1. Group 4: Christina Hudman Chelsea Martin Cara Whitely
The Way They Learn: How to Discover and Teach to your Child’s Strengths By Cynthia Ulrich Tobias
Group 4:
Christina Hudman
Chelsea Martin
Cara Whitely

2. Chapter 1: What is a Learning Style?
General Guidelines for Identifying Learning Styles:
Observe behavior patterns
Listen to how a person communicates so that you understand how to speak to them
Experiment to see what works and what does not work
Focus on strengths rather than weaknesses

3. Chapter 2: What Style Are You?
Gregorc’s Model of Learning Styles
Points of View:
Concrete Perception: Information registration through the senses, what is tangible.
Abstract Perception: Allows what is not seen to be visualized.
Ordering:
Sequential: Characterized by a linear pattern
Random: Organized in no particular sequence

4. Concrete Sequential (CS)
Hardworking
Conventional
Accurate
Stable
Dependable
Consistent
Factual
Organized

5. Abstract Sequential Analytic Objective Knowledgeable Thorough
Structured
Logical
Deliberate
Systematic

6. Abstract Random (AR) Sensitive Compassionate Perceptive Imaginative
Idealistic
Sentimental
Spontaneous
Flexible

7. Concrete Random (CR) Quick Intuitive Curious Realistic Creative
Innovative
Instinctive
Adventurous

8. Chapter 3: Dominant Concrete Sequential Learners
Sees things in a straightforward fashion.
Parents more likely to expect a yes or no response, to expect obedience without question, and to get frustrated with having to repeat themselves.
Children are more likely to be very organized, to ask for clarification repeatedly, and to thrive on consistency.
Successful in creating stability in the lives of their families.

9. Ten Commandments for Getting Along with a CS
Thou Shalt:
Be consistent
Be organized
Practice common sense
Pull your own weight
Remember I have feelings, too
Give advance notice so I can prepare myself
Follow instructions
Tell me what you want
Take responsibility for your actions
Not deal in generalities

10. Chapter 4: The Dominant Abstract Sequential Learning Style
Adult:
Must always look at all options
Constantly evaluating their options and decisions, even after the decision has been made.
Deliberate every aspect of their lives and look at every possibility using every resource.
Parent:
Finds it difficult when children cannot explain themselves and are not being logical.
Forgets the child is not on the same level as them and does not have the same state of mind.
Always asks a million questions
“Why? Who? What? When? How?”
As Child:
Extremely dedicated to work
May only choose to participate in what they are good at.
Have a difficult time coping when they do not succeed.
Need a great deal of time to complete assignments.
Hold themselves to a higher standard than anyone else.
Can come across as perfectionists.

11. Ten Commandments for Getting Along With an A.S.
Thou Shalt:
Have specific goals when dealing with me.
Use logic and reason.
Listen to what I have to say.
Give me a job, leave me alone, and let me do it.
Be complete and thorough.
Be deliberate.
Keep issues factual.
Give me time to research projects for the best approach.
Make certain I understand the purpose of the project.
Don’t expect immediate response – I need time to think and research.

12. Chapter 5: The Dominant Abstract Random (AR) Learning Style
Adult:
Extremely understanding of others.
Always considerate.
Do not like confrontation.
Use both verbal and nonverbal communications.
Very sensitive.
Want to please everyone in his or her life
Do not think personal belongings matter.
Believe family and friends are top priority.
Parent:
Believe their family’s personal needs come before anything else.
The home life may be a little less structured because they avoid conflict and want to please their children.
Do not always implement the rules unless it is completely necessary.
Child:
Thoughful
Constantly doing things for others
Caring
Sensitive
Appreciative
Sometimes may feel hurt if peers or adults do not pay special attention to them or do not notice changes in their lives
Need support and confirmation from others and need to feel wanted.

13. Ten Commandments for Getting Along with ARs
Thou Shalt:
Give me the opportunity to help others.
Give me feedback (positive/negative)-where do I stand?
Not be so serious
Not nit-pick
Remember, I will get things done – even if it’s not your way.
Don’t put me in the middle of conflict.
Allow me to be spontaneous.
Show appreciation.
Don’t mistake a happy exterior for lack of intelligence
Know that not all is written in stone.

