My Journal #2 THE INCLUSIVE LEARNER AND HIS CLASSROOM MANAGER
Semester: Name of Student:
School Year: Student No.
1. Target Competency At the end of this activity, the the FS 1 student student will gain insights insights in in classroom classroom appropriate for learners.
management
2. Specific Tasks 1. Observe your Recourse Class. 2. Using a checklist, take note of the learners and how they are being managed by your Resource Teacher. 3. Research about effective classroom management principles. 4. Reflect on your classroom observation and the research re search findings you made about classroom management and its effect to learning. 5. Submit the hardcopy and scanned s canned softcopy of this completely filled out form, including attachment, to Dr. Marisa Reyes.
Classroom Management Area
Classroom (Resource Teacher)
Daily routine
Classroom Procedure
Seating Arrangement
Behavioral Management
Fillers
Brief Description
Underlying Theory/Principle
Task Assignment
Class Activities
Time Management
Others, please specify 3. Write your general impression about the relations between the learners and their teacher for better students’ learning
4.
Choose a particular classroom management area. Research about it. Pick out only onl y one research article that you like the most. A copy of its ABSTRACT should serve as an annex to this Journal . ( Note: Note: always use a standard bibliographic format in crediting crediting the work workss of others.) COMMENT BOX Regarding the Student Observer’s Behaviour/Attitude:
Login/Logout times of FS Student Date: Login
signature/Initials of Resource Teacher
Accomplished By:
FS Student SIGNATURE
Logout
signature/initials of Resource Teacher
Submitted To:
FS Coordinator
Episode 2 In Not Out Classroom manageme nt and learning
*Observe a class *Using a checklist find put the evident classroom components *Describe how the classroom is structured/ designed to allow everyone to participate in the learning activities. *Relate the data on your checklist to the learner’s behaviour *Reflect on how classroom management affects learning.
- Checklist Checklist on classroom management components - Photo documentation of classroom setting - Reflection paper on the activities than inclusivity rather than exclusivity among learners - Collection of classroom activities to the learner’s characteristics
*Manages time, space and resources to provide an environment appropriate to the learners and conducive for learning.
MY JOURNAL #3 THE LEARNERS’ INDIVIDUALITIES INDIVIDUALITIES Semester: School Year: NAME OF STUDENT: Student No.: (Surname) (Given Name) (M.I)
Name of Resource Teacher: (Surname)
(Given Name)
Name of School Observed: Resource Class: Class Lesson:
School Address: Year/ Grade: Date of Observation:
Section: /
/
Day (e.g. Th) YYYY/MM/DD YYYY/MM/DD
(M.I)
Duration: In minutes
1. Target Competencies At the end of this activity, the FS 1 Student will gain competence in determining teaching techniques, approaches and methods appropriate to different learners. 2. Specific Tasks 6. Observe students in your Resource School. 7. Study the learners’ characteristics and needs (Attributes). You may focus on one o ne of the following: gender, culture, interests and needs, intellectual ability, etc. 8. Take note of the classroom and outdoor activities occurred. 9. Analyze how the activities facilitated learning considering the learners’ attributes. attributes. 10. Submit the hardcopy and scanned softcopy of this completely filled out form, including attachment, to Dr. Marisa Reyes at
[email protected].
[email protected].
Group of Students According to:
Age
Gender
Ability
Race/Ethnicity
Religion
Interest
Circle of Friends
Inside/Outside the Class?
Positive Observation
Negative Observation
Role Identity
Others, pls. specify
References: Experimential Learning Course Nanabook. © TEC Lucas, Ma. Rita D. et. Al.(2007). Field Study: Experimential Learning Courses. Manila: Lorimar Pub., Inc. pp. 41-55 3. Write your general impression about the learners’ individualities. individualities.
