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DUE MAY 25, 2022

Discussion Assignment Instructions

The student will post one thread of at least 500 words. For each thread, students must support their assertions with at least 2 scholarly citations in current APA format. Any sources cited must have been published within the last five years. Acceptable sources include our textbooks, scholarly articles, and the Bible.

The Learning Style Inventory

An important aspect of communication is an understanding between the Student and the Field Instructor
about learning styles. Most teachers adopt a style of teaching which matches their own learning style, but
which may be different than that of the Student’s. Many misunderstandings can be avoided if both the
Student and Field Instructor take the time to complete the Learning Style Inventory. Not only can
misunderstandings be avoided, but also through awareness of your own learning style an expansion of
both learning and teaching styles may take place. This is important since one of the roles of the social
worker is to educate, and our clients and colleagues will have a variety of learning styles that we need to

The Learning Style Inventory is derived from an experiential theory and model of learning developed by

Kolb (1984)

and based on the seminal contributions of John Dewey, Kurt Lewin & Jean Piaget. It is a

practical self-assessment instrument that can help us assess our unique learning styles, and has the
advantage of only taking 30-45 minutes to complete. It tells us our preferred approach to learning in
everyday life.

The Model
In this experiential model, learning is viewed as a continually recurring problem solving process in the
four-stage cycle depicted below. Concrete Experiences are followed by Reflective Observations that lead
to the formulation of Abstract Concepts and Generalizations that lead to Active Experimentation to test
the hypotheses that have been developed. This is an ongoing process, and may be entered anywhere in
the cycle.

Concrete Experience

Active Experimentation Reflective Observation

Abstract Conceptualization

Our learning styles become second nature, and we are often unaware of how we approach problem
solving. Our learning becomes a tacit way of knowing, largely influenced by our past experiences. The
Learning Style Inventory is one tool the Student and the Field Instructor can use to make your learning
styles explicit. As noted earlier, we often teach based on our preferred styles of learning.

Kolb, D. (1984). Experiential learning: Experience as the source of learning and development.

Englewood Cliffs, NJ: Prentice-Hall.

The Learning Style Inventory

Instructions: It will take 30-45 minutes to complete the Learning Style Inventory and develop your
Learning Style Profiles. As you complete the Learning Style Inventory remember that there are no right
or wrong answers. The Inventory gives you an idea of how you learn; it does not evaluate your learning

1. Rank order each set of four works (going across) in the 10 items listed below. Assign a 4 to the word

which best characterizes your learning style, a 3 to the next best, a 2 to the next, and a 1 to the least
characteristic word. Assign a different number to each of the four words. Do not make ties.

1. _____ involved _____ tentative _____ discriminating _____ practical

2. _____ receptive _____ impartial _____ analytical _____ relevant

3. _____ feeling _____ watching _____ thinking _____ doing

4. _____ accepting _____ aware _____ evaluating _____ risk-taker

5. _____ intuitive _____ questioning _____ logical _____ productive

6. _____ concrete _____ observing _____ abstract _____ active

7. _____ present-oriented _____ reflecting _____ future-oriented _____ practical

8. _____ open to new _____ perceptive _____ intelligent _____ competent

9. _____ experience _____ observation _____ conceptualization _____ experimentation

10. _____ intense _____ reserve _____ rational _____ responsible


only) _____ (CE) _____ (RO) _____ (AC) _____ (AE)

2. Total the rank numbers you have given to the ten words in each of the four columns (add all of your

scores going down). The sum of the first column gives you your score on CE: Concrete Experience;
the second column gives you your score on RO: Reflective Observation; your score on the third
column is for AC: Abstract Conceptualization; and the fourth column is your score on AE: Active

3. Transfer each of your scores to the Learning Style Profile on the next page by placing a mark by the

number you scores on each of the four dimensions. Connect these four marks with straight lines.


Concrete Experience



Accommodative Divergent




Active 10 Reflective

40 35 30 25 20 15 10 10 15 20 25 30 35 40

Experimentation 10 Observation




Convergent Assimilative




Your individual scores provide you with a measure of the relative emphasis you give to each of the four
different learning modes. Kolb (1984) defines each mode as follows:

Concrete Experience (CE) — A CE orientation focuses on being involved in experiences and dealing
with immediate human situations in a personal way. It emphasizes feeling more than thinking; a
concern with the uniqueness and complexity of present reality over theories and generalizations; and
intuitive, “artistic” approach over a systematic, scientific approach to problems.

Reflective Observation (RO) — An RO orientation focuses on understanding the meaning of ideas
and situations by carefully observing and describing them. It emphasizes reflection and
understanding over action and practical application; a concern with what is true or how things happen
over what will work.

