Gregorc Style Delineator Pdf

Not only do we have preferred learning styles; we also have favourite. To SuperCamp consultant John LeTellier for adapting the Gregorc model and providing.

Learning Styles Are How We Learn, by Ken Rohrer I am a fan of Gregorc's Learning Styles. I see the styles he identifies in everyone- students and teachers alike. Gregorc writes about individual styles of learning and personality.

Teachers typically have a tougher time teaching to students on the opposite spectrum of learning styles. I am between an abstract/random and concrete/random. I have the most difficult time teaching to concrete/sequentials. I have to force myself to give directions in a detailed, structured and sequential order.

Each learning style has a weakness. Teachers would do well to be aware of not only their own weaknesses, but those of their students. The table below illustrates the weaknesses well. Gregorc's Learning Styles CONCRETE SEQUENTIAL This learner likes: • order • logical sequence • following directions, predictability • getting facts They learn best when: • they have a structured environment • they can rely on others to complete this task • are faced with predictable situations • can apply ideas in pragmatic ways What's hard for them?

The primary purpose of the studies was to examine the relationship between the Gregorc Style Delineator and Kirton's adaptive-innovative distinction. Minitab 17 for mac. The structure and internal consistency of the Style Delineator were also examined. Two samples (N = 109, N = 135) were given the Style Delineator and the Kirton Adaption-Innovation Inventory. Results showed that the Style Delineator's sequential types and random types (irrespective of concreteness or abstractness) were KAI adaptors and innovators, respectively. Factor analysis of responses to the Style Delineator revealed several orthogonal factors, although factor-items were dispersed among the subscales. Cronbach's alphas indicated that the KAI was reliable, but the alphas for the Style Delineator's 4 subscales ranged from.23 to.66.

Issues regarding the construction of the Style Delineator were discussed. Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297- 334., Gregorc, A. Transaction ability inventory. Columbia, CT. Gregorc style delineator.

Maynard, MA: Gabriel Systems, Inc. An adult's guide to style. Maynard, MA: Gabriel Systems, Inc. Gregorc style delineator: Development technical and administration manual. Maynard, MA: Gabriel Systems, Inc. Goldsmith, R.

The factorial composition of the KAI Inventory. Educational And Psychological Measurement, 45, 245- 250.,, Keller, R. And Holland, W. A cross-validation of the KAI in three research and development organizations. Applied Psychological Measurement, 2, 563- 570., Kirton, M. Adaptors and innovators: A description and measure.

Journal of Applied Psychology, 61, 622- 629.,, Kirton, M. Research edition: Kirton adaption—innovation inventory [KAI].

London: National Federation for Educational Research. The nature of cognitive styles: Problems and promises in educational practice. Educational Psychologist, 19, 59- 74., Mulligan, D. And Martin, W.

Adaptors, innovators and the Kirton adaption-innovation inventory. Psychological Reports, 46, 883- 892.,, Sewall, T. The measurement of learning style: A critique of four assessment tools. Green Bay: University of Wisconsin Green Bay, Wisconsin Assessment Center.