Learning Styles Descriptions

Knowing a person's (and your own) learning style enables learning to be orientated according to the
preferred method. That said, everyone responds to and needs the stimulus of all types of learning styles
to one extent or another - it is a matter of using emphasis that fits best with the given situation and a
person's learning style preferences.
Here are brief descriptions of the four Kolb learning styles:
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Diverging (feeling and watching - CE/RO)
These people can look at things from different perspectives. They are sensitive. They prefer to watch
rather than do, tending to gather information and use imagination to solve problems. They are best at
viewing concrete situations at several different viewpoints.
Kolb called this style 'diverging' because these people perform better in situations that require ideas-
generation, for example, brainstorming. People with a diverging learning style have broad cultural
interests and like to gather information. They are interested in people, tend to be imaginative and
emotional, and tend to be strong in the arts. People with the diverging style prefer to work in groups, to
listen with an open mind and to receive personal feedback.
Assimilating (watching and thinking - AC/RO)
The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more
important than people. These people require good clear explanation rather than practical opportunity.
They excel at understanding wide-ranging information and organizing it in a clear logical format.
People with an assimilating learning style are less focused on people and more interested in ideas and
abstract concepts. People with this style are more attracted to logically sound theories than approaches
based on practical value. This learning style is important for effectiveness in information and science
careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical
models, and having time to think things through.
Converging (doing and thinking - AC/AE)
People with a converging learning style can solve problems and will use their learning to find solutions to
practical issues. They prefer technical tasks and are less concerned with people and interpersonal
aspects. People with a converging learning style are best at finding practical uses for ideas and theories.
They can solve problems and make decisions by finding solutions to questions and problems.
People with a converging learning style are more attracted to technical tasks and problems than social
or interpersonal issues. A converging learning style enables specialist and technology abilities. People
with a converging style like to experiment with new ideas, to simulate, and to work with practical
applications.
Accommodating (doing and feeling - CE/AE)
The Accommodating learning style is 'hands-on’ and relies on intuition rather than logic. These people
use other people's analysis, and prefer to take a practical, experiential approach. They are attracted to
new challenges and experiences, and to carrying out plans.
They commonly act on 'gut' instinct rather than logical analysis. People with an accommodating learning
style will tend to rely on others for information than carry out their own analysis. This learning style is
prevalent within the general population.
Learning more about the multiple intelligences can help you better understand your own
strengths. Continue reading to learn more about the major characteristics of each type of
intelligence, and if you still aren't sure which type describes you best, this quiz can help you
figure it out.
1
Visual-Spatial Intelligence
People who are strong in visual-spatial intelligence are good at visualizing things. These
individuals are often good with directions as well as maps, charts, videos, and pictures.3

Strengths
Visual and spatial judgment
Characteristics
People with visual-spatial intelligence:
Read and write for enjoyment
Are good at putting puzzles together
Interpret pictures, graphs, and charts well
Enjoy drawing, painting, and the visual arts
Recognize patterns easily
Potential Career Choices
If you're strong in visual-spatial intelligence, good career choices for you are:
Architect
Artist
Engineer
2
Linguistic-Verbal Intelligence
People who are strong in linguistic-verbal intelligence are able to use words well, both when
writing and speaking. These individuals are typically very good at writing stories, memorizing
information, and reading. 1

Strengths
Words, language, and writing
Characteristics
People with linguistic-verbal intelligence:
Remember written and spoken information
Enjoy reading and writing
Debate or give persuasive speeches
Are able to explain things well
Use humor when telling stories
Potential Career Choices
If you're strong in linguistic-verbal intelligence, good career choices for you are:
Writer/journalist
Lawyer
Teacher
3
Logical-Mathematical Intelligence
People who are strong in logical-mathematical intelligence are good at reasoning, recognizing
patterns, and logically analyzing problems. These individuals tend to think conceptually about
numbers, relationships, and patterns. 4

