1) The document discusses various learning style theories including Myers-Briggs types (sensing-intuiting, thinking-feeling, extroversion-introversion, judging-perceiving), Gregorc's styles (concrete sequential, abstract random, abstract sequential, concrete random), and how each may prefer to take in and process information. 2) It provides examples of positive and negative characteristics for each learning style. For example, concrete sequential types are practical and down-to-earth but may be possessive, while abstract random types are imaginative but could be overly emotional. 3) Suggestions are given for how to incorporate each learning style into classroom instruction and production, such as using hands-

1. Richard D. Courtright, Ph.D. Gifted Education Research Specialist Duke University Talent Identification Program LEARNING STYLES

2. BUFFALO PHYSICAL BEAR EAGLE THINKING IMAGINATIVE EMOTIONAL DEER NORTH MEDICINE WHEEL WEST EAST SOUTH

4. encounter, assess and process infor-mation, and to create and produce.

5. Style From the Latin stylus, or pen, with which you write your story on the world.

6. Dunn & Dunn Environmental Emotional Sociological Physical Psychological

8. INTROVERSION (I) Preference for drawing energy from one’s internal world of ideas, emotions or impressions Myers & BriggsENERGIZING- orientation of energy EXTROVERSION (E) Preference for drawing energy from the outside world of people, activities or things.

9. Myers & BriggsATTENDING -- perception SENSING (S) Preference for taking in information through the five senses and noticing what is actual. INTUITION (N) Preference for taking in information through a “sixth sense” and noticing what might be.

10. Myers & BriggsDECIDING -- evaluation THINKING (T) Preference for organizing and structuring infor-mation to decide in a logical, objective way. FEELING (F) Preference for organizing and structuring infor-mation to decide in a personal, value-oriented way.

11. Myers & BriggsLIVING -- orientation to the outside world JUDGING(J) Preference for living a planned and organized life. PERCEIVING(P) Preference for living a spontaneous and flexible life.

12. Myers-Briggs Personality Types SENSING INTUITING ISFJ ISTJ INTJ INFJ INTROVERTS INFP INTP ISTP ISFP ENTP ENFP ESTP ESFP EXTRAVERTS ESTJ ESFJ ENTJ ENFJ

13. ABSTRACT CONCRETE Gregorc: PERCEIVING

14. Gregorc: ORDERING SEQUENTIAL RANDOM

15. CS AS CR AR

16. Concrete Sequential POSITIVE Practical Down-to-Earth Time-oriented Fact/rule-driven Derive information from the physical world Hands-on NEGATIVE Excessive conformity “My way or the highway” Unfeeling By-the-book Possessive I’m going to kill you-- it’s for your own good CS

17. Abstract Random POSITIVE Abstract feelers Imaginative Sensitive / “tuned in” Open to the experiences of the moment AR NEGATIVE “Space Cadet”/airheads Overly emotional Overly sensual Smother lovers

18. Abstract Sequential POSITIVE Deals well with concepts, theories, etc. Flow-chart thinking Future-oriented Impartial, detached Highly verbal NEGATIVE Impractical dreamer Absentmindedness Withdrawn/reserved Aloof Polysyllabic verbiage Resides in an “Ivory Tower” AS

19. Concrete Random POSITIVE Inventive, looks for new possibilities In the moment The world is his/her oyster Intellectual leaps Build a better mousetrap NEGATIVE Bandwagoning Abandon tasks before completion Not as concerned about consequences “Out of sight, out of mind” Jumps to conclusions CR

20. “QUANTUM” LEARNING STYLES LEARNING STYLE IMPLEMENTATION: Increased understanding of the interaction of the self and the world. Teaching and Self-Understanding. Develop an attitude of harmlessness. Encourage appropriate action.

21. Concrete Random CR Learning Styles in the Classroom INSTRUCTION Open-ended Exploration Investigation Experimentation Options PRODUCTION Invention Editorial Solutions Games Experiments

22. Abstract Sequential AS Learning Styles in the Classroom INSTRUCTION Lectures, Texts Content mastery Extensive reading Reporting Conceptual problem- solving PRODUCTION Debates Documents Theoretical models Research Lecture

23. Abstract Random AR Learning Styles in the Classroom INSTRUCTION Interpretation Explanation Communication Illustration Peer Teaching PRODUCTION Writing Arts, Music Interviews Helping projects Journal Simulations

24. Concrete Sequential CS Learning Styles in the Classroom INSTRUCTION Hands-on, manipulatives Workbooks Data collection Computer programming PRODUCTION Time Line Graph Diorama Model Exhibit

25. Contact Information: Richard D. Courtright, Ph.D.Gifted Education Research SpecialistTalent Identification Program Duke University(919)668-9130rcourtright@tip.duke.edu