14. Chapter 6: The Dominant Concrete Random (CR) Learning Style
Adult:
Curious and very unpredictable in every aspect of their lives
Make it a point not to follow the rules and to be different
Can be told time and time again that something will not work but will not believe it unless they experience it for themselves
Goal is to stand out and to be different
Parent:
Stubborn and passionate about their beliefs
Most of the time, these parents are so passionate, they will not give in during an argument.
Involved in their children’s lives and stay aware of what is going on.
Child:
Very imaginative
Inquisitive
Does not like school, and it can be difficult at times to keep them interested in assignments
Adults have to be careful how they talk about CRs because these children have a tendency to twist words around to their own benefit
Have a difficult time adjusting to a structured environment and daily routine because they have such a free spirit.

15. Ten Commandments for Getting Along with a CR
Thou Shalt:
Tell me “what” not “how”
Point me in the right direction, then let me go.
Be flexible
Tell me what I did right, not what I did wrong
Know your limits – then push them
Don’t be threatened by enthusiasm
Be open to change
Have a sense of humor
Keep me involved (we need responsibility and input)
Why do we need then?

16. Chapter 7: How do we Concentrate?
Dealt with the different ways people concentrate
How parents can help their children and identify those different preferences.

17. Environmental Preferences
Noise
Lighting
Temperature
Food
Location
Important point:
Allow children to explore different studying environments
The right studying situation is the one that works best for the individual in question

18. Chapter 8: How do we Remember?
We use different combinations of our 5 senses called our sensory perception
3 different ways people remember things called modalities
Modalities:
Auditory
Visual
Kinesthetic

19. Auditory Learners Learn by…
Listening to verbal instruction
Forming sounds of words
Reading aloud
Talking to themselves
Repeating instructions or commands
Putting what they are learning to some rhythm (song, poem, saying, etc.)

20. Visual Learners Learn by…
Seeing and watching
Using strong visual associations
Picturing what they are learning, mentally
Concentrating on an image for each concept
Draw out an image
Visual Children:
Are often accused of daydreaming or being lost in thought
Should use brightly colored folders or notebooks for organization

21. Kinesthetic Learners Learn by:
Becoming physically involved
Actually doing something with what’s being learned
Put motion to what they’re learning
Kinesthetic children:
Need multiple breaks
Are often accused of being “fidgety” or a “wiggle worm”
Important point: We can all learn but it comes to us in different ways.

22. Chapter 9: How Do We Understand?
The ways people understand what we have learned or what we have been taught
Each person takes in information differently which effects how we perceive the events experienced
Global or Analytical
The 2 ways people understand information

23. Global Overall picture Don’t worry about the details
Can see many possibilities
Good at working in groups
Good at seeing relationships
Goof at reading body language

24. Analytical Organized Detail oriented
Like doing tasks in a step-by-step manner
Like to get things in on time
Important Point:
Everyone has their own way of taking in information, so find what works for you or the child in question
We are all taking in information differently

25. Chapter 10: How Many Ways Can We Be Smart?
Gardner’s Seven Multiple Intelligences
Linguistic
Logical-mathematical
Spatial
Musical
Bodily-kinesthetic
Interpersonal
Intrapersonal

26. Chapter 11: Putting It All Together
5 Stages in Understanding Learning Styles:
Awareness – having a better understanding of yourself.
Opposite camps – feeling your learning style is better than others
Appreciation – coming to appreciate opposite learning styles
Excuses - involves using our learning styles as excuses
Style Flex – trying to change our natural learning style purposely

27. Insight
Learning styles can be confused with learning disabilities. Children whose learning styles do not match that of their learning environment can become frustrated. The most effective professionals look to make a balanced approach when dealing with different learning styles. It is important for us all to understand that people learn in different ways so that we can work to accommodate all learning styles. As a group of 3, we found that we do not all have the same dominant learning style. Think about how diverse the learning styles are in this classroom, this university, this state, this country!

28. Take-home message
People do not learn in the same ways. It is impossible to label everyone. People are complex, and although it can be difficult, we should try to understand how different we all are.

29. Recommendations for Practice
It is extremely important for teachers to understand that all humans are complex in the classroom. It can help children tremendously if the adults in their lives take the time to understand how they learn.
Children need help to succeed, and spending time and using patience to understand their students’ learning styles are the most important ways for teachers to help their students.