4. Research about the learners’ individualities individu alities and how they can manage effectively. A copy of its ABSTRACT should serve as an annex to this journal Behaviour / Attitude: COMMENT BOX Regarding the Student Observer’s Behaviour (This portion is to be filled out by the Resource Teacher)
Login/Logout times of FS Student Date: YYYY/MM/DD
Log in:
Signature/Initial of Resource Teacher 24: MM
Accomplished by:
Submitted to:
DR. MARISA M. REYES FS Student SIGNATURE
FS Coordinator
References: Experiential Learning Course Nanabook. © TEC Lucas, Ma. Rita D., et. Al. (2007). Field Study: Experiential Learning Courses. Manila: Lorimar Pub., Inc.., pp. 41-55
Task # 3 Episode 3 You and I are different
*Observe three groups of learners from different levels.
Building friendship
*Describe each group of learners based on your observations. *Validate your observation by interviewing the learners. *Compare them in terms of their interests and needs.
- Narrative description of diversity among children.
Diversity of Learners
*Differentiate learners of varied characteristics and needs.
MY JOURNAL #4 THE LEARNER’S UNIQUENESS Semester: School Year:
NAME OF STUDENT: (Surname)
Student No.: (Given Name)
(M.I)
Name of Resource Teacher: (Surname)
(Given Name)
Name of School Observed: Resource Class: Class Lesson:
(M.I)
School Address: Year/ Grade: Date of Observation:
Section: /
/
Day(e.g. Th) YYYY/MM/DD YYYY/MM/DD
Duration: In minutes
1. Target Competency
At the end of this activity, the FS 1 Student will learn how a learn learner’s er’s uniqueness is defined operationally in a school setting and the implication it has to other group of learners. 2. Specific Tasks 11. Read a research/ journal article on “learner’s uniqueness”. 12. Observe a class according to your major. 13. Identify a learner whom you believe is unique from the rest of the class. NOTE: Please keep your findings/narratives’s confidentiality. 14. Validate your observation by interviewing the learner without letting him/her know that
you are studying his/her “uniqueness”. 15. Compare your interview findings with the journal that you just read. 16. Submit the hardcopy and scanned softcopy of this completely filled out form, including attachment, to Dr. Marisa Reyes at
[email protected].
[email protected]. The Learner
Name (Optional) & Brief Description Grade/Year Level References: Experiential Experiential Learning Course Nanabook. © TEC Lucas, Ma. Rita D., et. Al.(2007). Field Study: Experiential Learning Courses. Manila: Lorimar Pub., Inc.., pp.41-55
Physical Built
Interpersonal Ability
Affective Ability
Interests/ Hobbies
Disability (if any)
High, Middle OR low achiever?
Class Standing
Honor/s received
Economic Status
Specific Roles in Class/School (e.g., class president, joker, attention seeker, etc.
Others, pls. specify
3. Write your general impression about learner’s uniqueness .
4.
Research an article about a specific learner’s unique or exceptional ability. A copy of its ABSTRACT should serve as an annex to this journal. (Note: Always used a standard bibliographic format in crediting the works of others. Examples: E xamples: Agustin, Eric D. (2011). ( 2011). Field Study 1: The Learner’s Development and Environment. Manila: e-ducation e -ducation Pub. House, pp. 23-24. OR Agustin, Eric D. (2011). Field Study 1: the Learner’s Development and Environment. Environment . Manila: e-ducation Pub. House. Retrieved at http://eric.d.agustin.blogspot.com/FS1.pdf at http://eric.d.agustin.blogspot.com/FS1.pdf on 19 November 2011. 2011. NO NO PROPER CITATION; NO GRADE.)
COMMENT BOX Regarding the Student Observer’s Behaviour/ Attitude: (This portion is to be filled out by the Resource Teacher)
Login/Logout times of FS Student Date:
Log in: YYYY/MM/DD
24: MM
Accomplished by:
Signature/Initial of Resource Teacher
Submitted to:
DR. MARISA M. REYES FS Student SIGNATURE
FS Coordinator
References: Experiential Learning Course Nanabook.© TEC Lucas, Ma. Rita D., et. Al.(2007). Field Study: Experiential Learning Courses. Manila: Lorimar Pub., Inc.., pp.41-55
Task #4
Focus
Episode 5 Individual Differences and learning Process.
