Mind Styles

Anthony Gregorc
OUTLINE

01 AUTOBIOGRAPHY

02 ORIGIN OF MIND STYLES

03 DEVELOPMENT AND GREGORC STYLE DELINEATOR

04 DIVISION OF LEARNER’S ABILITIES

05 CLASSIFICATION OF LEARNING STYLES

06 CHARACTERISTICS OF LEARNERS

07 DIFFERENTIATION

08 JOURNAL ARTICLE
01 AUTOBIOGRAPHY

Anthony F. Gregorc
He is a phenomenological researcher, which
is synonymous with the idea of
phenomenological research, the study of
human consciousness and self-awareness.
He is also a lecturer, consultant, author,
successful businessman, and the President
of Gregorc Associates, Inc.
 Bachelor of Science Degree from Miami
University in Ohio.

 Master's and Philosophic Doctorate from

Kent State University in Ohio.
01 AUTOBIOGRAPHY

Anthony F. Gregorc
• Anthony Gregorc has served as a teacher of
mathematics and biology.
• He became an assistant principal, principal
of a laboratory school for gifted youth.
• An assistant superintendent of schools.
• At the University of Illinois he became an
Associate Professor of Educational
Administration and Assistant Dean.
• At the University of Connecticut he became
an Associate Professor of Curriculum
Administration.
 01 AUTOBIOGRAPHY

Dr. Gregorc has visited various colleges and universities where he has been the guest lecturer
and professor throughout North America, Continental Europe, the Mideast and the Far East.
He has appeared on radio and television programs including The Learning Channel and in his
own 5-part satellite television staff-development series.
01 AUTOBIOGRAPHY

Gregorc Books
 An Adult's Guide to Style

 Mind Styles FAQs Book

 The Mind Styles Model: Theory, Principles, and Applications

 Technical Manual

 The Gregorc Style Delineator

 Inside Styles: Beyond the Basics

 Gregorc Style Delineator: A self-assessment instrument for adults

Kathleen A. Butler
• The Acting Dean, of the School of
Education Department Chair, and
Professor of Education at Saint Joseph
College.

• In 1980 she founded and directed The

Learners Dimension.

• Butler and Gregorc worked together to

finalize Gregorc’s development of the
Mind Styles Model.
 02 ORIGIN OF MIND STYLES

Gregorc (1985) suggested to have two basic dimensions:

The use of space and use of time - “Energic Model” ( failed)

Years later Dr. Gregorc and Dr. Butler evolved the work from
the previous model and came up with Mind Styles Model in
1984
 02 ORIGIN OF MIND STYLES

For him..

MIND
Gregorc sees the mind as an
instrument for creating and
experiencing the multiple aspects
of reality.
STYLE
It is a set of displayed
behaviors that identifies an
individual’s underlying mental
strengths and abilities.
02 ORIGIN OF MIND STYLES

The mind produces various time/space realities which

-permits the fixing of one’s attention,
-identifying oneself as an existing being
-paying testimony to one’s Self.
02 ORIGIN OF MIND STYLES

Space refers to perceptual categories for acquiring and

expressing information. Divided to 2 categories:

1.concrete (or physical) 2. abstract (or metaphorical)

Time is divided into two different ways of ordering facts and

events:
1. Sequential ordering 2. random ordering
 03 DEVELOPMENT AND GREGORC STYLE DELINEATOR

• Gregorc determined the Mind style characteristics through:

Observation and interviews of the learners’ environment
and their cognitive structure.

• He continued his research and developed the style

instrument
“The Gregorc Style Delineator”
03 DEVELOPMENT OF GREGORC STYLE DELINEATOR

He focused on measuring learners ‘s sense and order new

information. He divided it into four cognitive styles for
perceiving, processing, and ordering information.

