Trinity Western University Learning Style Inventory Paper Complete the self-scoring Kolb Learning Style Inventory (LSI) and submit your personal interpreta

Trinity Western University Learning Style Inventory Paper Complete the self-scoring Kolb Learning Style Inventory (LSI) and submit your personal interpretation, analysis, and reflections of the results, and include implications for your learning efforts in the program and in your leadership role(s). The length of your comments should be about 1-2 pages (double-spaced). Be sure to include introduction and conclusion paragraphs. the length can be 350-450 words. i have attached two files need to perform the assessment. one file is an example and other file is an work u need to work. i need two copies for two different people make sure there should not be similarity between two copies, it is for two different people. The Learning Style Inventory
An important aspect of communication is an understanding between the Student and the Field Instructor
about learning styles. Most teachers adopt a style of teaching which matches their own learning style,
but which may be different than that of the Student’s. Many misunderstandings can be avoided if both
the Student and Field Instructor take the time to complete the Learning Style Inventory. Not only can
misunderstandings be avoided, but also through awareness of your own learning style an expansion of
both learning and teaching styles may take place. This is important since one of the roles of the social
worker is to educate, and our clients and colleagues will have a variety of learning styles that we need to
understand.
The Learning Style Inventory is derived from an experiential theory and model of learning developed by
Kolb (1984) and based on the seminal contributions of John Dewey, Kurt Lewin & Jean Piaget. It is a
practical self-assessment instrument that can help us assess our unique learning styles, and has the
advantage of only taking 30-45 minutes to complete. It tells us our preferred approach to learning in
everyday life.
1
The Model
In this experiential model, learning is viewed as a continually recurring problem solving process in the
four-stage cycle depicted below. Concrete Experiences are followed by Reflective Observations that lead
to the formulation of Abstract Concepts and Generalizations that lead to Active Experimentation to test
the hypotheses that have been developed. This is an ongoing process, and may be entered anywhere in
the cycle.
Concrete Experience
Active Experimentation
Reflective Observation
Abstract Conceptualization
Our learning styles become second nature, and we are often unaware of how we approach problem
solving. Our learning becomes a tacit way of knowing, largely influenced by our past experiences. The
Learning Style Inventory is one tool the Student and the Field Instructor can use to make your learning
styles explicit. As noted earlier, we often teach based on our preferred styles of learning.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development.
Englewood Cliffs, NJ: Prentice-Hall.
1
The Learning Style Inventory
Instructions: It will take 30-45 minutes to complete the Learning Style Inventory and develop your
Learning Style Profiles. As you complete the Learning Style Inventory remember that there are no right
or wrong answers. The Inventory gives you an idea of how you learn; it does not evaluate your learning
ability.
1. Rank order each set of four works (going across) in the 10 items listed below. Assign a 4 to the word
which best characterizes your learning style, a 3 to the next best, a 2 to the next, and a 1 to the least
characteristic word. Assign a different number to each of the four words. Do not make ties.
1. _____ involved
_____ tentative
_____ discriminating
_____ practical
2. _____ receptive
_____ impartial
_____ analytical
_____ relevant
3. _____ feeling
_____ watching
_____ thinking
4. _____ accepting
_____ aware
_____ evaluating
5. _____ intuitive
_____ questioning
_____ logical
_____ productive
6. _____ concrete
_____ observing
_____ abstract
_____ active
_____ doing
_____ risk-taker
7. _____ present-oriented _____ reflecting
_____ future-oriented
8. _____ open to new
experiences
_____ perceptive
_____ intelligent
9. _____ experience
_____ observation
_____ conceptualization _____ experimentation
10. _____ intense
_____ reserve
_____ rational
_____ practical
_____ competent
_____ responsible
(for
scoring
only)
_____ (CE)
_____ (RO)
_____ (AC)
_____ (AE)
2. Total the rank numbers you have given to the ten words in each of the four columns (add all of your
scores going down). The sum of the first column gives you your score on CE: Concrete Experience;
the second column gives you your score on RO: Reflective Observation; your score on the third
column is for AC: Abstract Conceptualization; and the fourth column is your score on AE: Active
Experimentation.
