Sutton Coldfield College
Action Research Proposal
Learning Styles: Honey and Mumford
Summary
Learning styles can be classified as activist, reflector, theorist, pragmatist following
Kolb’s learning cycle: Do, review, learn, apply. Each learning style describes
preferences in the way the student likes to learn, and has advantages and
disadvantages
Student enjoy doing the questionnaire and discovering what can kind of learner
they are. This is useful just by itself. However there are handouts which take this
further attached to this proposal, which require students to critically reflect on their
own practice and exam preparation. These are very useful activities for tutorials,
especially before a STAR day.
Using
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these materials, and others, you can:
Encourage students to become more self aware about the way they learn
Help students prepare for their exams
Help students critically reflect on their own learning and studying practice.
Ensure you adopt teaching strategies that accommodate all styles of
learners. (See Geoff for materials on this)
Please contact me if you want to take this further as I also have other materials
associated with this.
If you want to do it differently to this proposal – that’s fine of course! But do let
me know your approach so I can pass your ideas on to others.
Geoff Petty
Learning Development Manager
Honey and Mumford, 1986
Learning style questionnaire 1
This questionnaire is designed to find out your preferred learning style(s). Over the years you
have probably developed learning 'habits' which help you benefit more from some experiences
than from others. Since you are probably unaware of this, this questionnaire will help you
pinpoint your learning preferences, so that you are in a better position to select learning
experiences that suit your style.
There is no time limit to this questionnaire. It will probably take you 10-15 minutes. The
accuracy of the results depend on how honest you can be. There are no right or wrong answers.
If you agree more than you disagree with a statement, put a tick by it. If you disagree more than
you agree, put a cross. Be sure to mark each item with either a tick or a cross.
Think about your college work when answering the questions:
1
I like to be absolutely correct about things.
2
I quite like taking risks.
3
I prefer to solve problems using a step-by-step approach rather than guessing.
4
I prefer simple, straightforward things rather than something complicated.
5
I often do things 'just because I feel like it' rather than thinking about it first.
6
I don't often take things for granted. I like to check things out for myself.
7
What matters most about what you learn is whether it works in practice.
8
I actively seek out new things to do
9
When I hear about a new idea I immediately start working out how I can try it out.
10 I am quite keen on sticking to fixed routines, keeping to timetables etc.
11 I take great care in working things out. I don't like jumping to conclusions.
12 11ike to make decisions very carefully and preferably after weighing up all the other
possibilities first.
13 I don't like 'loose-ends', I prefer to see things fit into some sort of pattern.
14 In discussions I like to get straight to the point.
15 I like the challenge of trying something new and different.
16 I prefer to think things through before coming to a conclusion.
17 I find it difficult to come up with wild ideas off the top of my head.
18 I prefer to have as many bits of information about a subject as possible, the more I have to
sift through the better.
19 I prefer to jump in and do things as they come along rather than plan things out in
advance.
20 I tend to judge other people's ideas on how they work in practice.
21 I don't think you can make a decision just because something feels right. You have to
think about all the facts.
22 I am rather fussy about how I do things—a bit of a perfectionist.
23 In discussion I usually pitch in with lots of wild ideas.
24 In discussions I put forward ideas that I know will work.
25 I prefer to look at a problem from as many different angles as I can before starting on it.
26 Usually I talk more than I listen.
27 Quite often I can work out more practical ways of doing things.
28 I believe that careful logical thinking is the key to getting things done.
29 If I have to write a formal letter I prefer to try out several rough workings before writing
out the final version.
30 I like to consider all the alternatives before making up my mind.
31 I don't like wild ideas. They are not very practical.
32 It's best to look before you leap.
33 I usually do more listening than talking.
34 It doesn't matter how you do something, as long as it works.
35 I can't be bothered with rules and plans, they take all the fun out of things.
36 I'm usually the 'life and soul' of the party.
37 I do whatever I need to, to get the job done.
38 I like to find out how things work.
39 I like meetings or discussions to follow a proper pattern and to keep to a timetable.
40 I don't mind in the least if things get a bit out of hand.
Honey & Mumford (1986)
Reproduced with permission in “Learning Styles” FEDA (1995) ISBN: 1 85338 390 2 Adapted
by Alan Mumford for use with 16-19 year olds.
