Source: Eyler, Giles, Schmiede 1996

Activists

(Accommodating)

feel & do

Reflectors

(Diverging)

feel & watch

Theorists

(Assimilating)

think & watch

Pragmatists

(Converging)

think & do

Concrete

Experience

Feeling/ Sensing

Abstract

Conceptualization

Thinking/Concluding

Reflective Observation

Watching/Reviewing

Active Experimentation

Doing/Planning

Per

cept

ion

Con

tinuu

m

How

we

thin

k ab

out t

hing

s

Processing

How we

Continuum

do things

Adapted from Alan Chapman 2005

Four Types of Learning Four Types of Learning StylesStyles

•ActivistActivist

•ReflectorReflector

•TheoristTheorist

•PragmatistPragmatist

ACTIVISTACTIVIST

• Acts first, considers the consequences Acts first, considers the consequences laterlater

• Focuses on the presentFocuses on the present

• ““I’ll try anything once” philosophyI’ll try anything once” philosophy

• Tackles problems by Tackles problems by

brainstormingbrainstorming

• Thrives on challenges; Thrives on challenges;

bored by implementation bored by implementation

REFLECTORREFLECTOR

• Ponders experiences and observesPonders experiences and observes

• Seeks data and considers thoroughlySeeks data and considers thoroughly

• Postpones decision making until all Postpones decision making until all information is collectedinformation is collected

• Watches and listens before Watches and listens before

offering an opinionoffering an opinion

THEORISTTHEORIST

• Approaches problems using Approaches problems using vertical, step by step approachvertical, step by step approach

• Pulls together disparate fact Pulls together disparate fact into coherent theoriesinto coherent theories

• Seeks perfectionSeeks perfection

• Dislikes flippancy and Dislikes flippancy and

uninformed decision-makinguninformed decision-making

PRAGMATISTPRAGMATIST

• Displays practical problem-Displays practical problem-solving and decision-making solving and decision-making skillsskills

• Sees problems as Sees problems as opportunitiesopportunities

• Acts quickly and confidently Acts quickly and confidently to implement ideasto implement ideas

• Dislikes ruminating and Dislikes ruminating and open-ended discussionopen-ended discussion

Learning to ride a bikeLearning to ride a bike

• Reflectors – think about riding and Reflectors – think about riding and watch others ridewatch others ride

• Theorists – want a clear grasp of the Theorists – want a clear grasp of the concept of riding a bikeconcept of riding a bike

• Pragmatists – Seek practical tips Pragmatists – Seek practical tips from a biking expertfrom a biking expert

• Activists – Leap on the bike and give Activists – Leap on the bike and give it a tryit a try

READING: Literature and READING: Literature and Written Materials Written Materials

• Case StudiesCase Studies

• Books about social issuesBooks about social issues

• Government documentsGovernment documents

• Professional journalsProfessional journals

• Classic literatureClassic literature

Appeals to Theorists: Appeals to Theorists: theythey learn best learn best through abstract conceptualizationthrough abstract conceptualization

Eyler,Giles,Schmiede 1996

WRITING: Written ExercisesWRITING: Written Exercises• Blogs (Web-based logs)Blogs (Web-based logs)• Journals and logsJournals and logs• Reflection essaysReflection essays• Self-evaluation essaysSelf-evaluation essays• Critical Incident ReportCritical Incident Report• PortfoliosPortfolios• Analysis papersAnalysis papers• Case studiesCase studies• Grant proposalsGrant proposals• Press releasesPress releases• Drafting legislationDrafting legislation• Letters to other students/clients/self/politiciansLetters to other students/clients/self/politicians• Published articles (newspaper, newsletter, journals)Published articles (newspaper, newsletter, journals)• Volunteer/Agency training manualsVolunteer/Agency training manuals

Eyler,Giles,Schmiede 1996

Appeals to Theorists and ReflectorsAppeals to Theorists and Reflectors

DOING: Projects and DOING: Projects and ActivitiesActivities• SimulationsSimulations• Conducting interviewsConducting interviews• Art journalArt journal• Role playingRole playing• Collecting photos, creating slide or Collecting photos, creating slide or

PowerPoint presentationsPowerPoint presentations• Watching movies/videosWatching movies/videos• Presentations involving dance, music, or theatricsPresentations involving dance, music, or theatrics• Planning public relations events for the agencyPlanning public relations events for the agency• Analyzing or creating agency budgetsAnalyzing or creating agency budgets• Program developmentProgram development

• Appeals to activistsAppeals to activists

Eyler,Giles,Schmiede 1996

TELLING: Oral ExercisesTELLING: Oral Exercises

• Focus groupsFocus groups• Informal discussionsInformal discussions• Formal class discussionsFormal class discussions• PresentationsPresentations• Teaching a classTeaching a class• Story tellingStory telling• Individual conferences Individual conferences withwith faculty or community faculty or community

partnerpartner• Legislative testimonyLegislative testimony

• Appeals to activistsAppeals to activists

Mapping S-L ReflectionMapping S-L ReflectionBeforeBefore During During AfterAfter

AloneAlone Letter to Letter to myselfmyself

StructureStructured journalsd journals

Reflective Reflective essayessay

Letter of Letter of advocacyadvocacy

With With ClassmateClassmatess

Hopes and Hopes and fears fears discussiondiscussion

TheatreTheatre

Mixed Mixed team team discussiondiscussion

Team Team presentationpresentation

Collage, Collage, mural, video, mural, video, photo essayphoto essay

With With CommunitCommunity Partnersy Partners

Asset Asset mappingmapping

Planning w/ Planning w/ communitycommunity

Lessons Lessons learned, learned, debriefingdebriefing

Presentation Presentation to community to community groupgroup

(Source: Eyler, Creating your Reflection Map

Mapping S-L ReflectionMapping S-L ReflectionBeforeBefore During During AfterAfter

AloneAlone Groups 1&4Groups 1&4 Groups Groups 2&32&3

Groups 3&1Groups 3&1

With With ClassmateClassmatess

Groups 3&1Groups 3&1 Groups Groups 1&41&4

Groups 2&3Groups 2&3

With With CommunitCommunity Partnersy Partners

Groups 2&3Groups 2&3 Groups Groups 3&13&1

Groups 1&4Groups 1&4

(Source: Eyler, Creating your Reflection Map