Date
Specific Tasks
Learning Evidence
*Observe learners o different learning abilities but the same year. * Interview them to gather their background information. *Observe them as they participate in a classroom
-Learner’s Profile -Narrative Report
activity. * Write narrative report.
Domain
Competencies/ Performance indicators *Determines, understands, and accepts the learners, diverse background.
Materials
MY JOURNAL #5 THE LEARNER’S FAMILY Semester: School Year:
NAME OF STUDENT: (Surname)
Student No.: (Given Name)
(M.I)
Name of Resource Teacher: (Surname)
(Given Name)
Name of School Observed: Resource Class: Class Lesson:
(M.I)
School Address: Year/ Grade: Date of Observation:
Section: /
/
Day (e.g. Th) YYYY/MM/DD YYYY/MM/DD
Duration: In minutes
1. Target Competency At the end of this activity, the FS 1 Student will learn how family affects in /directly the child’s/ learner’s performance in class/ c lass/ school. school. 2. Specific Tasks 17. Ask the permission of your Resource Teacher if you can invite for an interview a learner’s parents/ guardians at the Resource School. 18. Use the table below during the interview. 19. Submit the hardcopy and scanned softcopy of this completely filled out form, including attachment, to Dr. Marisa Reyes at
[email protected].
[email protected]. The Learner’s Family Family
Brief Description
Number of Siblings
Number of Siblings studying
Task #5
Focus
Date
Specific Tasks
Learning Evidence
Episode 5 Traits Check
*Observe a class on a regular day
- A reflection paper on the congruence or
(Learner’s Characteris tics and Learning Activities)
*Take note of characteristic s of the learner’s in the class. *Enumerate and describe the activities facilitated learning considering the learner’s
match of learning activities to the learner’s characteristics. - Reflection on the interaction of learners despite differences.
characteristic .
Domain
Competencies/ Performance Indicators *Recognize multi cultural backgrounds of
learners when providing opportunities. *Determines Teaching approaches and techniques appropriate to the learners.
Materials
MY JOURNAL #6 CLASSROOM MANAGEMENT
Name: Subject Observed:
Date:
Observation Exercises on Classroom Management Instructions: Discuss only the activities which you observed to be present p resent in the classess being observed. I.
Functions of management which are apparent 1. Develop effective habits of study 2. Cultivate obedience 3. Induce cooperation 4. Encourage neatness, accuracy, etc 5. Keep order 6. Relieve the “strain of teaching” teaching” 7. Conserve time and energy 8. Promote individuality
II.
Nature and type of management employed 1. Authority of the teacher noticeable 2. Freedom of student activity conspicuous 3. Democratic spirit apparent 4. Nothing routinized 5. Standard of management absent 6. Arbitrary standards vague 7. Rules instituted 8. Laissez-faire type of management apparent 9. Lack of management obvious
III.
Techniques used in management 1. Positive incentives 2. Negative incentives 3. Appeal to students’ interests interests 4. Disciplinary devices 5. Everything well organized 6. Work levels of students scientifically determined 7. Environmental factors controlled 8. Everything cooperates
9. Spirit of pleasantness prevails IV.
Disciplinary problems which are directly or indirectly observed 1. Excessive noise 2. Lack of industry 3. Indifference toward class work
V.
Disciplinary procedures employed in management 1. Re-organization of schedule 2. Adjustment of routine matters 3. Appeal to students’ interest interest 4. Coercion 5. Rebuke 6. Reproof 7. Ignoring the condition 8. Incentives 9. Rules of conduct 10. Special privileges 11. Immunities 12. Exemptions
VI.