During the process, he’s able to discover and list

characteristics and preference for each 4 Mind Styles.
03 DEVELOPMENT OF GREGORC STYKLE DELINEATOR

The Gregorc Style Delineator (1982) classifies

individuals into four basic types:

Concrete-sequential Concrete-random

Abstract- random Abstract-sequential

04 DIVISION OF ABILITY OF LEARNERS

The Mind Styles Model

 It presents four primary learning styles that explain how

an individual thinks and learns best.
 This model categorizes the ways different people
perceive and process information.
 HOW information is grasped perceptually, and on how
that perceived information is then organized and
arranged.
04 DIVISION OF ABILITY OF LEARNERS

Perception and ordering mediate our relationship to the world,

and different minds thus relate to the world in different ways
(Gregorc, 1982)

PERCEPTUAL ABILITY

An individual’s perceptual ability has two qualities:

abstractness (pattern-level perception)
concreteness (instance-level perception)
04 DIVISION OF ABILITY OF LEARNERS

ORDERING ABILITY
Another is, ordering ability also has two qualities:
randomness and sequentialness. Each ability forms a
dimension of style, with its two qualities defining the poles.
04 DIVISION OF ABILITY OF LEARNERS

CONCRETE
 Concrete quality enables people to perceive information
directly through their five senses: sight, smell, touch,
taste, and hearing.
 A person deals with the obvious, the "here and now."
 He/ she is not looking for hidden meanings, or making
relationships between ideas or concepts.
 "It is what it is."
04 DIVISION OF ABILITY OF LEARNERS

ABSTRACT

 Abstract quality allows individuals to visualize, to conceive

ideas, to understand or believe that which you cannot
actually see.
 One uses intuition, imagination, and what is beyond, “what
is” to the more subtle implications.
 "It is not always what it seems."
05 CLASSIFICATION OF MIND STYLES

CONTINUUM
ABSTRACT ABSTRACT
SEQUENTIAL RANDOM

ORDERING CONTINUUM

PERCEPTUAL
CONCRETE CONCRETE
SEQUENTIAL RANDOM
 05 CLASSIFICATION OF MIND STYLES

Abstract Sequential (AS)

The teacher uses :
Textbooks, audiotapes, and guided individual instruction.
Prefer theories, documented facts, and abstract ideas using symbols
to represent them.
The learner has the:
Ability to handle words, prefer more lecture than others.
Ability to deal with the big picture and place information into that
scheme.
05 CLASSIFICATION OF MIND STYLES

CONCRETE-SEQUENTIAL (CS)
A CS teacher uses hands-on types of materials such as
duplicated sheets, computer-assisted instruction,
programmed instruction, work/study experiences, field
trips, and laboratory manuals.

A CS learner prefers a classroom in which the teacher is

in charge and the information is presented in a logical
order.
05 CLASSIFICATION OF MIND STYLES

ABSTRACT- RANDOM

AR teacher uses:
personal interviews, group discussions, television, movies,
and assignments with reflection time.
AR learners
Are subjective in the manner of their interpretation of
stories, conversations, and movies.
They are able to read body language
05 CLASSIFICATION OF MIND STYLES

Concrete Random (CR)

CR teacher use:
Mini-lectures with opportunity to explore the topic in
addition to strategies such as games, simulations,
problem solving, and independent study projects.
CR learners:
Risk–takers and likes on trying new things.
Intuition is their characteristic that gives them insight and
answers.
06 CHARACTERISTICS OF LEARNERS

Environment
Mind Styles Way of learning (Learner Likes)
(They learn best when)
 Order  they have a structured
 logical sequence environment
 they can rely on others to
 following directions,
predictability complete this task
CONCRETE  are faced with predictable
 getting facts
SEQUENTIAL situations
 They prefer extracting  can apply ideas in pragmatic
information through hands on ways
experience
06
Mind Styles Way of learning (Learner Likes)
• Learning Holistically
• to listen to others
• bringing harmony to group
situations
• establishing healthy
ABSTRACT relationships with others.
RANDOM • focusing on the issues at hand
CHARACTERISTICS OF LEARNERS
Environment
(They learn best when)
• learning in an unstructured way
• in a personalized environment
• given broad or general
guidelines
• able to maintain friendly
relationships
• able to participate in group
activities
06 CHARACTERISTICS OF LEARNERS

Environment
Mind Styles Way of learning (Learner Likes)
(They learn best when)
• Logical approach to learning and • they have access to experts or
strong decoding written, verbal references
and imagery symbols • placed in stimulating
• analyzing situations before environments
making a decision or acting • able to work alone
ABSTRACT • applying logic in solving or
SEQUENTIAL finding solutions to problems
06 CHARACTERISTICS OF LEARNERS

