Learning styles

Learning styles

1. Activists

   • learn by doing, being involved
   • learn by being thrown in a deep end with a difficult task
   • learn by working with others
   • learn when involved in new experiences, problems etc.
   • learn less on lectures or seminar
   • learn less reading or writing on their own
   • Learn by doing, being involved

2. Reflectors

   • learn by observing individuals or groups work
   • producing analyses and reports doing tasks without tight deadlines
   • learn by reviewing what has happened and think about what they have learned
   • learn less acting as leader or role-playing in front of others
   • learn less doing things with no time to prepare
   • learn less being rushed or worried by deadlines
   • Learn by observing and thinking

3. Theorists

   • learn best when they are put in complex situations where they have to use their skills and knowledge
   • Need to understand the theory behind actions. Need models, concepts and facts to engage in learning.
     • they feel they're out of tune with the other participants
   • they are in structured situations with clear purpose
   • they are offered interesting ideas or concepts even though they are not immediately relevant
   • they have the chance to question things
   • they have to participate in situations which emphasise emotion and feelings
   • the activity is unstructured or briefing is poor
   • they have to do things without knowing the principles involved

4. Pragmatists

   • Need to be able to see how to put learning into practice in the real world. Keen to try out new ideas.
     • there is no apparent pay back to the learning e.g. shorter meetings
     • the event or learning is 'all theory'
   • learn best when there is an obvious link between the topic and job
   • they have the chance to try out with feedback e.g. role-playing
   • they are shown techniques with clear advantages e.g. saving time
   • they are shown a model they can copy e.g. a film, a respected boss
   • there is no obvious or immediate benefit that they can recognise
   • there is no practice or guidelines on how to do it