The Gregorc Model

1. 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 • 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. RandomCircle 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. RandomCircle 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?