Outcomes which are apparent 1. Loyalty to class work and the school 2. Obedience 3. Good manners 4. Cooperation 5. Orderly behaviour 6. Industry 7. Systematic ways of working 8. Kindness and appreciation 9. Enthusiasm
Task #6 Focus
Date
Specific tasks
Learning
Domain
Competencies/
Materials
Evidence Episode 6 School as Learning Environment
Episode 7 School Link CONNECT ME
Additional Notes:
Performance Indicators Diversity *Recognize of Learning cultural backgrounds of learners when providing
*Observe a class on a regular day *Take note of characteristics of the learners in the
- Narrative description of Diversity among children
class focusing on gender and cultural diversity *Interview our resources teacher about the principles and practices that he/she uses in dealing with diversity in the classroom *Select a learner
Description on how the teacher instills among children the values and knowledge on difference on gender, social backgrounds -home
Communit
*Reflects on
from that class that you have observed *Conduct a home visit to your selected learner *Describe the family in terms of number of siblings, number of siblings in school *Interview parents about (1) the rules they implement at home concerning their child’s schooling (2) the learner’s activities and behaviour while at home.
visitation report
y Linkages
the impact of home and family life to learning
Reflection on the impact of home and family life to learning
Learning Environme nt
learning opportunities
The Learning Process
Learning is sometimes defined as the “acquisition of information”. This is an inadequate definition. Regardless of the personal learning style of each of our students and children- our LEARN- ers- learning happens in, or goes through, throu gh, five stages. Acquisition is just one of those stages. Each of those stages is actually a function of neurology: each bit of information is passed from neuron to neuron until it is firmly lodged, embedded or, using computer jargon, “stored” “st ored” in the brain. The first stage in the learning process called priming. This is when the foundation of neutral network is established- through prior learning and preparation. In computer terms, this is the “software installation” and the “booting” of the system. s ystem. The brain, with its vast network of 12 12-15 -15 billion neurons, is the computer “hardware”. “hardware”. Teacher may “prime” their students in an of a number of wa ways; ys; by recapping the previous lesson, for example; or by making sure that their students are in a “proper” learning mood; or perhaps simply by giving an overview of the new lesson at hand. The second stage is called acquisition . The term looks at this stage from the point of o f view of the learner. Looked at from the point of o f view of the TEACH-er, TEACH- er, this stage may be called “input” stage. Inside the classroom, this is the stage where in information is presented – presented – by the Teacher) through, direct instruction and acquired – acquired – by by student). Outside the classroom, a learner can c an of course acquire new information on his or her own: discovery, through direct experiences, or perhaps through reading. In computer computer terms this stage is the equivalent of “encoding” a new document. This is also when neural connections co nnections are first fired or ignited. The third stage is called elaboration, when neural connections are enhanced. This is when new information is clarified through discussions or, in the case of discovery, through experimentation or perhaps through further research. In computer terms, this is the equivalent of running spell and grammar check or of editing and refining the document. Thus, teachers should actually welcome and encourage questions from students, because these indicate effort at elaboration. Ignoring or in any way belittling a student’s question can have devastating effects in both the short – and and the long – long – run: run: the elaboration stage is aborted, and the habit of elabo elaboration ration may be inhibited. In other words, actual learning is frustrated in the now and, in all probability, potential learning may ma y be discouraged in the future. The fourth stage is called incubation. This is when the neural connections are strengthened through repetition, rest and emotional intensity. In computer terms this is the equivalent in “saving” the new document. There is simply no way of byby- passing passing or “fast“fast-tracking” this stage: it must be allowed in its own time and pace. This is one reason wh why y subjects are generally taught in three one-hour sessions per week. It is entirely possible to teach Math for three straight hours
