I am hopeful that with enough
patience, time and focus I will be able to accomplish all that is required of
me. Although it is difficult, I appreciate the process that I am going
through because I am learning how to be resourceful and think outside of
the box, which are skills that cant be taught in my traditional med schoolcourses. It is for this reason that I am appreciative of this project and the
challenges that I face. I believe that I will grow tremendously as I
continue through the next couple of months.
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Students reflections - 4
It was somewhat frustrating to realize how difficult it would be to navigate
the political subtleties of this organization. There are not a few hidden
landmines that may be difficult to see before steeping no them. In
working with --- a collaboration of different non-profit agencies working
for domestic violence victims I have been impressed by the challenges
presented by the asymmetry of different working groups. I had
anticipated that the differences in perspective would present the mostdaunting challenges for example, when worldviews or purposes
conflict. However, those differences are often remediable by common
ground and practicality. Leadership can present clear choices, elucidate
conflicts, and offer reasoning that enlists the support of different partners
in realizing a commonly beneficial goal.
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Discussion Topic
How does awareness of personal primary and
secondary learning style contribute to movingthrough the learning cycle?