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© 2014 Antonio Amaral
Learner Styles Learning Modes Learning Activities
General Considerations
Teams can flow through
this cycle together
Each person learns differently
and
follows cycle individually
(stages can be jumped)
Learning is optimized
when cycle is followed
(as opposed to preferred style)
Learning is dynamic
and
occurs through experience
Tendency Toward IntroversionTendency Toward Introversion
Tendency Toward ExtroversionTendency Toward Extroversion
Characterization:
Dynamic, Adventurous Learner
Strengths:
Initiative & Implementation
Excels At:
Soliciting Input & Managing Risk
Focus:
Application vs Understanding
Contribution:
Intuitive Problem-Solving
Accommodator
Characterization:
Logical , Practical Learner
Strengths:
Patterns & Applications
Excels At:
Experimentation & Deductive REasoning
Focus:
Technical Tasks vs Social
Contribution:
Decisiveness with Data
Converger
Characterization:
Task Oriented, Conceptual Learner
Strengths:
Analysis & Theoretical Models
Excels At:
Inductive REasoning & Synthesis
Focus:
Idea vs People & Logic vs Application
Contribution:
Research & PLanning
Assimilator
Characterization:
Broad Interests, Social Learner
Strengths:
Imagination & Building Rapport
Excels At:
Multiple Perspectives & Big Picture
Focus:
Observation & Data Gathering
Contribution:
Creative Problem Solving
Diverger
At
C
en
tre of Learning Experience
Le
arner
AE
/
CE
AC
/
AE
CE /
RO
RO
/
AC
Doing
/
Feeling
Transfer
Knowledge
Thinkin
g
/ Doing
Knowledge
Acquisition
Feeling
/ W
atching
Representation
Knowledge
Watchin
g
/
Thinking
Knowledge
Construction
How we do thingsTask Approach
Grasping Experience
Processing Continuum
HowweThinkAboutthings
EmotionalResponseTransformingExperience
PerceptionContinuum
A
ctiveExperimentatio
n
Active
Pragmatism
Doing
Abs
tract Conceptualisat
io
n
Abstract
Conceptualism
Thinking
Refl
ectiveObservatio
n
Passive
Reflection
Watching
Direct
Activism
Sensing
Concrete Experience
Accom
m
o
dating
Con
v
e
rging Assim
ilating
Diver
ging
A
cco
m
m
o
d
a
to
r
K
IN
ESTH
ETIC
Co
n
verger
TA
CTILE
A
ssim
ila
to
r
A
U
D
ITO
R
Y
D
iverger
V
ISU
A
L
"Where can
I
applythis?"
Applicatio
n
Oriented
Let Teach
If?
"How does
thiswork?"
Process
O
riented
Let Try
How?
"Whatar
e
the facts?
Definition
O
riented
Give Facts
What?
"What'sin
it
for
me?"
Meaning
Oriented
Give Reason
Why?
Trainer Role:
Coach/Facilitator
Trainer Role:
Teacher
Trainer Role:
Motivator
Trainer Role:
Colleague
Learns by: Processing ideas
Connects to: facts and research
Seeks: expert opinion
Likes: Information
Wants: all the details
Learns by: Identifying Meaning
Connects to: Values and emotions
Seeks: Overviews
Likes: Gestalt
Wants: Broad understanding
Learns by: testing theories
Connects to: Understanding How
Seeks: Usability
Likes: Exercises and Feedback
Wants: an exlanation
Learns by: trial and Error
Connects to: Hidden Possibilities
Seeks: Self discovery
Likes: Usability
Wants: To Apply / Implement
Skills
Modifying
Adapting
Risking
Creating
Skills
Experimenting
Manipulating
Improving
Tinkering
Skills
Listening
Analyzing
Classifying
Theorizing
Skills
Observing
Speaking
Interacting
Brainstorming
Experiential
Learning
Model by David A. Kolb