LEARNING STYLE
This inventory is designed to help you to assess your method of learning. As you take the inventory,
give a high rank (4) to the sentence which best characterises the way you learn down to a low rank (1)
to the sentence which is least characteristic of your learning style.
You may find it hard to choose the sentences that best describe your learning style because there are
no right or wrong answers. Different characteristics described in the inventory are equally good. The
aim of the inventory is to describe how you learn, not to evaluate your learning ability.
A
Own Ranking
1. When I am in a learning situation I choose carefully the things I want
to learn about.
2. In a learning situation I approach the situation carefully taking care
not to get too immersed in it.
3. I am pragmatic about how I approach a learning situation.
4. I learn best when the situation I am in has a practical outcome.
B
Own Ranking
1. I feel that I am very receptive to what others tell me or what I read in
books.
2. When I learn I like to relate what I learn to the world about me.
3. When I learn I like to analyse carefully the implications of whatever it
is.
4. When I learn I do not make judgements about one side or another if
the material is controversial.
C
Own Ranking
1. When I am in a learning situation I like my feelings to be engaged in
the learning area.
2. I like to learn by actually watching other people do it.
3. My approach to learning is to emphasise the need for thought about
problems before diving into solutions
4. I believe that 'learning by doing' is a good maxim.
D
Own Ranking
1. I feel sure that it is a good idea to accept what others who have more
experience that I have, say about the situation
2. I believe it is a good idea to be a risk taker - you don’t learn except by
putting yourself at risk.
3. I think that it is a good idea to carefully weigh up the consequences
4. I like to feel that I am very aware of what is going on around me, that I
am sensitive to things.
E
Own Ranking
1. I feel that I am an intuitive person - I often solve problems without
really knowing how I did it!
2. For me, learning must be productive, I must be able to get something
out of it.
3. I think I have a logical mind - I place great value in solving problems
in a step by step manner.
4. When I am in a learning situation I take nothing for granted. I
constantly question things.
F
Own Ranking
1. The kind of learning I like best has nothing to do with day to day
problems. It is quite abstract - I love an intellectual puzzle.
2. I like to learn through careful observation both of myself and others.
3. I like learning situations to be down to earth, definite.
4. When I learn I like to be active, to engage all my capacities.
G
1. I learn best when the situation about which learning is required is here
and now, for immediate application.
2. I learn best when the situation is one in which I can look at the
situation from a distance.
3. I learn best when I feel that what it is I am learning about will be of
value some time in the future.
4. I believe that learning should be based on identification of what I need
to learn and my approach should be flexible (ie not tied to any one
learning method).
Own Ranking
H
Own Ranking
1. I believe that 'experience is the best teacher'.
2. I believe that learning is best done through careful observation of
what is going on.
3. I think that a vigorously intellectual approach best enables learning.
4. I believe that I learn best by constantly changing things, avoiding the
obvious.
I
Own Ranking
1. I learn best when I feel that I am intensely immersed in the area of
learning.
2. I feel I learn most when there is a degree of detachment between
myself and the area of learning.
3. I think that I learn best when it is something that engages me at a
rational level.
4. When I am in a learning situation I must acknowledge that I am
responsible for my own learning; others cannot do it for me.
CE
RO
AC
AE
Sentence 1
from sets
BCDEGH
Sentence 2
from sets
ACFGHI
Sentence 3
from sets
BCDEHI
Sentence 4
from sets
ACFGHI
ACCOMMODATOR
DIVERGER
Concrete Experience
Active Experimentation
25
20
15
10
Reflective Observation
5
Abstract Conceptualisation
CONVERGER
ASSIMILATOR
LEARNING STYLE PROFILE

An orientation toward concrete experience focuses on being involved in experiences and dealing
with immediate human situations in a personal way. It emphasises feeling as opposed to thinking;
a concern with the uniqueness and complexity of present reality as opposed to theories and
generalisations; and intuitive, "artistic" approach as opposed to systematic, scientific approach to
problems. People with concrete-experience orientation enjoy and are good at relating to others.
They are often good intuitive decision makers and function well in unstructured situations. The
person with this orientation values relating to people and being involved in real situations, and has
an open-minded approach to life.

