Applying Gregorc Learning Styles to Your Students

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Applying Gregorc Learning Styles to Your Students
Concrete Sequential – order, logical
sequence, premise-conclusion,
step-by–step directions, linear
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Demonstration and examples
Outline/handouts/study guides
that cover the major points
Structured lecture
Programmed instruction/
computer work and programs
Starting with a set of concrete
goals/presentation of objectives
Drill and practice/worksheets,
workbooks, manuals
Modeling/concrete models
Graphics and overlays
Step-by-step, clear instructions
Guest speakers
Emphasize process
Summaries
Hands-on activities
Focused discussion
Formulas
Objective tests
Time lines
Directed projects
Structured reports with specific
criteria
Well organized field trips
Concrete Random – trial and error,
experimental attitude and behavior,
intuitive, some structure
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Lab work and experiments/handson, trial and error
Present problem, do not reveal
answers, allow
multiple/alternative solutions
Demonstrations/presentation
Student presentation
Brainstorming (with some
direction and focus)
Allowing revision
Class discussion with some
structure
Interactive activities and materials
Focused group work
Analogy
Field trips
Puzzles, games, simulations
Problem-solving worksheets and
situations
Independent studies/projects with
direction
Paraphrasing
Giving choices
Writing across the
curriculum/writing projects
Inductive strategies
Emphasize process
Role modeling
Making sense of data
Flow charts
Flexible scheduling of information
for presentation
Computer programs
Individual and group contracts
Survey
Optional reading assignments
Abstract Sequential – excellent
decoding abilities, conceptual mind
picture, symbols, pictures
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Visual: charts, overheads,
graphs, slides, pictures, models,
cartoons
Student presentations;
creative/writing/term/research
projects/debate/oral reports
Audiovisuals, e.g. video,
recordings
Computer interactive activities
and graphics
Reading and critical
discussion/analysis
Field trips
Solving problems and
puzzles/games
Group work
System analysis (macro to micro
theory -- > individual behavior)
Guest speaker
Visualization
Demonstration/ concrete
simulation
Analogy
Charting/graphing
Laboratory work
Frequent classroom discussions
Use of chalkboard
Making associations
Mind/conceptual mapping
Making models
Case studies
Abstract Random – attuned to
behavior, interpretive, unstructured,
multi-sensory, web-like thinking
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Group work/problem solving
Acting out/simulation activities:
drama, role play, dance,
charades, debate
Audiovisuals: video, movies,
interactive videodisc; responding
to images
Exploratory field trips
Discussion: in groups,
unstructured, panel
Creative student projects and
presentation: writing and
research, expressive, science
exhibits
Art activities: bulletin board,
murals, model making
Unstructured activities/ open
ended
Brain storming
Modeling
Interpretive activities
Emphasis on the big picture
Creative writing
Making objects anthropomorphic
Feedback from students is used
as a basis for determining the
course of action
Chaining
Chaos theory
Micro - - > macro; non linear
dynamics
Outdoor observations and
activities
Cooperative groups
Hands-on
Learning kits
Show and tell
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