D. Learning Styles

Appendix D. Learning Styles Chapter 4, Adult Learning

P. J. Bloom (2015) summarized the many learning preference typologies into two basic frameworks. The first defines four types of learners on two continuums: concrete vs. abstract and sequential vs. random:

TYPE OF LEARNER

Practical learners concretesequential

Analytic learners abstractsequential

Imaginative learners abstractrandom

Inventive learners concreterandom

MODALITY

Visual Auditory Kinesthetic

DESCRIPTION COACHING STRATEGIES

Want to see the real-life application of the ideas they are learning. Their favorite question is, “Why does this matter?”

Like to weigh the advantages and disadvantages of each issue. Their favorite question is, “How do you know this is true?”

Focus more on the process of learning than on the content. Learning must be personal. Their favorite question is, “Why is this important?” Use experimentation and insight to solve problems. Inventive learners may come up with novel solutions. Their favorite question is, “What if?”

DESCRIPTION

Learn best when information comes in visual images Learn best when information is spoken; can recall specifics of what was said Learn best by touching, moving, and feeling Use handouts, products, and notes with stepby-step details. Practical learners like a clear agenda so they know what is going to be accomplished.

Develop lists of pros and cons. Analytic learners like to have vigorous logical debates.

Set up small-group discussions or in-depth sharing in pairs. Imaginative learners may be good at the big picture and less focused on details.

Set up thought experiments or simulations of new practices. Inventive learners may be too busy coming up with alternatives to follow

The second is defined by three basic perceptual modalities:

PERCEPTUAL

directions.

COACHING STRATEGIES

Use diagrams, charts, and tables or media such as videos or pictures. Visual learners use mind pictures to memorize information but have trouble remembering oral instructions, so help them by writing down the directions. Use small- and large-group discussions, lectures, storytelling, and recordings. Reinforce written in-

structions by reading or paraphrasing them aloud.

Use role-playing, scenarios, and active games. Some kinesthetic learners need to move and can’t sit for long periods.

Bloom, P. J. (2015). Blueprint for action: Leading your team in continuous quality improvement. Lake Forrest, IL: New Horizons.