every Monday, for example, and Science for another three-hour set every Tuesday, and so on. Possible, yes. Equally effective, no. The three-installment set- up allows more time for incubation and is, therefore, more effective. The last stage is called integration. This is when the student is able to attach personal meaning to the new information and to make personal use of it, so that it becomes a genuine or real part of his/her life. In computer terms, this is equivalent to printing out the document. This stage is often accompanied by an “illumination” or an “aha! Experience”: when the new information clicks into into place inside the student’s brain. brain. We must bear in mind, however, that the th e computer analogy is far from perfect. Because the truth is that the brain is not as tireless or as a robotic as a computer. We can hack away at a computer compu ter hours on end, and the com puter’s capability will hardly depreciate. The brain, on the other hand, assimilates information best when it is allowed 2-5 2- 5 minutes of rest after a maximum “ processing chunk ” of 20-25 minutes. Teachers sometimes forget this simple guideline. Many speakers seem totally unaware of it. The Learning Environment
The environmental preferential elements include sound, light, temperature and design. First of all a word caution and hope: renewing environmental elements may require additional costs most schools cannot afford at present, but creative solutions can be developed in the mean solutions while. The element of sound is a curious thing immemorial, Filipino student have had to content themselves with only one sound inside the classroom: that of the teacher’s voice – explaining explaining the lesson, giving out instructions or assignment, scolding one student or the th e entire class. However, research shows that many students prefer to the lecture, or to study on their own, o wn, with some background music on. Hence the walkman phenomenon: students plugging away at their assignments while nodding their heads to the rhythm rh ythm of the music piping into their ears through a headphone or two. Furthermore, research shows that a certain types of music elicit specific emotional states. Specifically, some types of music trigger that release of the brain’s b rain’s natural opiates and hormones, which in turn relaxes the listener and helps in his or her concentration. This goes into priming stage of the learning process: preparing students and making mak ing them more receptive to learning. , Researchers have gone so far as to make m ake a list of musical pieces for specific working and learning purposes. Thus, for example: baroque music mu sic to induce an alert, low-stress state during
tests ; Disney’s Fantasia and Bach’s Suites for Orchestra when introducing new ideas or subjects: Chopin’s Etudes, Debussy’s Claire de Lune and Beethoven’s Piano Concerto No. 5 for brainstorming and creative problem solving. Music is part of our everyday. Instead of exiling it outside the classroom or, even worse, looking at as enemy leaning, we would do well to harness its potential as a leaning aid. One way of doing this is, quit simply, to allow students to listen to music on their headphones during class. Of course, “silence areas” should be set aside for those who prefer quiet while studying. Even wind chimes, hung in strategic sites, might work unexpected wonders. Light is another environmental element. While some children concentrate better in well-
illuminated rooms, there are others who think better in soft light. This is especially true for young children. Of course, teachers might prefer ample a mple light: the better to see who is cheati cheating ng or who is not listening to the lesson. Schools Schoo ls do not have to redo their electrical and lightning set ups. A costly remedy is readily available: seat soft-light learners in spaces spa ces under indirect or subdued light (if there are any) or al least away from the windows, or u use se plants or other dividers to block off or to diffuse light; and seat bright-light b right-light learners near the window or immediately under a light source. Students with eye e ye defects must be given special attention in this light(pun intended). Temperature may be a bit more may mo re difficult to provide for than sound and light. Some students may
be indifferent, or may have learned to be indifferent, to varying degrees of warmth. However, some (if not most) students do learn better under cooler conditions. con ditions. Considering the state of our economy, air-conditioners are probably out of the question, except in a very few private schools. If schools cannot afford even electric fans with which to overcome heat, perhaps they the y can keep it away through decorative screens. Better yet, school uniforms (for students as much as for teachers!) may be redesigned to be lighter and more heat repellant. Last but not the least, design should be seriously reconsidered. At present, classrooms and classroom furniture lean heavily towards the formal: hard and straight-backed desks in wood, plastic or steel, and similar tables. A softer, softer, more informal design may help some students learn better: cushions, throw pillows, carpeted floor. At the very least, least, students should be allowed to seat on the floor, with or without their backs on the wall, or in an any y way more comfortable to them. Curiously, even some teachers might themselves prefer of benefit bene fit from a more comfortable chair. Another aspect of design would be the seat arrangements. In place of stand standard ard theatre-type arrangement, a semi- circular or even a random ran dom arrangement might be better not just ccomfort omfort but also for more free-flowing interpersonal or social environment.
