Accommodating converging diverging and assimilating. Using Learning Styles For An Effective Content Strategy.



Accommodating converging diverging and assimilating

Accommodating converging diverging and assimilating

Thinking and Watching assimilating Clicking on any of the combinations will get you to a more thorough description for the learning style as well as methods of accommodating that learning style. Kolb's model not only provides a framework for learning styles, but also highlights the cycle of learning that ideally would occur as a learner encounters a new idea. Consider the four contrasting points on the two lines.

Initially, there is the experience that provides the feeling for the learner. There is then, the opportunity for observation and reflection. This materializes, through thinking, into a concept. The concept is then acted upon as the learner does something with the knowledge. This process, from concrete experience feeling to reflective observation watching through abstract conceptualization thinking and finally to active experimentation doing provides a progression that can be followed in the classroom, giving the learners a solid learning experience, and at the same time, allowing each learning style to be accommodated.

Technologically Speaking; One way of addressing the different learning styles on-line is to offer the opportunity for learners to work in a way that utilizes their strengths. An on-line environment can also accommodate sharing the products of that work with others so they will benefit as well from each others' work.

Technology enables this with the use of the asynchronous communication tool discussion board , the synchronous communication tool virtual classroom , the ability to post and share files of various types, powerpoint, word documents, excel sheets An example of this would be in the use of groups and the posting of case studies.

Let's say an instructor posted the information regarding the Hurricane Katrina. The class was asked to come up with plans for relief efforts. The Accommodating group would immediately come up with tasks they would perform based on their feelings of what would be the best for the people affected. They could generate a list of what they feel needs to be done, and where they will start. They could then post this list for others to see.

The feedback they would get from the other groups would be the impact their actions would have on those involved, from the perspective of the victims, the relief workers, the security on the scene, the government officials. This would come form the Diverging group, those who gather information and can understand different perspectives.

This would benefit those in the Accommodating group, as the Diverging group would help them see other effective ways of helping out. The Assimilating group would be concerned with the over-riding issues. They would be operating in a reflective mode, generating theories about each possible long term arrangement. They will gladly do the research and craft theories as to the plausibility of each solution. The Converging group could be counted on for a task list. Their list will be logical and presented in a sequential, organized manner.

Designing a presentation that conveys this information in an efficient manner will allow them to demonstrate their strengths. They will use a program like power point, then post their presentation to the course or perhaps a web site.

If it was done in a video format, it could be streamed as video to the others in the class. At this point, the Diverging group could respond to the Converging group, and provide feedback based on the different perspectives that need to be considered.

Perhaps in their task list, a perspective might have been overlooked. Perhaps the Converging group did not consider the needs of the elderly or the issues involved in providing health care to victims. The Diverging group could be counted on for researching all perspectives. This could be done in an asynchronous or synchronous communication with feedback and involvement from the faculty member as well.

The Diverging group could also write their reflections and research into a document that could be shared on-line as well. Now the Accommodating group could be called on, though by now in a real life situation, they would have already been in action. They act quickly, with an intuitive regard for the people involved. They act on their instincts, determining what needs to be done and doing it.

But in this scenario, given the list that the Converging group developed and the input that the Diverging group added to that, the Accommodating group could truly be busy with a task list that would be effective.

And it would all be based on the long term best solutions developed by the Assimilating group. The list could be posted for the group to have ready access to, and the group could give their feedback as to the feasibility of carrying out the tasks. They could give their perspective on the tasks since their perspectives are people oriented as opposed to task oriented from the Converging group.

Groups could be created based on learning styles used in this model, then a case study of this type could be used in a class on-line. It would also be interesting to create groups that included one or two students from each learning style, then having each group work to resolve a case study like this.

Either way woudl be beneficial and would create a dynamic, interactive learning environment on-line.