Environment
Mind Styles Way of learning (Learner Likes)
(They learn best when)
 experimenting to find answers • Restrictions and limitations
 take risks • Formal reports
 use their intuition • Routines
• Re-doing anything once it’s
 solving problems independently
done
CONCRETE • Keeping detailed records
RANDOM • Showing how they got an
answer
• Choosing only one answer
 06
CONCRETE SEQUENTIAL
 Discussions that seem to have no
specific point
 Following incomplete or unclear
directions
 Working with unpredictable
people
 Dealing with abstract ideas
 Demands to "use your
imagination“
 Questions with no right or wrong
answers
CHARACTERISTICS OF LEARNERS
ABSTRACT RANDOM
 Having to explain or justify
feelings
 Working with
dictatorial/authoritarian
personalities
 Working in a restrictive
environment
 Concentrating on one thing at a
time
 Giving exact details
 Accepting even positive criticism
06
ABSTRACT SEQUENTIAL
 Being forced to work with those of
differing views
 Too little time to deal with a subject
thoroughly
 Repeating the same tasks over and over
 Lots of specific rules and regulations
 Expressing their emotions
 Being diplomatic when convincing
others
 Not monopolizing a conversation
CHARACTERISTICS OF LEARNERS
CONCRETE RANDOM
 Restrictions and limitations
 Formal reports
 Routines
 Re-doing anything once it’s done
 Keeping detailed records
 Showing how they got an answer
 Choosing only one answer
 07 DIFFERENTIATION

GREGORC KOLB CONCRETE

EXPERIENCE

CONTINUUM
ABSTRACT ABSTRACT DIVERGENT
ACCOMODATIVE
SEQUENTIAL RANDOM

CONTINUUM
ACTIVE REFLECTIVE
ORDERING CONTINUUM EXPERIMENTATION OBSERVATION
PERCEPTION CONTINUUM
PERCEPTUAL

PROCESSING
CONCRETE CONCRETE
SEQUENTIAL RANDOM
CONVERGENT ASSIMILATIVE

ABSTRACT
CONCEPTUALIZATION
No one is a “pure” style. Each of us have
a unique combination of natural strengths
and abilities.
-Anthony Gregorc
08 JOURNAL ARTICLE

INTRODUCTION
In Russia the education system is not consistent when it comes to the
learning and teaching process. Due to the demands of improvement in
quality learning and teaching methods, the development of Education
Act and the Electronic Educational Environment (EEE) is
implemented.
 08 JOURNAL ARTICLE

STATEMENT OF THE PROBLEM

 Problems

-Effectiveness and quality of Electronic Educational

Environment, as well as the adaptability of the education system
to the training level, development, abilities and interests of a
person.
08 JOURNAL ARTICLE

METHODOLOGY
- Theoretical research methods: the study and generalization of
domestic and foreign experience in the pedagogical design of electronic
educational environments and resources; analysis of scientific works on
pedagogical, psychological and technical issues on computerization of
education and e-learning; analysis of existing and planned regulations,
federal state educational standards, basic educational programs,
curricula etc.
08 JOURNAL ARTICLE

FINDINGS
During the 2014-2015 academic year third-year students have
undergo trainings about Applied Mathematics and Computer
Science.
42 students participated in the survey to define their thinking
style according to Gregorc’s model.
The survey revealed that the majority of the respondents
35.71% have abstract sequential thinking style
28.57% - concrete sequential thinking style
21.43% - concrete random thinking style
14.29% - abstract random thinking style.
 08 JOURNAL ARTICLE

CONCLUSION/RECOMMENDATION
Proposed approach to the design of pedagogical scenario system is one of the
effective means of personalization of learning and teaching in electronic
educational environment of the university, it can be recommended for the use in
teaching practice in e-learning, as it contributes to a flexible adaptation to the
individual characteristics and abilities of students, improving effectiveness of e-
learning in the university. Following the results of the testing a programming
module EEE for the design of pedagogic scenarios based on learning and teaching
style models, has been registered in the Official Bulletin of Rospatent and the
Register of the computer programs (Certificate of the official registration of a
computer program No 2015612527, 19 February 2015).