Third, it forces teachers to examine whether they are harming or frustrating their students by how they teach and fourth, the knowledge provides a basis for planning strategies to help students who have different learning styles including styles different from their teachers' style. Second, it forces instructors to exarnine whether they have developed or masked their own learning styles. First, it facilitates instructors' examining how they themselves learn. Butler (1988) postulated four major advantages of the assessment of learning style. Much attention has been directed recently to the importance of the construct of learning style in education.

Feeling types (n = 29) tended to prefer random modes of thinking. Judging individuals (n = 25) tended to perceive themselves as concrete sequential thinkers as opposed to perceptive individuals (n = 16) who thought of themselves as concrete random thinkers. Observed differences in learning styles by personality type partially support the construct validity of the Style Delineator. STODDARD College of Education and Human Services University of North Florida Summary.-To investigate the relations between the Myers-Briggs Type Indicator and the Gregorc Style Delineator and to examine the construct validity of the Style Delineator, 41 undergraduate students preparing to be teachers were given both tests. LEARNING STYLE A N D PERSONALITY TYPE ' ROBERT J.

Gregorc style delineator pdf