Learning styles questionnaire 1—scoring
For each question you ticked above, put a 1 beside the question number in the columns below.
Add up the ls in each column. For example if you put a 1 next to three question numbers in the
activist column, then your activist total is 3.
Activist
2
5
8
15
19
23
26
35
36
40
Total:
Reflector
11
12
16
18
21
25
29
30
32
33
Total:
Theorist
1
3
6
10
13
17
22
28
38
39
Total:
Pragmatist
4
7
9
14
20
24
27
31
34
37
Total:
C) Honey and Mumford (1986). Reproduced with permission. Adapated by Alan Mumford for
use with 16-19 year olds.
Learning styles—general descriptions
Activists
Activists involve themselves fully and without bias in new experiences. They enjoy the here and
now and are happy to be dominated by immediate experiences. They are open-minded, not
sceptical, and this tends to make them enthusiastic about anything new. Their philosophy is: 'I'll
try anything once'. They tend to act first and consider the consequences afterwards. Their days
are filled with activity. They tackle problems by brainstorming. As soon as the excitement from
one activity has died down they are busy looking for the next. They tend to thrive on the
challenge of new experiences, but are bored with implementation and longer term consolidation.
They are gregarious people constantly involving themselves with others but, in doing so, they
seek to centre all activities around themselves.
Reflectors
Reflectors like to stand back to ponder experiences and observe them from many different
perspectives. They collect data, both first hand and from others, and prefer to think about it
thoroughly before coming to any conclusion. The thorough collection and analysis of data about
experiences and events is what counts, so they tend to postpone reaching definitive conclusions
for as long as possible. Their philosophy is to be cautious. They are thoughtful people who like
to consider all possible angles and indications before making a move. They prefer to take a back
seat in meetings and discussions. They enjoy observing other people in action. They listen to
others and get the drift of the discussion before making their own points. They tend to adopt a
low profile and have a slightly distant, tolerant unruffled air about them. When they act it is part
of a wide picture which includes the past as well as the present and others' observations as well
as their own.
Theorists
Theorists adapt and integrate observations into complex but logically sound theories. They think
problems through in a vertical, step-by-step logical way. They assimilate disparate facts into
coherent theories. They tend to be perfectionists who won't rest easy until things are tidy and fit
into a rational scheme. They like to analyse and synthesise. They are keen on basic assumptions,
principles, theories, models and systems thinking. Their philosophy prizes rationality and logic.
'If it's logical, it's good'. Questions they frequently ask are: 'Does it make sense?' 'How does this
fit with that?' 'What are the basic assumptions?'. They tend to be detached, analytical and
dedicated to rational objectivity rather than anything subjective or ambiguous. Their approach to
problems is consistently logical. This is their 'mental set' and they rigidly reject anything that
doesn't fit with it. They prefer to maximise certainty and feel uncomfortable with subjective
judgements, lateral thinking and anything flippant.
Pragmatists
Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice.
They positively search out new ideas and take the first opportunity to experiment with
applications. They are the sort of people who return from management courses brimming with
new ideas that they want to try out in practice. They like to get on with things and act quickly
and confidently on ideas that attract them. They tend to be impatient with ruminating and openended discussions. They are essentially practical, down to earth people who like making
practical decisions and solving problems. They respond to problems and opportunities ‘as a
challenge'. Their philosophy is: 'There is always a better way' and 'If it works, it's good'.
How those with different learning styles like to learn
As well as encouraging the development of a range of learning styles, teachers can consider
how their own teaching styles affect different learners. Teachers have their own preferred
learning styles and these influence the way they teach. By varying teaching methods, it is
possible to both accommodate the needs of students with different learning styles and encourage
the development of other learning styles. The following points indicate optimum and minimum
learning opportunities for each style.