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Schemas, Assimilation, Accommodation



Accommodating converging diverging and assimilating

Thinking and Watching assimilating Clicking on any of the combinations will get you to a more thorough description for the learning style as well as methods of accommodating that learning style. Kolb's model not only provides a framework for learning styles, but also highlights the cycle of learning that ideally would occur as a learner encounters a new idea. Consider the four contrasting points on the two lines. Initially, there is the experience that provides the feeling for the learner. There is then, the opportunity for observation and reflection.

This materializes, through thinking, into a concept. The concept is then acted upon as the learner does something with the knowledge. This process, from concrete experience feeling to reflective observation watching through abstract conceptualization thinking and finally to active experimentation doing provides a progression that can be followed in the classroom, giving the learners a solid learning experience, and at the same time, allowing each learning style to be accommodated.

Technologically Speaking; One way of addressing the different learning styles on-line is to offer the opportunity for learners to work in a way that utilizes their strengths. An on-line environment can also accommodate sharing the products of that work with others so they will benefit as well from each others' work.

Technology enables this with the use of the asynchronous communication tool discussion board , the synchronous communication tool virtual classroom , the ability to post and share files of various types, powerpoint, word documents, excel sheets An example of this would be in the use of groups and the posting of case studies. Let's say an instructor posted the information regarding the Hurricane Katrina.

The class was asked to come up with plans for relief efforts. The Accommodating group would immediately come up with tasks they would perform based on their feelings of what would be the best for the people affected.

They could generate a list of what they feel needs to be done, and where they will start. They could then post this list for others to see. The feedback they would get from the other groups would be the impact their actions would have on those involved, from the perspective of the victims, the relief workers, the security on the scene, the government officials. This would come form the Diverging group, those who gather information and can understand different perspectives.

This would benefit those in the Accommodating group, as the Diverging group would help them see other effective ways of helping out. The Assimilating group would be concerned with the over-riding issues. They would be operating in a reflective mode, generating theories about each possible long term arrangement. They will gladly do the research and craft theories as to the plausibility of each solution.

The Converging group could be counted on for a task list. Their list will be logical and presented in a sequential, organized manner. Designing a presentation that conveys this information in an efficient manner will allow them to demonstrate their strengths. They will use a program like power point, then post their presentation to the course or perhaps a web site. If it was done in a video format, it could be streamed as video to the others in the class. At this point, the Diverging group could respond to the Converging group, and provide feedback based on the different perspectives that need to be considered.

Perhaps in their task list, a perspective might have been overlooked. Perhaps the Converging group did not consider the needs of the elderly or the issues involved in providing health care to victims. The Diverging group could be counted on for researching all perspectives. This could be done in an asynchronous or synchronous communication with feedback and involvement from the faculty member as well.

The Diverging group could also write their reflections and research into a document that could be shared on-line as well. Now the Accommodating group could be called on, though by now in a real life situation, they would have already been in action. They act quickly, with an intuitive regard for the people involved.

They act on their instincts, determining what needs to be done and doing it. But in this scenario, given the list that the Converging group developed and the input that the Diverging group added to that, the Accommodating group could truly be busy with a task list that would be effective. And it would all be based on the long term best solutions developed by the Assimilating group.

The list could be posted for the group to have ready access to, and the group could give their feedback as to the feasibility of carrying out the tasks. They could give their perspective on the tasks since their perspectives are people oriented as opposed to task oriented from the Converging group.

Groups could be created based on learning styles used in this model, then a case study of this type could be used in a class on-line. It would also be interesting to create groups that included one or two students from each learning style, then having each group work to resolve a case study like this. Either way woudl be beneficial and would create a dynamic, interactive learning environment on-line.

Accommodating converging diverging and assimilating

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3 Comments

  1. Also data driven and unbiased, case studies can serve as a real-world example of what your prospects might expect from your product or service.

  2. People in this category like new challenges, making plans, and following through on them. People with this style are more attracted to logically sound theories than approaches based on practical value.

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