Learning Style Inventory (LSI) & Productivity Environmental Preferences Survey (PEPS)( Adults) Drs. Rita Dunn &Kenneth Dunn – Dunn – 1975 1975 Elements of the Model: Stimuli Environmental
Subcategories Sound
Light Temperature Design
Motivation Emotional
Persistence Responsibility Structure
Sociological
Alone
In Pair
With Peers
On a Team
Authority or Collegial Teacher Varied
Physiological
Perceptual Modalities: Visual
Auditory
Tactual
Kinesthetic
Intake Time of Day Mobility Global/ Analytic Psychological
Hemisphericity: Right brain/ Left Brain Impulsive/ Reflective
Correlation: Strongly Global:
Needing low light, sound, periodic breaks, informal design, and intake
Strongly analytic:
Needing bright light, quiet, formal design, no intake, and being persistent
Diagnostic / Prescriptive Individual styles assessed – assessed – areas areas of different from other styles PEPS -100 item; LSI(Grades 3-4) -104 item; LSI (Grades 5-12)- 104
Edmonds Learning Style Identification Exercise (ELSIE)
Harry Reinert -1976 Elements of the Model:
Learning style reactions to auditory ELSIE is geared primarily to identification of the perceptual categories in the
Dunn & Dunn, Hill, and other instruments. Students should have their initial contact with new material by means of their most efficient perception. The categories of the ELSIE are incorporated directly in the NASSP LSP. The ELSIE is composed of 50 one-word items read aloud to students, who are then asked to characterize their reactions to the work according to a forced choice among four alternatives:
(a) Visualization or creation of a mental picture (b) Alphabetical letters in writing (the word spelled out) (c) Sound (d) Activity ( an emotional or physical feelings about a word)
Inventory of Learning Processes (ILP) Ronald Schmeck -1977 ELEMENTS OF THE MODEL:
c ognitive and personality studies, while useful, are From psychology, Schmeck believes cognitive
not definitive and that learning styles, as a construct, would be more useful. Learning style is a predisposition on the part of some learners to adopt a particular learning strategy regardless of the specific demands of the learning task. Learning strategies are patters of information-processing activities that the individual uses to prepare for a test of memory. memor y. Elaborate processors do more than just remember; they the y classify, compare, contrast, analyze, and synthesize information.
Shallow processing is not separate style, but it is one point on a continuum. The ILP was a self-report self- report instrument comprise of 62 items to assess students’
behavioural and conceptual processes. This true/ n false format arranged items into four scales: synthesis analysis, study methods, fact retention, and elaborate processing. It is possible to retain facts when processing deeply.
Memorizing is shallow detention. This model sheds light on the authority a uthority orientation of the learner who is “eager to
please”. please”.
Paragraph Completion Method (PCM)
Dr. David Hunt – Hunt – 1978 1978 Elements of the Model:
Learning styles – styles – tthose hose educational conditions under which students are most likely
learn.
Students’ need for structure. Learners who have a low conceptual level are concrete, impulsive, and have poor
tolerance for frustration. They require a great deal of structure.
Learners who have a mid-stage conceptual level are conforming or dependent. They are
dependent on the rules and authority and are categorical thinkers. They require less structure, and need more choices.
Learners who have a higher conceptual level referred to as independent and are
described as inquiring, self-assertive, and questioning. They require less structure, and need more choices.
Hunt promotes both teaching to student strengths and students changing their styles. For the lower cognitive level students, begin be gin with high structure and gradually decrease
the amount of encourage self-initiative. Paragraph Completion Method consists of six lead sentences, which the learner is directed to complete and write about.
The specific response is important in terms of the complexity complex ity of the response, not the
opinion stated.