Abstract Conceptualization (AC) — An AC orientation focuses on using logic, ideas, and concepts.
It emphasizes thinking rather than feeling; a concern with building general theories rather than
intuitively understanding unique, specific areas; a scientific more than an artistic approach to

Active Experimentation (AE) — An AE orientation focuses on actively influencing people and
changing situations. It emphasizes practical applications as distinct from reflective understanding; a
pragmatic concern with what works rather than with what is absolute truth; an emphasis on doing,
more than observing.

Your dominant learning style, how you resolve the tensions between conceptualizations and
experience, and between action and reflection, is determined by locating the quadrant with the largest
enclosed space on your Learning Style Profile. The quadrant is labeled on the Learning Style Inventory
in italics.

Kolb (1984) describes the characteristics of each style based on both research and clinical observation.

Convergent — The convergent learning style relies primarily on the dominant learning abilities of
abstract conceptualization and active experimentation. The greatest strength of this approach lies in
problem solving, decision-making, and the practical application of ideas. The style works best in
situations where there is a single correct answer or solution to a question or problem. The style
suggests a preference for task accomplishment or productivity rather than for more socio-emotional

Divergent — The divergent learning style has the opposite learning strengths from the convergent. It
emphasizes concrete experience and reflective observation. Its greatest strength lies in imaginative
ability and awareness of meaning and values. The primary adaptive ability of divergence is to view
concrete situations from many perspectives and to organize many relationships into a meaningful
“gestalt.” The emphasis in this orientation is on adaptation by observation rather than action. It is
called divergent because it works best in situations that call for generation of alternative ideas and
implications, such as a “brainstorming” idea session. The style suggests a preference for socio-
emotional experiences over task accomplishment.

Assimilative — In assimilation, the dominant learning abilities are abstract conceptualization and
reflective observation. The greatest strength of this orientation lies in inductive reasoning and the
ability to create theoretical models, in assimilating disparate observations into an integrated
explanation. As in convergence, this orientation is focused less on socio-emotional interactions and
more on ideas and abstract concepts. Ideas are valued more for being logically sound and precise
than for their practical values. It is more important that the theory be logically sound and precise.

Accommodative — The accommodative learning style has the opposite strengths from assimilation,
emphasizing concrete experience and active experimentation. The greatest strength of this
orientation lies in doing things, in carrying out plans and tasks and getting involved in new
experiences. The adaptive emphasis of this orientation is on opportunity seeking, risk taking and
action. This style is called accommodative because it is best suited for those situations where one
must adapt oneself to changing immediate circumstances. In situations where the theory or plans do
not fit the facts, those with an accommodative style will most likely discard the plan or theory.

Although each of us may have a dominant learning style it is important to remember that a learning style
describes how we learn, not how well we learn. No particular style is intrinsically better or worse than
another — only different. Understanding the commonalties and differences between your learning style
and those you are working with may be useful in communicating more effectively. It can also give you an
idea of your strengths and where you can grow.

Criteria Ratings Points

Thread 105 to >94.0 pts


All key components
of the Discussion
prompt are
answered in the
thread. Major
points are
supported by good
examples or
thoughtful analysis,
when applicable to

94 to >79.0 pts


Most of the
components of the
Discussion prompt are
answered in the
thread. Major points
are stated reasonably
well. Major points are
somewhat supported
by good examples or
thoughtful analysis,
when applicable to

79 to >69.0 pts


The Discussion
prompt is fairly well
addressed. Some
major points are
supported by
examples or
analysis, when
applicable to

69 to >0.0 pts


The Discussion
prompt is
minimally. Major
points are not
supported by
examples or
analysis, when
applicable to

0 pts




45 to >29.0 pts


Spelling and
grammar are
correct. Sentences
are complete, clear,
and concise.
Paragraphs contain
appropriately varied
structures. Where
references are cited
in current APA

29 to >19.0 pts


Some spelling and
grammar errors.
Sentences are
presented as well.
Paragraphs contain
some varied sentence
structures. Where
applicable, references
are cited with some
APA formatting.

19 to >9.0 pts


Some spelling and
grammar present.
Sentences are
somewhat clear
and mostly
Paragraphs are
partially formed.
Where applicable,
references are
mostly cited in
current APA

9 to >0.0 pts


Spelling and
grammar errors
Sentences are
incomplete or
Paragraphs are
poorly formed.
Where applicable,
references are
minimally or not
cited in current
APA format.

0 pts


45 pts

Total Points: 150

Discussion Grading Rubric | EDCO770_B01_202230

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