3. 3 COMMON MODELS
• Felder-Silverman Learning Style Model
• Kolb’s Learning Style Model
• Myers-Briggs Type Indicator (MBTI)
4. FELDER-SILVERMAN LEARNING STYLE
Sensing Intuitive
Prefer concrete, practical, and procedural
information.
Prefer graphs, pictures, and diagrams, etc. –
visual information.
Prefer physical experiments, group work, and
figuring how things work.
Prefer information given in an orderly manner.
They put details together to see the big picture.
Sequential Global
Active Reflective
Visual Verbal
Prefer conceptual and theoretical information.
Look for meaning.
Prefer to hear or read information. Look for
explanations with words.
Prefer individual learning and thinking things
through before doing something.
Prefer a systematic approach. They see the big
picture first and then the details.
5. KOLB’S LEARNING STYLE
Type 4 – Concrete, Active
Concrete
Abstract
ReflectiveActive
Type 1 – Concrete, Reflective
Type 2 – Abstract, ReflectiveType 3 – Abstract, Active
Student
• Typically asks “Why?”
• Responds well to explanations of how course material
relates to their experience, their interests, & future careers
Instructor
should motivate
Student
• Typically asks “What?”
• Responds well to information that is presented in an
organized, logical fashion and benefits from reflection
Instructor
should function
as expert
Instructor
should function
as coach
Student
• Typically asks “What?”
• Responds well to working actively
on well-defined tasks where they
can fail safely
Instructor
should allow
independence
Student
• Typically asks “What if?”
• Prefers to apply course material in
new situations to solve real problems
6. MYERS-BRIGGS TYPE INDICATOR
Extravert Introvert
Like to try things out and to focus on the outer
world.
Practical, Detail-oriented, Focus on procedures
Skeptical and tend to make decisions based on
logic and rules.
Like to set and follow agendas and seek
closure even with incomplete data.
Judger Perceiver
Thinker Feeler
Sensor Intuitor
Like to think things through and focus on the inner
world of ideas.
Imaginative, Concept-oriented, Focus on possibilities
Appreciative and tend to make decisions based on
personal and humanistic considerations.
Adapt to changing circumstances and resist
closure to obtain more data.
7. TEACH TO ALL TYPES
• Use various types of material delivery
• Balance concrete information such as experimental results with conceptual
information like theories and models
• Demonstrate the logical flow of material but also making connections to other
classes, topics, and everyday experiences
• Encourage cooperative learning
• Provide in class time for students to consider the material presented as well as for
active participation
8. REFERENCES
• Matters of Style, Felder, Richard, ASEE Prism, 6(4), 18-23,
December 1996
• http://www.ncsu.edu/felder-public