Learning Style Inventory (LSI) Dr. David Kolb -1976 Elements of the Model:
Conceptual framework of learning styles on what Kolb refers to as an experimential
learning method. The core of this model is a simple description of the learning cycle of how adult experience is translated into concepts, which in turn tu rn are used as a guides in the choices of new experiences.
A four stage cycle: 1. Immediate concrete experience is the basis for observation and reflection. 2. Those observations are assimilated into theory from which new implications for
action can be deduced. 3. Those implications serve as guide in acting to create new experiences. 4. The cycle involves.
To be effective, the learner requires abilities that are opposite: concrete experiences
versus abstract conceptualization, and active experimentation versus reflective observation.
The Learning Style Inventory is a 9-item 9 -item assessment with 4 sub-items to be rank ordered
by adults.
Four dominant types of learning styles have engaged en gaged most frequently: 1. Converger Converger – – aabstract bstract conceptualization and active experimentation.
Strength: practical application of ideas 2. Diverger Diverger – – opposite opposite of Converger. Strength: concrete experience and reflective observation – imaginative imaginative 3. Assimilator Assimilator – – abstract abstract conceptualization and observation. Strength: ability to create theoretical models. 4. Accommodator Accommodator – – concrete concrete experience and active Strength: actually doing things, carrying out plans and experiments, involving themselves in new experiences.
Designated for and applied to adult organizational o rganizational systems and management training.
Gregorc Style Delianeator (GSD) P. Gregorc – 1997 1997 Elements of the Model:
Consists of distinctive, observable behaviours that provide clues to the functioning func tioning of
individual minds and how they relate to the world.
Individuals learn in combinations of dualities; specifically perception and ordering. Abstract, concrete, random, and sequential proclivities have 2 been found by Gregorc to
combine into several styles.
Four distinct learning patterns in the model. While everyone exhibits all four to some
degree, most exhibit one or two. 1. Concrete Sequential – Sequential – acquire acquire knowledge through direct hands-on experience; appreciate order and direct step-by-step instruction. 2. Concrete Random – Random – best characterized by experimental attitudes and behaviours using the trial and error approach; tendency to make intuitive leaps. 3. Abstract Sequential – Sequential – h have ave excellent decoding abilities with written, verbal and image symbols sequential manner; will learn better from authorities than through active experimentation. 4. Abstract Random – Random – distinguished distinguished by their attention to human behaviour and their capacity to interpret vibrations; prefer to receive information in an unstructured u nstructured manner and, therefore, prefer discussions and activities that involve multi-sensory experiences.
Gregorc assess style with the Gregorc Style Delineator, a self-report inventory based on
the rank ordering of four words in each of the ten sets.
4 Mat System
Bernice McCarthy -1976 Elements of Model:
All people sense and feel, observe and think, and experiment an and d act. All learners move
continually between abstract conceptualization and concrete experience while learning.
Sequencing patterns and four learning-style clusters. Four-step model with labels and attributes: 1. Innovatives are curious, aware, and perceptive. 2. Analytics are critical, fact seeking, and philosophizing. 3. Common-sense people are hands-on, practical, and oriented toward the present.
4. Dynamics are risk taking, adaptive, inventive, and enthusiastic.
McCarthy developed an overlay of hemisphericity, identifying the left-brain function as
being associated with verbal, field-independent activity and the right-brain function as being responsible for visual/spatial, field field dependent activity. McCarthy proposes a spiral process of learning:
Learning enters into the spiral through a right-brain structured activity design for
motivational arousal. This is the sensing-feeling activity for the innovative learners.
The next component is dissection of the activity in great detail, providing the
investigative, intellectual exercises that appeal to analytic learners.
Once the concept has been bee n formulated, learners practice working with the concept. Ths
relates to common sense hands-on practice and personalization.
Finally, the learner is asked to make right-brain choices of alternatives and apply as man many y
as possible to real-world situations. This relates to the dynamic learner, the actionoriented doer who thrives on implementing programs. All four styles are presented with accompanying left-right hemisphere activities in every ever y lesson.