Strengths
Analyzing problems and mathematical operations
Characteristics
People with logical-mathematical intelligence:
Have excellent problem-solving skills
Enjoy thinking about abstract ideas
Like conducting scientific experiments
Can solve complex computations
Potential Career Choices
If you're strong in logical-mathematical intelligence, good career choices for you are:
Scientist
Mathematician
Computer programmer
Engineer
Accountant
4
Bodily-Kinesthetic Intelligence
Those who have high bodily-kinesthetic intelligence are said to be good at body movement,
performing actions, and physical control. People who are strong in this area tend to have
excellent hand-eye coordination and dexterity.
4

Strengths
Physical movement, motor control
Characteristics
People with bodily-kinesthetic intelligence:
Are skilled at dancing and sports
Enjoy creating things with his or her hands
Have excellent physical coordination
Remember by doing, rather than hearing or seeing
Potential Career Choices
If you're strong in bodily-kinesthetic intelligence, good career choices for you are:
Dancer
Builder
Sculptor
Actor
5
Musical Intelligence
People who have strong musical intelligence are good at thinking in patterns, rhythms, and
sounds. They have a strong appreciation for music and are often good at musical composition
and performance. 5

Strengths
Rhythm and music
Characteristics
People with musical intelligence:
Enjoy singing and playing musical instruments
Recognize musical patterns and tones easily
Remember songs and melodies
Have a rich understanding of musical structure, rhythm, and notes
Potential Career Choices
If you're strong in musical intelligence, good career choices for you are:
Musician
Composer
Singer
Music teacher
Conductor
6
Interpersonal Intelligence
Those who have strong interpersonal intelligence are good at understanding and interacting
with other people. These individuals are skilled at assessing the emotions, motivations, desires,
and intentions of those around them. 5

Strengths
Understanding and relating to other people
Characteristics
People with interpersonal intelligence:
Communicate well verbally
Are skilled at nonverbal communication
See situations from different perspectives
Create positive relationships with others
Resolve conflicts in group settings
Potential Career Choices
If you're strong in interpersonal intelligence, good career choices for you are:
Psychologist
Philosopher
Counselor
Salesperson
Politician
7
Intrapersonal Intelligence
Individuals who are strong in intrapersonal intelligence are good at being aware of their own
emotional states, feelings, and motivations. They tend to enjoy self-reflection and analysis,
including daydreaming, exploring relationships with others, and assessing their personal
strengths.5

Strengths
Introspection and self-reflection
Characteristics
People with intrapersonal intelligence:
Analyze their strengths and weaknesses well
Enjoy analyzing theories and ideas
Have excellent self-awareness
Understand the basis for his or her own motivations and feelings
Potential Career Choices
If you're strong in intrapersonal intelligence, good career choices for you are:
Philosopher
Writer
Theorist
Scientist
8
Naturalistic Intelligence
Naturalistic is the most recent addition to Gardner’s theory and has been met with more
resistance than his original seven intelligences. According to Gardner, individuals who are high
in this type of intelligence are more in tune with nature and are often interested in nurturing,
exploring the environment, and learning about other species. These individuals are said to be
highly aware of even subtle changes to their environments. 1

Strengths
Finding patterns and relationships to nature
Characteristics
People with naturalistic intelligence:
Are interested in subjects such as botany, biology, and zoology
Categorize and catalog information easily
Enjoy camping, gardening, hiking, and exploring the outdoors
Dislikes learning unfamiliar topics that have no connection to nature
Potential Career Choices
If you're strong in naturalistic intelligence, good career choices for you are:
Biologist
Conservationist
Gardener
Farmer

CRITERION 1: Physical Characteristics

Health and Wellness: The candidate has the physical and mental characteristics, sufficient
motor coordination and energy, adequate visual and auditory acuity, and otherwise good health
needed to effectively and independently implement the instructional and managerial duties
associated with teaching the levels and fields for which the candidate is being prepared.

Appearance: The candidate takes pride in his or her personal appearance and presents him/herself in
manner of dress and hygiene professionally appropriate to the age students being taught.

