They relied almost exclusively on lecture format and extensive reading assignments, documented evidence, and evaluation by formal testing.Ĭoncrete Random (CR) style looked to the physical world as the opportunity to develop and utilize creative and original problem-solving talents. As teachers, they tought from a base of content expertise and enjoyed a forum for intellectual debate. The AS style prefered intellectual and vicarious experiences and valued logical, rational, theoretical, and analytical approaches to the world. The Abstract Sequential style (AS) reflected yet another view of the world. AR teachers offered a personalized class stressed high morale, humor, and self-expression tended to use a thematic approach to adress content and liked to use media and discussion as their primary teaching tools. Teachers with this predominant style developed projects for students, relied on worksheets to reinforce content, stressed practical lessons, worked under strict time limitations and were oriented to results.īy contrast, the Abstract Random (AR) style reflected a preference for emotional sensitivity, physically pelasing environments, strong relationships with others and flexibility in time, activity and demands. The Concrete Sequential style (CS) reflected a preference for order precision schedules physical hands-on experiences and a product-based effort. The GSD sorts people into four distinctive clusters which are used to represent the manner in which people comprehend and organize their perceptions of themselves and the world around them. The GSD implies that people learn in combinations of dualities. Gregorc, 1982) believes that learning style consists of distinctive, observable behaviors that provide clues to the functioning of perople's minds and how they relate to the world. The GSD yields scores in four categories: Concrete Random, Concrete Sequential, Abstract Sequential, and Abstract Random. Category scores range from 10 to 40 and are based on the sum of the ranking of the 10 words. Individuas rank the words which are most and least descriptive of themselves with four indicating the most descriptive and one being the elast.
Vance (1991) reports that the GSD was developed as a self-assessment consisting of ten sets of four words. The Gregorc Style Delineator (GSD) is a ten-item self-report questionnaire in which the respondent rank orders four words in each item in the sam manner as the Kolb inventory. It represents a blend of theories of the psychological sciences of behavioral, psychoanalytic, humanistic, and transpersonal. It is recommended that educators consider the diverse learning styles of the students and utilize a variety of teaching methods in order to promote an optimal learning environment for the students.Įducation Gregorc Style Delineator physiotherapy.Anthony Gregorc, expanding the work of Jung, developed a learning style instrument designed to identify differences of learning. The high percentage of physical therapy students whose responses were indicative of mixed learning styles suggests that they can accommodate multiple teaching methods. The predominant concrete-sequential learning style is consistent with the most preferred teaching method (hands-on training). Approximately 30 (57%) students rated the following teaching methods as the most preferred methods: "Advanced organizers," "demonstrations," and "multimedia activities." Although 31 (59%) students rated the concrete-sequential learning style the most preferred, these students demonstrated mixed styles on the other style dimensions: Abstract-sequential, abstract-random, and concrete-random. More than 45 (85%) of the students rated hands-on training as the most preferred teaching method. Pearson's correlations were performed to investigate the relationship between them. Percentages were calculated for the learning styles and teaching methods. Upon completion of the lecture, questionnaires were distributed, and were collected on completion. The principal researcher gave an introductory lecture to explain the different learning styles and common teaching methods. The study was conducted to determine the learning styles and preferred teaching methods of Saudi physical therapy students.įifty-three Saudis studying physical therapy (21 males and 32 females) participated in the study. To the researchers' knowledge, there are no published studies that have investigated the learning styles and preferred teaching methods of physical therapy students in Saudi Arabia.
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