Learning-Model Instrument
Learning-Model Instrument
The Learning-Model Instrument (page 32 in the text), identifies four domains of learning based on an individual’s preference for cognitive or affective learning – and preference for concrete or abstract experiences.
The premise for the model is that learning comes from thinking (cognition/abstract) and experiencing for most of us (affect/concrete).
The Affective –Cognitive dimension correlates with the issues of people vs. task – another way of measure learning and preference styles. Most folks who are task oriented will fall more heavily on the cognitive dimension of this scale – while those more oriented to people and relationships will fall more heavily on the affective side of the continuum.
Cognitive: prefers mental activity, controlled thought and logic. Usually left-brain dominant – logical, rational, unemotional. May prefer solo activities like reading to discussion.
Affective: prefers learning from emotions and feelings – intuition is comfortable for this person. Prefers social interaction to solo thinking – prefers discussion/group work, to reading on one’s own. Right brained folks are less linear, more spontaneous, possibly more creative and emotional.
If you fall heavily on one side or the other, it is important to work to develop the alternate learning style – we should all be able to think and thus behave, based on thinking and feeling as appropriate. Different situations will call for different types of knowledge and behavior.
The concrete – abstract dimension is more about how you prefer to experience things. If you are concrete – you prefer to learn by touching things…..feeling them, seeing them – maybe even manipulating something. You probably like lab science over lectures. Those who fall on the abstract end of the continuum reflect a preference for dealing with the world in terms of thinking about it – you may need to sit quietly and reflect on a class discussion in order to learn from it –
The Learning-Model Instrument (page 32 in the text), identifies four domains of learning based on an individual’s preference for cognitive or affective learning – and preference for concrete or abstract experiences.
The premise for the model is that learning comes from thinking (cognition/abstract) and experiencing for most of us (affect/concrete).
The Affective –Cognitive dimension correlates with the issues of people vs. task – another way of measure learning and preference styles. Most folks who are task oriented will fall more heavily on the cognitive dimension of this scale – while those more oriented to people and relationships will fall more heavily on the affective side of the continuum.
Cognitive: prefers mental activity, controlled thought and logic. Usually left-brain dominant – logical, rational, unemotional. May prefer solo activities like reading to discussion.
Affective: prefers learning from emotions and feelings – intuition is comfortable for this person. Prefers social interaction to solo thinking – prefers discussion/group work, to reading on one’s own. Right brained folks are less linear, more spontaneous, possibly more creative and emotional.
If you fall heavily on one side or the other, it is important to work to develop the alternate learning style – we should all be able to think and thus behave, based on thinking and feeling as appropriate. Different situations will call for different types of knowledge and behavior.
The concrete – abstract dimension is more about how you prefer to experience things. If you are concrete – you prefer to learn by touching things…..feeling them, seeing them – maybe even manipulating something. You probably like lab science over lectures. Those who fall on the abstract end of the continuum reflect a preference for dealing with the world in terms of thinking about it – you may need to sit quietly and reflect on a class discussion in order to learn from it –