1. Learning Style Research developed by:
The Gregorc Model
Learning Style Research developed by:
Anthony F. Gregorc
Kathleen A. Butler

2. Theory Behind the Model
Organized method of considering how mind works
Perceptual Qualities
Concrete
Abstract
Ordering Abilities
Sequential
Random

3. Perceptual Qualities Concrete
Enables individual to register information directly through five senses
Sight, smell, touch, taste, and hearing
Focus is on “here and now”
“It is what it is”
Not looking for hidden meanings
Not making relationships between ideas and concepts

4. Perceptual Qualities Abstract Allows individuals to:
Visualize
Conceive Ideas
Understand or believe that which cannot be seen
Intuition, imagination, looking beyond what is actual
“It is not always what it seems.”

5. Perceptual Qualities
All individuals have both concrete and abstract perceptual abilities
Usually individuals have preference for one quality over the other
Example
An individual whose natural strength in the concrete may communicate through direct, literal, no-nonsense manner
The individual whose natural strength is the abstract may use more subtle methods to get a point accross

6. Ordering Abilities Sequential
Linear, step-by-step organization of information
Logical train of thought occurs
Traditional approach to processing information
Preference to having a plan and following it
Avoidance of relying on impulse

7. Ordering Abilities Random
Information organized in chunks, no particular order
Ability to skip steps in a procedure and gain desired result
Occasionally, begin projects in the middle, or at the end, and work backwards
Preference to impulse and spur of the moment in decision making

8. Four Learning Style Types Assessment
Part One: Concrete vs. Abstract
Circle the choice below that best describes you.
I prefer
A. Learning about theories and ideas.
B. Learning practical applications
I like to
A. Look for hidden meanings in ideas
B. Look for literal, factual meaning
I learn best through
A. Analyzing and interpreting
B. Direct, hands-on experience

9. Part One: Continued Total # A’s____________ Total # B’s____________
I enjoy learning
A. Through thinking and reflecting
B. By doing
I prefer to learn through
A. Concrete examples and demonstrations
B. Discovery learning and problem-solving activities
I would rather read about
A. Teaching theories and philosophies
B. Concrete teaching techniques
Total # A’s____________
Total # B’s____________

10. Part Two: Sequential vs
Part Two: Sequential vs. Random Circle the choice below that best describes you
I am a:
C. Top-down, hierarchical learner
D. Sequential, bottom-up learner
I prefer to learn through:
C. Making connections between concepts and ideas
D. A series of logical, well-defined steps
I learn best through a:
C. General to specific or non-linear approach
D. Highly structured, part to whole manner

11. Part Two: Sequential vs
Part Two: Sequential vs. Random Circle the choice below that best describes you
I learn best in classes where I have to:
C. Learn major concepts first and then fit in the details
D. Learn the individual details first before learning the major concepts
I do my best writing when I:
C. Make a thorough, step-by-step outline and follow it precisely
D. Think about the major ideas I want to include and then just start writing
Total # C’s________
Total # D’s________

12. Interpretation A responses=Abstract B responses=Concrete
C responses=Random (Holistic)
D responses=Sequential
Concrete Sequential=Highest totals in B & D
Concrete Random=Highest totals in B & C
Abstract Sequential=Highest totals in A & D
Abstract Random=Highest totals in A & C

13. Combinations of Perceptual and Ordering Ability
Concrete Sequential (CS)
Abstract Random (AR)
Abstract Sequential (AS)
Concrete Random (CR)
Each individual has a unique combination of natural strengths and abilities

14. Dominant Concrete Sequential (CS)
What Do They Do Best?
Apply ideas in a practical way
Organize
Fine-tune ideas to make them more efficient
Produce concrete products from abstract ideas
Work well within time limits
What Makes Sense to Them?
Working systematically, step-by-step
Paying close attention to details
Having a schedule to follow
Literal interpretations
Knowing what’s expected of them
Routines, established ways of doing things

15. Dominant Concrete Sequential (CS)
What’s Hard for Them?
Working in groups
Discussions that seem to have no specific point
Working in an unorganized environment
Following incomplete or unclear directions
Working with unpredictable people
Dealing with abstract ideas
Demands to “use your imagination”
Questions with no right or wrong answers
What Questions Do They Ask While Learning?
What are the facts I need?
How do I do it?
What should the result look like?
When is it due?

16. Dominant Abstract Random (AR)
What Do They Do Best?
Listen to others
Understand feelings and emotions
Focus on themes and ideas
Bring harmony to group situations
Establish positive relationships with everybody
Recognize and meet the emotional needs of others
What Makes Sense to Them?
Personalized learning
Broad, general guidelines
Maintaining friendly relationships
Enthusiastic participation in projects they believe in
Emphasis on high morale
Decisions made with heart instead of head

17. Dominant Abstract Random (AR)
What’s Hard for Them?
Having to explain or justify feelings
Competition
Working with dictatorial/authoritarian personalities
Working in a restrictive environment
Working with people who don’t seem friendly
Concentrating on one thing at a time
Giving exact details
What Questions Do They Ask While Learning?
What does this have to do with me?
How can I make a difference?

18. Dominant Abstract Sequential (AS)
What Do They Do Best?
Gather lots of information before making a decision
Analyze ideas
Research
Provide logical sequence
Use facts to prove or disprove theories
Figure out what needs to be done
What Makes Sense to Them?
Using exact, well-researched information
Learning more by watching than doing
Logical reasoning
A teacher who is an expert in his/her subject
The world of abstract ideas
Taking time to work through an issue thoroughly

19. Dominant Abstract Sequential (AS)
What’s Hard for Them?
Being forced to work with those of differing views
Too little time to deal with a subject thoroughly
Repeating the same tasks over and over
Lots of specific rules and regulations
“Sentimental” thinking
Expressing their emotions
Being diplomatic when convincing others
Not monopolizing a conversation
What Questions Do They Ask While Learning?
How do I know this is true?
Are there any possibilities we haven’t considered?
What will we need in order to accomplish this?

20. Dominant Concrete Random (CR)
What Do They Do Best?
Inspire others to take action
See many options and solutions
Contribute unusual and creative ideas
Visualize the future
Often a different way to do things
Accept many different types of people
Think fast on their feet
Take risks
What Makes Sense to Them?
Using insight and instinct to solve problems
Working with general time frames
Using real world experiences to learn
Trying something themselves

21. Dominant Concrete Random (CR)
What’s Hard for Them?
Restrictions and limitations
Formal reports
Routines
Re-doing anything once its done
Keeping detailed records
Showing how they got an answer
Choosing only one answer
Having no options
What Questions Do They Ask While Learning?
How much of this is really necessary?