3. Transfer each of your scores to the Learning Style Profile on the next page by placing a mark by the
number you scores on each of the four dimensions. Connect these four marks with straight lines.
LEARNING STYLE PROFILE
Concrete Experience
40
35
30
Accommodative
Divergent
25
20
15
40
Active
35 30
10
25
20
15
10
10
Experimentation
15
20
10
15
25
30
35
Reflective
40
Observation
20
25
Convergent
Assimilative
30
35
40
Abstract Conceptualization
Interpretation:
Your individual scores provide you with a measure of the relative emphasis you give to each of the four
different learning modes. Kolb (1984) defines each mode as follows:
Concrete Experience (CE) — A CE orientation focuses on being involved in experiences and dealing
with immediate human situations in a personal way. It emphasizes feeling more than thinking; a
concern with the uniqueness and complexity of present reality over theories and generalizations; and
intuitive, “artistic” approach over a systematic, scientific approach to problems.
Reflective Observation (RO) — An RO orientation focuses on understanding the meaning of ideas
and situations by carefully observing and describing them. It emphasizes reflection and
understanding over action and practical application; a concern with what is true or how things happen
over what will work.
Abstract Conceptualization (AC) — An AC orientation focuses on using logic, ideas, and concepts.
It emphasizes thinking rather than feeling; a concern with building general theories rather than
intuitively understanding unique, specific areas; a scientific more than an artistic approach to
problems.
Active Experimentation (AE) — An AE orientation focuses on actively influencing people and
changing situations. It emphasizes practical applications as distinct from reflective understanding; a
pragmatic concern with what works rather than with what is absolute truth; an emphasis on doing,
more than observing.
Your dominant learning style, how you resolve the tensions between conceptualizations and
experience, and between action and reflection, is determined by locating the quadrant with the largest
enclosed space on your Learning Style Profile. The quadrant is labeled on the Learning Style Inventory
in italics.
Kolb (1984) describes the characteristics of each style based on both research and clinical observation.
Convergent — The convergent learning style relies primarily on the dominant learning abilities of
abstract conceptualization and active experimentation. The greatest strength of this approach lies in
problem solving, decision-making, and the practical application of ideas. The style works best in
situations where there is a single correct answer or solution to a question or problem. The style
suggests a preference for task accomplishment or productivity rather than for more socio-emotional
experiences.
Divergent — The divergent learning style has the opposite learning strengths from the convergent. It
emphasizes concrete experience and reflective observation. Its greatest strength lies in imaginative
ability and awareness of meaning and values. The primary adaptive ability of divergence is to view
concrete situations from many perspectives and to organize many relationships into a meaningful
“gestalt.” The emphasis in this orientation is on adaptation by observation rather than action. It is
called divergent because it works best in situations that call for generation of alternative ideas and
implications, such as a “brainstorming” idea session. The style suggests a preference for
socioemotional experiences over task accomplishment.
Assimilative — In assimilation, the dominant learning abilities are abstract conceptualization and
reflective observation. The greatest strength of this orientation lies in inductive reasoning and the
ability to create theoretical models, in assimilating disparate observations into an integrated
explanation. As in convergence, this orientation is focused less on socio-emotional interactions and
more on ideas and abstract concepts. Ideas are valued more for being logically sound and precise
than for their practical values. It is more important that the theory be logically sound and precise.
Accommodative — The accommodative learning style has the opposite strengths from assimilation,
emphasizing concrete experience and active experimentation. The greatest strength of this
orientation lies in doing things, in carrying out plans and tasks and getting involved in new
experiences. The adaptive emphasis of this orientation is on opportunity seeking, risk taking and
action. This style is called accommodative because it is best suited for those situations where one
must adapt oneself to changing immediate circumstances. In situations where the theory or plans do
not fit the facts, those with an accommodative style will most likely discard the plan or theory.
