An Eclectic Viewof

Learning Styles

Brenda Stallion Barkley, Ph.D.

Performance Learning Systems, Inc.6227 Lower Mountain Road

New Hope, PA 18938888.424.9700215.862.7356

bbarkley@plsweb.comWeb site: www.plsweb.com

GEOMETRIC SURVEY

GETS THINGS DONE.

This individual is even, balance, predictable; stable, simple, clean, solid. As workers, these people are highly task-oriented; more left-brained. They get things done logically, sequentially. They will not abandon a task until it is finished. Left-brained.

GETS THINGS DONE COOPERATIVELY.

Not quite as structured; they are team players, good at cooperating. They like stability and yet have a bit of flexibility. They believe in getting things done with people through cooperation. If you squeeze a rectangle, (s)she will call an emergency meeting. (S)he will say, “It sounds good. Let me run it by my people and get back to you.” They like all their ducks in a row. Left-brained.

GEOMETRIC SURVEY

GETS THINGS DONE FAST.GET TO THE POINT.

Is pointed; gets to the point; achievement oriented; independent. These are the movers and shakers. “Don’t just sit there, do something.” Some make things happen. Some wonder what happened. These people say, “Ready, fire, aim.” Left-brained.

TALK.

No beginning, no end. These are the accommodators, nurturers; they are nice/smooth. Data is not their thing. They are well-rounded. They just keep rolling along. They are adaptive. If you can’t fight and you can’t flee, you flow. Go with the flow. Can find way to accommodate. They believe that they never have to read as long as they can ask questions. Right-brained.

GEOMETRIC SURVEY

NO PROBLEMS.

Sex-crazed individuals (joke). Those individuals what want things done differently. The unique appeals to them. If you want to drive a squiggly crazy, say “We’ve always done it that way.” They are tangential thinkers. They will go off on a tangent, but they hear what is said. Right-brained.

Quick-Pick Interpretation ofThe Kaleidoscope Profile® Results

SENSORY STYLES

Kinesthetic:

Works bestwhen able tomove and dothings withlarge muscles.

Tactual:

Works bestwhen able tofeel throughsmall musclesand personalrelationships.

Visual:

Works bestwhen able tosee, watch,read, andview.

Auditory:

Works bestwhen able tohear, speak,discuss, andthink outloud.

Quick-Pick Interpretation ofThe Kaleidoscope Profile® Results

PERCEPTUAL ANDORGANIZATIONAL STYLES

Concrete:

Prefers toworkwith realobjects,sounds,colors, andexperiences

Abstract:

Prefers towork withsymbols,words,numbers,and otherabstractions.

Global:

Prefers to work with the“big picture,”large chunks,and intuitiveleaps.

Sequential:

Prefers towork withstep-by-step,orderly, logicalinformation.

Quick-Pick Interpretation ofThe Kaleidoscope Profile® Results

TEMPERAMENT STYLES

IntuitiveFeeler:

Valuesintegrity,relationshipsand personaland emotionalissues.

IntuitiveThinker:

Valuescompetence,rationalreasoning,andintellectualcomplexities.

SensingJudger:

Valuesauthority,organization,predictability,andusefulness.

SensingPerceiver:

Values action,excitement,style,competition,andimmediateresponses.

Dr. Paul MacLeans’sTriune Brain Theory

Visual ModeCreating Pictures

Visual ModeRecalling Pictures

Auditory ModeCreating Words

Auditory ModeRemembering Words

Kinesthetic ModeExperiencing Feelings

Auditory ModeTalking to Yourself

Auditory Plus Visual: Graphic Organizer

Auditory Plus Visual: Graphic Organizer

Auditory Plus Visual: Graphic Organizer

Auditory Plus Visual: Graphic Organizer

Auditory Plus Visual: Graphic Organizer

Auditory Plus Visual: Graphic Organizer

Model of the Earth

INNER CORETough Stuff

CRUSTRocks, Trees, Water

LITHOSPHEREMoving Plates

ASTHENOSPHEREOozy, Asthenosphere

DEEP MANTLEHot Rocks

OUTER COREMolten Magma

S

A

G

CO

rgan

izat

ion

al Perceptual

RealApple

ColorPhoto

AbstractPainting

WrittenWord

SpokenWord

SpokenDescription

AS

AGCG

CS

Org

aniz

atio

nal

Co

nti

nu

um

Perceptual Continuum

ConcreteSequential

part by part proceduresstep by step directions

real world things

AbstractSequentialdiscuss, readcompute numbers sequentiallyand analyze verballydo things in their head

ConcreteGlobaltrial/error

real world in randomdiscovery method of learning

AbstractGlobaldiscuss ideas, concepts,pattern, associationsplay with wordscreate metaphors

GASC DiagramThe information on this diagram is set up as though you are facing someone.

Right Hemisphere

GlobalSynthesisStoriesInductive Reasoning

Concrete /ImagesVisualsSoundsFeelingsBody Movements

Left Hemisphere

SequentialAnalysisClassificationDeductive Reasoning

Abstract /SymbolsWritten WordsSpoken WordsNumeralsEquations

GASC — Teaching Strategies

Concrete/Sequential

• field trips organized step-by-step, with a goal• structured, hands-on materials such as models• structured demonstration lessons• simulations that follow the rules• using step-by-step directions to complete a

task• using concrete materials and following

directions

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Abstract/Sequential

• lectures, with questions and answers in a step-by step progression

• audiotapes and/or videotapes in a step-by-step sequence

• almost all textbooks• presenting logical thought and constructions• explaining theories through deductive

reasoning• programmed instruction

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GASC — Teaching Strategies

Abstract/Global

• open-ended think sessions• group discussions• allowing think time for reflections before

beginning a project or assingment• allowing students to make intuitive leaps• using the synthesis process to allow students

to get an “Aha!”• optional reading assignments

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Concrete/Global

• optional assignments involving real things• problem solving simulations• open-ended, discovery-type field trips• learning through trial and error and seeing

real objects• committee work on real projects• discovery leaning

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Round 1

Round 2

Round 3

1A-R

B-X

C-O

2O

R

X

3X

O

R

1 2 3

4 5 6

7 8 9

Round 1

Round 2

Round 3

Concrete Sequential: M&M’s™ GraphPrediction________________________________Actual__________________________

Title____________________________________________________________________

Cone of Learning

We learn best through doing.Adapted from Teaching Teachers to Teach by Donald L. Griggs, © 1974, Griggs Educational Services. Adapted and reprinted by permission of the publisher, Abingdon Press.

Actual ExperienceField Trips Special

ProjectsVisiting

VisualRoomsChartsFilms

ChalkboardNewsprint

PicturesMaps

FilmstripsFlannelgraph

Overhead Projector

Learner has something to see.

60% of what we see

SimulatedLearning Centers:

Home LivingResearchBuilding

ArtNatureOthers

Creative Activities:PuppetsPostersBanners

MuralsPaintingsCollages

Creative Writing • Role Playing • Crama • Pantomime • DebatesSimulated Games • Panel • Research • Question and Answer • Buzz Groups

Learner is involved.

90% of what we do

VerbalStory

LectureRecords

DiscussionSinging

Learner is listening only.

WeRemember:

10% of what we hear