An orientation toward reflective observation focuses on understanding the meaning of ideas and
situations by carefully observing and impartially describing them. It emphasises understanding as
opposed to practical application; a concern with what is true or how things happen as opposed to
what will work; an emphasis on reflection as opposed to action. People with a reflective
orientation enjoy intuiting the meaning of situations and ideas and are good at seeing their
implications. They are good at looking at things from different perspectives and at appreciating
different points of view. They like to rely on their own thoughts and feelings to form opinions.
People with this orientation value patience, impartially, and considered, thoughtful judgement.

An orientation toward abstract conceptualisation focuses on using logic, ideas and concepts. It
emphasises thinking as opposed to feeling; a concern with building general theories as opposed
to intuitively understanding unique, specific areas; a scientific as opposed to an artistic approach
to problems. A person with an abstract-conceptual orientation enjoys and is good at systematic
planning, manipulation of abstract symbols, and quantitative analysis. People with this orientation
value precision, the rigour and discipline of analysing ideas, and the aesthetic quality of neat
conceptual system.

An orientation toward active experimentation focuses on actively influencing people and changing
situations. It emphasises practical applications as opposed to reflective understanding; a
pragmatic concern with what works as opposed to what is absolute truth; an emphasis on doing as
opposed to observing. People with an active-experimentation orientation enjoy and are good at
getting things accomplished. They are willing to take some risk in order to achieve their
objectives. They also value having an influence on the environment around them and like to see
results.
SENSING FEELING
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TYPE FOUR LEARNER
TYPE ONE LEARNER
Integrates experience and application.
Seeks hidden possibilities, excitement.
Needs to know what can be done with things.
Exercises authority through common vision.
Leads by energising people. Leans by trial and error, self-discovery. Seeks
influence and solidarity. Enriches reality. Perceives information concretely and
processes it actively. Is adaptable to change and relishes it; likes variety and
excels in situations calling for flexibility. Tends to take risks, at ease with people,
sometimes seen as pushy. Often teaches accurate conclusions in the absence of
logical justification. Functions by acting and testing experience.
Integrates experience with the 'Self'.
Seeks meaning, clarity and integrity.
Needs to be personally involved. Seeks commitment.
Exercises authority with participation and trust.
Learns by listening and sharing ideas. Values insight thinking works for harmony.
Leads by bringing about co-operation among people. Absorbs reality. Perceives
information concretely and processes it reflectively.
Interested in people and culture. Divergent thinkers who believe in their
own experience, and excel in viewing concrete situations from many perspectives.
Model themselves on those they respect.
Strength: Action, carrying out plans.
Goals: To make things happen, to bring action to concepts
Favourite question; IF?
Careers; Marketing, sales, action-oriented managerial jobs, education, social
professions.
Strength: Innovation and imagination. They are idea people. They
function through social integration and value clarification.
Goals: Self-involvement in important issues, bringing unity to diversity.
Favourite question; WHY?
Careers; Counselling, personnel, teaching, organisational development,
humanities, and social sciences.
TYPE THREE LEARNER
TYPE TWO LEARNER
Practices and personalises.
Seeks usability, utility, solvency, results.
Needs to know how things work. Exercises authority by reward and punishment.
Leads by inspiring quality, the best product. Learns by testing theories in ways
that seem most sensible. Values strategic thinking, is skills oriented. Edits reality.
Perceives information abstractly and processes it actively. Uses factual data to
build designed concepts, needs hands-on experiences, enjoys solving problems,
resents being given answers. Restricts judgement to concrete things, has limited
tolerances for 'fuzzy' ideas.
Needs to know how things they are asked to do will help in real life.
Functions through inferences drawn from their bodies.
They are decision makers.
Forms theories and concepts.
Seeks facts and continuity. Needs to know what the experts think. Seeks goal
attainment and personal effectiveness. Exercises authority with assertive persuasion.
As leaders they are brave and protective. Learns by thinking through ideas. Values
sequential thinking, needs details. Forms reality.
Perceives information abstractly and processes it reflectively. Less interested in
people than ideas. Critiques information and collects data.
Thorough and industrious, re-examines facts if situations are perplexing.
Enjoys traditional classrooms. Schools are designed for these learners.
Functions by thinking things through and adapting to experts.
Strength: Practical application of ideas
Goals: To bring their view of the present into line with future security.
Favourite question: HOW DOES THIS WORK?
Careers: Engineering, applied sciences
Strength: Creating concepts and models
Goals: Self-satisfaction and intellectual recognition
Favourite question: WHAT?
Careers: Natural sciences, maths, research, planning departments.
THINKING
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