Although each of us may have a dominant learning style it is important to remember that a learning style
describes how we learn, not how well we learn. No particular style is intrinsically better or worse than
another — only different. Understanding the commonalties and differences between your learning style
and those you are working with may be useful in communicating more effectively. It can also give you an
idea of your strengths and where you can grow.
The Learning Style Inventory
An important aspect of communication is an understanding between the Student and the Field Instructor
about learning styles. Most teachers adopt a style of teaching which matches their own learning style,
but which may be different than that of the Student’s. Many misunderstandings can be avoided if both
the Student and Field Instructor take the time to complete the Learning Style Inventory. Not only can
misunderstandings be avoided, but also through awareness of your own learning style an expansion of
both learning and teaching styles may take place. This is important since one of the roles of the social
worker is to educate, and our clients and colleagues will have a variety of learning styles that we need to
understand.
The Learning Style Inventory is derived from an experiential theory and model of learning developed by
Kolb (1984) and based on the seminal contributions of John Dewey, Kurt Lewin & Jean Piaget. It is a
practical self-assessment instrument that can help us assess our unique learning styles, and has the
advantage of only taking 30-45 minutes to complete. It tells us our preferred approach to learning in
everyday life.
1
The Model
In this experiential model, learning is viewed as a continually recurring problem solving process in the
four-stage cycle depicted below. Concrete Experiences are followed by Reflective Observations that lead
to the formulation of Abstract Concepts and Generalizations that lead to Active Experimentation to test
the hypotheses that have been developed. This is an ongoing process, and may be entered anywhere in
the cycle.
Concrete Experience
Active Experimentation
Reflective Observation
Abstract Conceptualization
Our learning styles become second nature, and we are often unaware of how we approach problem
solving. Our learning becomes a tacit way of knowing, largely influenced by our past experiences. The
Learning Style Inventory is one tool the Student and the Field Instructor can use to make your learning
styles explicit. As noted earlier, we often teach based on our preferred styles of learning.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development.
Englewood Cliffs, NJ: Prentice-Hall.
1
The Learning Style Inventory
Instructions: It will take 30-45 minutes to complete the Learning Style Inventory and develop your
Learning Style Profiles. As you complete the Learning Style Inventory remember that there are no right
or wrong answers. The Inventory gives you an idea of how you learn; it does not evaluate your learning
ability.
1. Rank order each set of four works (going across) in the 10 items listed below. Assign a 4 to the word
which best characterizes your learning style, a 3 to the next best, a 2 to the next, and a 1 to the least
characteristic word. Assign a different number to each of the four words. Do not make ties.
1. _____ involved
_____ tentative
_____ discriminating
_____ practical
2. _____ receptive
_____ impartial
_____ analytical
_____ relevant
3. _____ feeling
_____ watching
_____ thinking
4. _____ accepting
_____ aware
_____ evaluating
5. _____ intuitive
_____ questioning
_____ logical
_____ productive
6. _____ concrete
_____ observing
_____ abstract
_____ active
_____ doing
_____ risk-taker
7. _____ present-oriented _____ reflecting
_____ future-oriented
8. _____ open to new
experiences
_____ perceptive
_____ intelligent
9. _____ experience
_____ observation
_____ conceptualization _____ experimentation
10. _____ intense
_____ reserve
_____ rational
_____ practical
_____ competent
_____ responsible
(for
scoring
only)
_____ (CE)
_____ (RO)
_____ (AC)
_____ (AE)
2. Total the rank numbers you have given to the ten words in each of the four columns (add all of your
scores going down). The sum of the first column gives you your score on CE: Concrete Experience;
the second column gives you your score on RO: Reflective Observation; your score on the third
column is for AC: Abstract Conceptualization; and the fourth column is your score on AE: Active
Experimentation.
3. Transfer each of your scores to the Learning Style Profile on the next page by placing a mark by the
number you scores on each of the four dimensions. Connect these four marks with straight lines.