CRITERION 2. Personality Characteristics

Cooperation: The candidate works cooperatively with peers, site teachers, and faculty; contributes
constructively to group objectives; disagrees courteously, avoids sarcasm, makes constructive
suggestions; accepts suggestions and constructive criticism; and modifies behavior appropriately.

Tactfulness: The candidate recognizes the implications of words and actions upon others and avoids
situations which offend institutional and community mores.

Flexibility and Patience: The candidate displays a willingness and ability to adapt to changes in events,
conditions, activities, and tasks, and an overall patience for circumstances and human interactions.

Organization: The candidate monitors and controls time, materials, and product expectations.

Enthusiasm: The candidate displays energy and enthusiasm and responds appropriately to humor.

CRITERION 3: Responsibility Characteristics

Responsibility: The candidate undertakes and completes assigned tasks, meets university and program
requirements and deadlines, anticipates problems and plans ahead, and adapts to professional
standards and policies.

Attendance and Punctuality: The candidate is present and punctual for class and appointments, arranges
ahead of time with all necessary individuals for unavoidable delays or absences, and does not solicit
exceptions for any but very special and legitimate circumstances.

Maturity: The candidate displays poise in task completion and personal interactions, acknowledges his
or her own responsibility and culpability, and does not attempt to transfer fault or blame to others or to
rationalize his or her own inadequate or missing performance.

Creativity: The candidate synthesizes theory and practice into new personalized adaptations and
applications.

Initiative and Risk-Taking: The candidate displays independence and motivation in undertaking activities
and assignments.

CRITERION 4: Communication Skills

Oral Communication: The candidate’s oral communication reflects appropriate voice and speech
delivery; clarity, fluency, and grammatical correctness; use of standard English and understandable
accent; appropriate formality to any situation; and verbal flexibility allowing rephrasing or translating of
ideas or questions until instruction is clear to students.
Written Communication: The candidate’s written products reflect appropriate and accurate spelling,
grammar, punctuation, syntax, format, and English usage; and demonstrate organization and
composition that effectively communicate ideas, directions, explanations, lesson plans, messages, and
other teaching- related written product

CRITERION 5: Professional Relationship Skills

Demeanor: The candidate demonstrates positive attitudes in interactions with other professionals,
collaborates with peers, relates easily and appropriately to those in authority, and complies with rules
and reports problems with school and university operations with reference to specific evidence and
reasonable courtesy.
Rapport: The candidate relates easily and appropriately to children, youth, and others responsible to
him or her, providing leadership or direction while involving others and listening to and incorporating
their desires and concerns.

Awareness of Individual Differences: The candidate recognizes and empathizes with human differences
in ethnicity, gender, physical ability and intellectual ability, and demonstrates sensitivity to social
expectations in varied environments.

CRITERION 6: Commitment to the teaching profession

Professionalism: The candidate recognizes, seeks, and applies the best theory, research, and practice in
professional activities; is proud to assert his or her intention of becoming a teacher; and demonstrates a
commitment to education as a career.
With-it-ness: The candidate exhibits simultaneous awareness of all aspects of the learning environment.

Reflectivity: The candidate reflects and evaluates professional experiences with constructive criticism.

PERSONAL ATTRIBUTES
Passion.
A person should enter the teaching profession they must first have a love of learning and be willing to
share this passion with students. They need to truly enjoy working with a particular age group of
children. Passion does not die nor diminish. Their passion for teaching make them feel they “will live and
die a teacher”.

Humor
Teachers’ humor connects them with their students like a magnet. They help in merging two worlds –
youth and maturity. When they laugh together, young and old, teachers and students, they cease to be
conscious of their age difference. They enjoy as a group, thus promote a spirit of togetherness. A clean
joke will always elicit rapport in a learning environment.

Values and Attitude.

Teachers are models of values. Whether conscious of them or not, values are exhibited implicitly and
explicitly. Values connote standards, code of ethics and strong belief

Open mindedness
Is receptiveness to new ideas. According to Tjosvold & Poon, it is the way in which people approach the
views and knowledge of others and “incorporate the beliefs that others should be free to express their
views and that the value of others knowledge should be recognized”.