Activists learn best from:
• student-centred teaching methods such as task groups, role play, games
• unstructured activities which give them the opportunity to take a lead
Activists learn least from:
• passive learning situations such as lectures, reading alone, observing procedures
• structured teaching approaches, including coaching precision teaching structured
demonstrations
Reflectors learn best from:
• any activities which enable them to observe, and think things over. They are usually happy to
listen to lectures and watch demonstrations providing that they are not too directive
• individual or group tasks which involve collection and research of data
• group discussions and case studies
Reflectors learn least from:
• highly structured teaching/learning programmes
• activities which require action without planning especially if they have to take a lead role
Theorists learn best from:
• structured learning activities which follow a logical sequence
• lectures, demonstrations, well prepared coaching and precision teaching
Theorists learn least from:
• unstructured activities without an obvious purpose
• group-work, especially if it involves exploring feelings and emotions
Pragmatists learn best from:
• practical demonstrations, coaching simulations, work experience, project work
• any practical activity which provides the opportunity to try out what has been learnt
• group or individual activities which involve action planning and project work
Pragmatists learn least from:
• theoretical lectures, and discussions which explore concepts
• unstructured activities with no clear purpose
Learning styles—general descriptions
Activists
Activists involve themselves fully and without bias in new experiences. They enjoy the here
and now and are happy to be dominated by immediate experiences. They are open-minded,
not sceptical, and this tends to make them enthusiastic about anything new. Their philosophy
is: 'I'll try anything once'. They tend to act first and consider the consequences afterwards.
Their days are filled with activity. They tackle problems by brainstorming. As soon as the
excitement from one activity has died down they are busy looking for the next. They tend to
thrive on the challenge of new experiences, but are bored with implementation and longer
term consolidation. They are gregarious people constantly involving themselves with others
but, in doing so, they seek to centre all activities around themselves.
Reflectors
Reflectors like to stand back to ponder experiences and observe them from many different perspectives.
They collect data, both first hand and from others, and prefer to think about it thoroughly before coming
to any conclusion. The thorough collection and analysis of data about experiences and events is what
counts, so they tend to postpone reaching definitive conclusions for as long as possible. Their philosophy
is to be cautious. They are thoughtful people who like to consider all possible angles and indications
before making a move. They prefer to take a back seat in meetings and discussions. They enjoy
observing other people in action. They listen to others and get the drift of the discussion before making
their own points. They tend to adopt a low profile and have a slightly distant, tolerant unruffled air about
them. When they act it is part of a wide picture which includes the past as well as the present and others'
observations as well as their own.
Theorists
Theorists adapt and integrate observations into complex but logically sound theories. They think
problems through in a vertical, step-by-step logical way. They assimilate disparate facts into coherent
theories. They tend to be perfectionists who won't rest easy until things are tidy and fit into a rational
scheme. They like to analyse and synthesise. They are keen on basic assumptions, principles, theories,
models and systems thinking. Their philosophy prizes rationality and logic. 'If it's logical, it's good'.
Questions they frequently ask are: 'Does it make sense?' 'How does this fit with that?' 'What are the basic
assumptions?'. They tend to be detached, analytical and dedicated to rational objectivity rather than
anything subjective or ambiguous. Their approach to problems is consistently logical. This is their
'mental set' and they rigidly reject anything that doesn't fit with it. They prefer to maximise certainty and
feel uncomfortable with subjective judgements, lateral thinking and anything flippant.
Pragmatists
Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice. They
positively search out new ideas and take the first opportunity to experiment with applications. They are
the sort of people who return from management courses brimming with new ideas that they want to try
out in practice. They like to get on with things and act quickly and confidently on ideas that attract them.
They tend to be impatient with ruminating and open-ended discussions. They are essentially practical,
down to earth people who like making practical decisions and solving problems. They respond to
problems and opportunities ‘as a challenge'. Their philosophy is: 'There is always a better way' and 'If it
works, it's good'.
How those with different learning styles like to learn
As well as encouraging the development of a range of learning styles, teachers can consider how their
own teaching styles affect different learners. Teachers have their own preferred learning styles and these
influence the way they teach. By varying teaching methods, it is possible to both accommodate the needs
of students with different learning styles and encourage the development of other learning styles. The
following points indicate optimum and minimum learning opportunities for each style.
