Newcastle University School of Chemical Engineering and Advanced Materials

CONTENTS
Introduction
Active-Reflective Dimension
Sensing-Intuitive
Dimension
Visual-Verbal
Dimension
Sequential-Global
Dimension
Summary

 

ACTIVE - REFLECTIVE DIMENSION

  • Active Learners:
    • retain and understand information best by discussing it, applying it or explaining it to others
    • "letís try it out and see how it works"
    • prefer group work
    • finds it difficult to sit in lectures just taking notes; requires interaction
  • Reflective Learners:
    • retain and understand information best by thinking about it first
    • "letís think it through first"
    • prefer working alone
    • needs thinking time during lectures

The chart below shows the distribution of the 1998/99 stage 1 students in the Active-Reflective dimension. It indicates that the majority of the class has a relatively balanced learning style in this dimension, with a slight bias towards Active learning. 

Learning Strategy

  • Active Learners

    • in classes that allow little time for discussion or problem solving activities, compensate for these lacks when you study
    • study in a group, with members taking turns to explain different topics
    • work with others to "guess" what will be potential exam questions and figure out the answers
    • you will always retain information better if you find ways to do something with it
  • Reflective Learners
    • in classes that allow little or no time for thinking about new information, compensate for this when studying
    • donít just read or memorise the material. Stop periodically to review what you have read and to think of possible questions or applications
    • it might be helpful to write short summaries of readings or class notes in your own words
    • doing the above may take extra time but you will be able to retain material more effectively

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