LEARNING STYLE PROFILE
Concrete Experience
40
35
30
Accommodative
Divergent
25
20
15
40
Active
35 30
10
25
20
15
10
10
Experimentation
15
20
10
15
25
30
35
Reflective
40
Observation
20
25
Convergent
Assimilative
30
35
40
Abstract Conceptualization
Interpretation:
Your individual scores provide you with a measure of the relative emphasis you give to each of the four
different learning modes. Kolb (1984) defines each mode as follows:
Concrete Experience (CE) — A CE orientation focuses on being involved in experiences and dealing
with immediate human situations in a personal way. It emphasizes feeling more than thinking; a
concern with the uniqueness and complexity of present reality over theories and generalizations; and
intuitive, “artistic” approach over a systematic, scientific approach to problems.
Reflective Observation (RO) — An RO orientation focuses on understanding the meaning of ideas
and situations by carefully observing and describing them. It emphasizes reflection and
understanding over action and practical application; a concern with what is true or how things happen
over what will work.
Abstract Conceptualization (AC) — An AC orientation focuses on using logic, ideas, and concepts.
It emphasizes thinking rather than feeling; a concern with building general theories rather than
intuitively understanding unique, specific areas; a scientific more than an artistic approach to
problems.
Active Experimentation (AE) — An AE orientation focuses on actively influencing people and
changing situations. It emphasizes practical applications as distinct from reflective understanding; a
pragmatic concern with what works rather than with what is absolute truth; an emphasis on doing,
more than observing.
Your dominant learning style, how you resolve the tensions between conceptualizations and
experience, and between action and reflection, is determined by locating the quadrant with the largest
enclosed space on your Learning Style Profile. The quadrant is labeled on the Learning Style Inventory
in italics.
Kolb (1984) describes the characteristics of each style based on both research and clinical observation.
Convergent — The convergent learning style relies primarily on the dominant learning abilities of
abstract conceptualization and active experimentation. The greatest strength of this approach lies in
problem solving, decision-making, and the practical application of ideas. The style works best in
situations where there is a single correct answer or solution to a question or problem. The style
suggests a preference for task accomplishment or productivity rather than for more socio-emotional
experiences.
Divergent — The divergent learning style has the opposite learning strengths from the convergent. It
emphasizes concrete experience and reflective observation. Its greatest strength lies in imaginative
ability and awareness of meaning and values. The primary adaptive ability of divergence is to view
concrete situations from many perspectives and to organize many relationships into a meaningful
“gestalt.” The emphasis in this orientation is on adaptation by observation rather than action. It is
called divergent because it works best in situations that call for generation of alternative ideas and
implications, such as a “brainstorming” idea session. The style suggests a preference for
socioemotional experiences over task accomplishment.
Assimilative — In assimilation, the dominant learning abilities are abstract conceptualization and
reflective observation. The greatest strength of this orientation lies in inductive reasoning and the
ability to create theoretical models, in assimilating disparate observations into an integrated
explanation. As in convergence, this orientation is focused less on socio-emotional interactions and
more on ideas and abstract concepts. Ideas are valued more for being logically sound and precise
than for their practical values. It is more important that the theory be logically sound and precise.
Accommodative — The accommodative learning style has the opposite strengths from assimilation,
emphasizing concrete experience and active experimentation. The greatest strength of this
orientation lies in doing things, in carrying out plans and tasks and getting involved in new
experiences. The adaptive emphasis of this orientation is on opportunity seeking, risk taking and
action. This style is called accommodative because it is best suited for those situations where one
must adapt oneself to changing immediate circumstances. In situations where the theory or plans do
not fit the facts, those with an accommodative style will most likely discard the plan or theory.
Although each of us may have a dominant learning style it is important to remember that a learning style
describes how we learn, not how well we learn. No particular style is intrinsically better or worse than
another — only different. Understanding the commonalties and differences between your learning style
and those you are working with may be useful in communicating more effectively. It can also give you an
idea of your strengths and where you can grow.

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