Activists learn best from:
• student-centred teaching methods such as task groups, role play, games
• unstructured activities which give them the opportunity to take a lead
Activists learn least from:
• passive learning situations such as lectures, reading alone, observing procedures
• structured teaching approaches, including coaching precision teaching structured demonstrations
Reflectors learn best from:
• any activities which enable them to observe, and think things over. They are usually happy to listen to
lectures and watch demonstrations providing that they are not too directive
• individual or group tasks which involve collection and research of data
• group discussions and case studies
Reflectors learn least from:
• highly structured teaching/learning programmes
• activities which require action without planning especially if they have to take a lead role
Theorists learn best from:
• structured learning activities which follow a logical sequence
• lectures, demonstrations, well prepared coaching and precision teaching
Theorists learn least from:
• unstructured activities without an obvious purpose
• group-work, especially if it involves exploring feelings and emotions
Pragmatists learn best from:
• practical demonstrations, coaching simulations, work experience, project work
• any practical activity which provides the opportunity to try out what has been learnt
• group or individual activities which involve action planning and project work
Pragmatists learn least from:
• theoretical lectures, and discussions which explore concepts
• unstructured activities with no clear purpose
________________
Activist: advantages
You:
 get totally involved in something that interests you
 work well with other people, ask for help, and talk through problems with others
 enjoy writing freely - as it comes
 will try any new idea or technique
 like taking risks generally
 work quickly and get others involved and enthusiastic too
 like variety and excitement
 are not concerned about making a fool of yourself by asking questions or volunteering for
something new
 learn by talking with other people
 skim-read books
__________________
Pragmatist: advantages
You:
 work well alone
 are good at setting goals and making plans of action
 know how to find information
 see the applications of a theory
 get things done on time
 don't get distracted
 have revision timetables and work plans
 organise time well and have time for other things
 read instructions carefully
 research examination papers thoroughly
 have notes classified and filed
_________________
Reflector: advantages
You:
 see new ways of doing things
 come up with creative solutions
 see long-term implications of things
 can see the total picture
 are unhurried, don't get in a flap
 listen to others and share ideas
 see connections between different subjects being studied
 present work in novel and artistically appealing ways
 are good at coming up with new alternatives
 pinpoint important new questions
___________________
Theorist: advantages
You:
 organise facts and material well
 see links between ideas
 like to understand everything you are working on
 are curious, and enjoy problems
 work things out well on paper
 work well alone with minimum help from teachers and friends
 are precise and thorough
 plan well in advance for essays and exams
 set clear goals, know why you are doing something, and which topic is of the highest
priority
 rework essays and notes
 are a good critic
__________________
Activist disadvantages
You:
 don't plan work in advance
 rush into examination questions and essays without thinking them through
 tend to neglect subjects you're not interested in
 are not good at organising time
 try to do too many things at once
 are not good at working out priorities
 leave things until the last minute
 can be demanding of friends
 can't be bothered with details
 don't read through or check work
 don't rework notes or classify material
_____________________
Pragmatist: disadvantages
You:
 are impatient with others' viewpoints
 think there is only one way of doing something - your way!
 fail to use friends and teachers as resources
 can't ‘see the wood for the trees'
 get preoccupied with details
 lack imagination
 are poor at coming up with new questions
 often don't work well with others
 are more concerned with getting the job done than with making sure it's really a good job
 cut corners
 are not very interested in presentation of your work
________________________
Reflector: disadvantages
You:
 can't see the 'trees for the wood' - forget important details
 wait too long before getting started
 can be uncritical of ideas
 don't organise work well
 don't like work or revision timetables
 only work in bursts of energy
 forget to take key books, etc for homework
 are easily distracted from the job in hand
 don't rework notes or classify material
 are too easy-going, not assertive enough with friends or teachers
___________________
Theorist: disadvantages
You:
 need too much information before getting down to work and allowing yourself an opinion
 fail to use friends and teachers as resources
 are reluctant to try new approaches
 can get bogged down in theory
 like to do things in a set way –uncreative
 don't trust feelings - your own or others'
 don't function very well in group discussions
 keep problems to yourself
 only trust logic
 are overcautious, don't like taking risks
(Geoff Petty has a file that displays this information more neatly)
Exam preparation and the Honey and Mumford Questionnaire.
Ideally when you prepare for exams you will follow the Kolb cycle below:
Review: your learning to date, honestly, critically, but constructively.
Learn: from this review what your weakest topics and skills etc are, and why. and
what you need to do to improve.