Fairness and Impartiality.

Fairness and impartiality in treating students eliminate discrimination. Teachers must be unbiased and
objective in judging their work and performance. Avoid preferential considerations that result to
negative response and indifference. Objective evaluations are easily accepted and gratefully
acknowledged. Fairness inculcates self-confidence and trust among students.

Sincerity and Honesty.

These are values exhibited in words and actions. Teachers interact with students every minute. Their
mannerisms, habits and speech are watched and at times imitated. Therefore, teachers must show their
real self, devoid of pretenses and half- truths. Sincerity dictates that they stick to the truth, to the extent
of accepting what they do not know about the lesson. Sincerity and honesty are taken as openness in
dealing with others.

Professionalism.
Is highly treasured in the teaching profession. Teachers are adjudged professional if they are
knowledgeable, skilled and value-laden.

Patience.
In teaching, patience refers to a teacher’s uncomplaining nature, self-control and persistence. Patient
teachers can forego momentous frustrations and disappointments. Instead they calmly endure their
students’ limitations and difficulties.

Enthusiasm.
Enthusiastic teachers are full of energy and dynamism. Their passion and love for children are easily felt.
Everyone anticipates an interesting and enjoyable learning activity. Unfortunately, not all teachers are
born with an alert and zestful disposition. With enthusiastic teachers, students look forward to any
activity they can participate in with them. Enthusiastic is a gift. It is contagious and can instantly affect
children’s mood. It connects teachers to parents.

Commitment.
It is a “solemn promise” to perform the duties and responsibilities mandated by the laws and code of
ethics of the profession. Teacher commitment is a key factor influencing the teaching-learning process.
It is the psychological identification of the individual teacher with the school and the subject matter or
goals, and the intention of the teacher to maintain organizational membership and become involved in
the job well beyond personal interest.

What are the Principles for Teachers?

Principle 1: Encourage contact between students and faculty.

Building rapport with students is very important. The contact between students and teachers are vital to
the students' success. One of the main reasons students leave school is the feeling of isolation that they
experience. The concern shown will help students get through difficult times and keep working. Faculty
have many avenues to follow to open up the lines of communication.

Principle 2: Develop reciprocity and cooperation among students.

When students are encouraged to work as a team, more learning takes place. Characteristics of good
learning are collaborative and social, not competitive and isolated. Working together improves thinking
and understanding.

Principle 3: Encourage active learning.

Learning is an active process. Students are not able to learn much by only sitting in classes listening to
teachers, memorizing pre-packaged assignments, and churning out answers. They must be able to talk
about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives.
Students need to make learning a part of themselves.

Principle 4: Give prompt feedback.

By knowing what you know and do not know gives a focus to learning. In order for students to benefit
from courses, they need appropriate feedback on their performance. When starting out, students need
help in evaluating their current knowledge and capabilities. Within the classroom, students need
frequent opportunities to perform and receive suggestions for improvement. Throughout their time in
college and especially at the end of their college career, students need chances to reflect on what they
have learned, what they still need to know, and how to assess themselves.

Principle 5: Emphasize time on task.

Learning needs time and energy. Efficient time-management skills are critical for students. By allowing
realistic amounts of time, effective learning for students and effective teaching for faculty are able to
occur. The way the institution defines time expectations for students, faculty, administrators, and other
staff, can create the basis for high performance from everyone.

Principle 6: Communicate high expectations.

Expect more and you will get it. The poorly prepared, those unwilling to exert themselves, and the bright
and motivated all need high expectations. Expecting students to perform well becomes a self-fulfilling
prophecy when teachers and institutions hold high standards and make extra efforts.

Principle 7: Respect diverse talents and ways of learning.

There are many different ways to learn and no two people learn the same way. Students bring different
talents and learning styles to the classroom. Students that excel in the seminar room may be all thumbs
in the lab or art studio and vice versa. Students need the opportunity to show their talents and learn in
ways that work for them. Then, they can be guided into new ways of learning that are not as easy for
them.