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OBSERVATIONS
OBSERVATIONS
- A variety of models have been devised to describe learning styles (for example, Kolb’s
experiential model
[E2]
[E3]
[I1]
[I2]
[F1]
[F2]
[S1]
[S2]),
but none of them could be considered exhaustive of the matter. We can define cognitive styles in different ways, but none of them can be considered an all-inclusive model.
We can intuitively understand connections between different models; for example, we can consider that the polar opposition Analytic/Global can be related to the oppositions Sensing/Intuitive and Reflective/Impulsive (in that we can assume that analytic learners could also tend to be systematic and reflective). But a comprehensive model is yet to be devised.
The reason is that mind processes are rich and varied. And it is difficult to encompass them in an all-inclusive model. Each individual is a complex human being. It is only natural that a variety of different variables are necessary to try to describe mental processes.
- We can only talk about tendencies, not absolute values. The polar oppositions Analytic/Global, Sensing/Intuitive, Concrete/Abstract, Intuitive/Reflective should be only considered as ideal categories . Polar oppositions define a continuum between two extremes; and in real situations, people place somewhere along this continuum (showing tendencies, but not absolute features). This is the reason why we should not label individuals as belonging to specific learning types . We can only attempt to describe complex situations and try to understand them.
- As an immediate consequence of the previous observation, these polar oppositions do not imply negative or positive connotations. Their usefulness lies in their descriptive power and in their neutral quality .
SENSING AND INTUITIVE LEARNERS
[E1]
Sensing learners like facts, data and experimentation (drawing objective conclusions from what they observe); a sensing person perceives information realistically and precisely.
Intuitive learners tend to rely on indirect perception by way of the subconscious (they tend to draw subjective conclusions from what they perceive); (an intuitive person concentrates on meaning rather than details.
CONCRETE AND ABSTRACT LEARNERS
[E1]
Concrete learners
are more inclined to rely on memorization (they like using drills and flash cards) as a learning strategy; they tend to be sequential, grounded in the present; they tend to process information step-by-step.
Abstract learners tend to deal better with principles, concepts and theories; they tend to be non-sequential and abstract.
ACTIVE AND REFLECTIVE LEARNERS
[E1]
[E2]
[S1]
Active learners
have a tendency toward the experimentation; they tend to live the learning experience and then to understand it; they prefer doing something with the new information (discussing it, or explaining it, or testing it in some way).
Reflective learners
tend to examine and manipulate the information introspectively; they tend to understand the learning experience before actually living it; they tend to focus on thoughts and concepts.
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