ToT D1 Four a's-Presentation Mat'Ls

8/3/2019 ToT D1 Four a's-Presentation Mat'Ls

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HELLO

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1.3 greatest strengths

2.3 greatest weaknesses

3.3 greatest likes4.3 greatest dislikes


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Applies ideas to solving problems

Makes theories useful

CHARACTERISTICS OF LEARNING STYLES TYPECHARACTERISTICS OF LEARNING STYLES TYPE

CONVERGERCONVERGER Practical

as e ec ve s s; searc an so ve

Tests hypotheses objectively

Unemotional, prefers to deal with things rather than people

Uses reason, logic to meet goals; takes action

Speculates on alternatives

Likes to be in control of the situation


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Sets up projects, pilots with research

Acts independently then gets feedback

Uses factual data, book, theories


CONVERGERCONVERGER Practical

Practical and action oriented

Responsible, takes action on tasks

Learns by working at probabilities and testing them out;coming to conclusions

Narrow technical interests

Characteristic of many engineers


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Able to view concrete situations from manyperspectives

Sees lots of alternatives -- the whole picture


DIVERGERDIVERGER Imaginative

Strong Imagination Excels in idea-generation, brainstorming Creates with emotions, aesthetic interest Oriented to relationships with people,

supportive Uses eyes, ears, listens, observes, asks

questions

Observes others, can model behavior


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A good theory builder, planner

Puts ideas together to form a new model


ASSIMILATORASSIMILATOR Logical

Excels in integrating data forexplanations

Good synthesizer

Precise, thorough, careful

Organized, follows a plan


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Redesigns, retests, digests

Calculates the probabilities



Reacts slowly and wants facts

Works independently, thinking,

reading

Avoids over involvement


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Reflective and patient

Pushes mind, analyzes ideas, critiques

a ona , og ca , comp e e

Learns by individually thinking through ideas anddesigning a plan or model in an organized way

Less interested in people and more concernedwith theories being logically sound and precise

Characteristic of the basic sciences and

mathematics


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Strong in getting things done, in carryingout plans and experiments Gets involved with lots of new activities --

ood starter

ACCOMMODATORACCOMMODATOR Enthusiastic

Operates on trial and error; gutreaction

Gets others opinions, feelings, informationand depends on others rather than on hisown analytical ability

Involves and inspires other people Searches, seeks out new experiences


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Likes risks, excitement, change and incentives Dislikes routine Excels in adapting to situations

ACCOMMODATORACCOMMODATOR Enthusiastic

, Spontaneous and impatient; can be impulsive Looks to the future Likes learning with people through projects,

discussion, doing Broad practical interests


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Learning Style In the office Reports/Outputs Riding a bike Hobby/Recreation

LEARNING STYLE EXAMPLESLEARNING STYLE EXAMPLESSome Typical ReactionsSome Typical Reactions

ENTHUSIASTIC Meets people.

Gets into theoffice lookingfor friendlyfaces

Prefers verbal

Hates writinglong detailedreports

Accepts shortnotices if notes

Jumps on and

doesnt readdirections

Expects to berescued

An opportunity

Lives with a

family Goes to a

country andexplores it

are sufficient

people

IMAGINATIVE Tours theoffice

Knows whoswho

Gets a feel ofthe envt.

Ask questionsand observes

Prefers charts,maps andpictures

Likes to have

longer notice Uses

analogies

Goes to parkand observepeople riding

Asks neighbor

how he does it Imagines self

on bike

Useslanguagetapes

Reads lips


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Learning Style In the office Reports/Outputs Riding a bike Hobby/Recreation

LEARNING STYLE EXAMPLESLEARNING STYLE EXAMPLESSome Typical ReactionsSome Typical Reactions

LOGICAL Reads manual

Finds out rules Looks at

organizationalchart

Reads annualre ort

Prefers lead time

and clearexpectation

Will write longdetailed reports(needs limits)

Likes ra hs or

Reads

instruction onbiking andtries it

Takes university

course ongrammar andreading

Organizes desks

chart is well organized

PRACTICAL Finds out who does

what and where thepower is

Finds problems andstart solving

Gets a good asst.to file

Prefers knowingwhy the report isneeded and when

Answers withevidence cases

Keeps reports short& to the pt.