Apply: Decide exactly what you are going to do to fix your weaknesses
Do: Implement the action you decided upon during the ‘Apply’ phase.
Do
(Activist)
Apply
Review
(Pragmati
st)
(Reflector
)
Learn
(Theorist)
Then the cycle repeats. So the cycle is a learning cycle or improvement cycle. The cycle is
not just about preparation for exams! It is very generally applicable.
Completing the Honey and Mumford questionnaire will tell you whether you are an activist,
reflector, theorist, pragmatist or some combination of these. This is useful in itself. It can
make you more aware of how you learn, and explain some of your study habits and
preferences.
To improve you must use every stage in the cycle at the appropriate time. How can you
improve your weakest stage? The following tasks may help.
TASK 1 Advantages and disadvantages:
Think about how you tend to prepare for exams during the preceding months (or not!). Look
at the advantages and disadvantages of your style(s), and begin to consider how you would
like to respond to your weaknesses, and capitalise on your strengths.
TASK 2: Developing your weakest stage
What are your weakest stages? Your learning style is not genetic! You can change yourself if
you want to! Thinking in terms of the Kolb cycle, what three things would you like to change
about yourself which would strengthen your weakest stages, and so help you to prepare for
your examinations? The following example may help you decide.
Suppose, for example, you were weak in reflection. This might be because you are too
critical, and so get dispirited. Or because you are not critical enough, and so don’t discover
your weaknesses. Either way you will not reflect well, and your exam preparation will be
weak. Reflection is a difficult skill, and people with a high reflector score will tend to be
better at it. But if you know you have a poor reflector score, you know how to improve. A
small improvement in reflection can have a big effect on the cycle as a whole. “A chain is as
strong as its weakest link”. The same goes for the other phases. You can improve any stage
in the cycle if you want to.
Studying and the Honey and Mumford Questionnaire.
Ideally when you learn from experience you follow the Kolb cycle below. Think for example
about trying to improve your essay writing, assignments, or problem solving skills while
reading this:
Review: You think about what you do, how you do it, and your performance to date.
You are honest, critical, but positive about your ability to improve.
Learn: You think about ‘how it should be done’. You learn your strengths and
weaknesses
Apply: You decide exactly what you are going to do to capitalise on your strengths,
and fix your weaknesses.
Do: You implement the action you decided upon during the ‘Apply’ phase.
Do
(Activist)
Apply
Review
(Pragmati
st)
(Reflector
)
Learn
(Theorist)
Then the cycle repeats. So the cycle is a learning cycle, or improvement cycle. The cycle is
very generally applicable, every substantial skill whether it is essay writing, study skills, or
getting on with friends, is learned in this way, whether consciously or unconsciously.
Completing the Honey and Mumford questionnaire will tell you whether you are an activist,
reflector, theorist, pragmatist or some combination of these. This will tell you which stage
in the cycle you will be best at. This is useful in itself. It can make you more aware of how
you learn, and explain some of your study habits and preferences.
However, to improve you must use every stage in the cycle at the appropriate time. How can
you improve your weakest stage? The following tasks may help.
TASK 1 Advantages and disadvantages:
Complete the Questionnaire. Look at the advantages and disadvantages of your style(s), and
begin to consider how you would like to respond to your weaknesses, and capitalise on your
strengths. If it helps, read the advantages and disadvantages while thinking about your essay
writing, homeworks, or assignments.
TASK 2: Developing your weakest stage
What are your weakest stages? Your learning style is not genetic! You can change yourself if
you want to. Thinking in terms of the Kolb cycle, what three things would you like to change
about yourself which would strengthen your weakest stages, and so help you to learn better?
The following example may help you decide.
Suppose, for example, you were weak in reflection. This might be because you are too
critical, and so get dispirited. Or because you are not critical enough, and so don’t discover
your weaknesses. Either way you will not reflect well, and so you will not learn well from
experience. Reflection is a difficult skill, and people with a high reflector score will tend to
be better at it. But if you know you have a poor reflector score, you know how to improve.
A small improvement in reflection can have a big effect on the cycle as a whole. “A chain is
as strong as its weakest link”. The same goes for the other stages. You can improve any
stage in the cycle if you want to!