Takesinstructionbook but only

looks up thenecessarypart.

Keeps it inback pocketfor future use

Takes a shortcourse onconversational

language.


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The Cycle of Adult or Experiential Learning

Step 1. Activity orStep 4. Practical

New Activity /Experience

By Carmencita T. Abella, 1982

Experience

Step 2. Analysis /Reflective Feedback

Step 3. Abstractionor Integration

Application


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The Learning

Cycle*

Concrete

Experience

ReflectiveActive

(Doing Something)

AbstractConceptualization

ObservationExperimentation(Reflecting)

(Theorizing)

(Action Planning)

*David Kolb


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1st - ACTIVITY

A structuredA structuredA structuredA structured

experienceexperienceexperienceexperience

To engage theTo engage theTo engage theTo engage the

learnerlearnerlearnerlearner

The Adult Learning Process

May be directMay be directMay be directMay be direct

or vicariousor vicariousor vicariousor vicarious

What to doWhat to doWhat to doWhat to dophasephasephasephase

To develop aTo develop aTo develop aTo develop a

common base forcommon base forcommon base forcommon base for

the discussionthe discussionthe discussionthe discussion

that followsthat followsthat followsthat follows


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A reflectiveA reflectiveA reflectiveA reflective

feedbackfeedbackfeedbackfeedback

2nd - ANALYSIS

To look more closelyTo look more closelyTo look more closelyTo look more closely

at what happenedat what happenedat what happenedat what happened


A process ofA process ofA process ofA process of

inquiry into theinquiry into theinquiry into theinquiry into the

ActivityActivityActivityActivity

The whyThe whyThe whyThe why

phasephasephasephase

SystematicSystematicSystematicSystematic

examinationexaminationexaminationexamination

Experience sharingExperience sharingExperience sharingExperience sharing

Learning fromLearning fromLearning fromLearning from

othersothersothersothers


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Integration ofIntegration ofIntegration ofIntegration of

Activity andActivity andActivity andActivity and

3rd - ABSTRACTION

To make an inferentialTo make an inferentialTo make an inferentialTo make an inferential

leap to lifeleap to lifeleap to lifeleap to life


AnalysisAnalysisAnalysisAnalysis

Theory inputsTheory inputsTheory inputsTheory inputs

The so whatThe so whatThe so whatThe so whatphasephasephasephase

To deriveTo deriveTo deriveTo derive

generalizationsgeneralizationsgeneralizationsgeneralizations

To integrate theTo integrate theTo integrate theTo integrate thevarious concepts invarious concepts invarious concepts invarious concepts in

the learning sessionthe learning sessionthe learning sessionthe learning session


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A practicalA practicalA practicalA practical

synthesissynthesissynthesissynthesis

4th - APPLICATION

Apply generalizationsApply generalizationsApply generalizationsApply generalizations

to workto workto workto work


The now whatThe now whatThe now whatThe now what

phasephasephasephase

Transfer insights intoTransfer insights intoTransfer insights intoTransfer insights into

realrealrealreal----life concernslife concernslife concernslife concerns

Evaluate theEvaluate theEvaluate theEvaluate theeffectiveness of sessioneffectiveness of sessioneffectiveness of sessioneffectiveness of session


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People learn best notPeople learn best notPeople learn best notPeople learn best notby being told,by being told,by being told,by being told,

butbutbutbut

by experiencingby experiencingby experiencingby experiencing

the consequencesthe consequencesthe consequencesthe consequencesof their ownof their ownof their ownof their own

thoughts & actions.thoughts & actions.thoughts & actions.thoughts & actions.

Training HouseNew Jersey, USA

ToT D1 Four a's-Presentation Mat'Ls

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