Global and Analytic
Global and Analytic
A Quick Assessment for the
Five Elements that Indicate Global versus Analytic Processing*
THE QUESTION
"When you are serious about learning something new, important, and difficult, especially when you begin to concentrate on, process, internalize, and remember new and difficult information in class or on the job, which do you prefer…
(Mark one answer in each row.)
|
+ |
ü |
0 |
|
___ Bright light |
___ Dim or low light |
___ Depends or no strong preference |
|
___ Silence |
___ Music or background sound |
___ Depends or no strong preference |
|
___ A formal seating arrangement, such as a hard chair and table or desk |
___ An informal seating arrangement such as an easy chair, bed, or a carpeted area |
___ Depends or no strong preference |
|
___ To complete your work before you eat or drink something |
___ To eat, drink, or chew while you work |
___ Depends or no strong preference |
|
___ To work on a single task until the job has been completed, without taking breaks |
___ To work on several tasks at the same time, with frequent breaks in between |
___ Depends or no strong preference |
RESULTS
If you have marked 3 or more items in the + column, this indicates a preferred processing style of Analytic.
If you have marked 3 or more items in the ü column, this indicates a preferred processing style of Global.
If you have marked 3 or more items in the 0 column, this indicates a preferred processing style of Integrated (you use either or both processing styles depending on such factors as your interest level and the subject)
* These elements are the result of various research studies, but do not have official validity/reliability at this time.
Permission granted for use with PEPS or LSI instrument and elements only.
Global and Analytic
Processing Characteristics*
All the information given below applies to a situation in which the learner is serious about learning something new, important, and difficult, especially when the learner begins to concentrate on, process, internalize, and remember new and difficult information in class or on the job.
Those learners who have an integrated processing style use a combination of traits from each column.
|
|
|
|
25% of Students are Analytic (as opposed to 65% of teachers) |
75% of Students are Global |
|
Process information step-by-step, linearly & sequentially |
Process information holistically, simultaneously, in varied order |
|
Think inductively – move from many specifics to build toward the whole concept |
Think deductively – move from general principles to specifics |
|
Analyze information & break it into smaller parts |
Synthesize information, looking for patterns & relationships between the parts |
|
Learn new topics from "bottom up" – lay a solid foundation first, by stacking details "brick by brick" |
Learn new topics from "top down" – develop the overall design first, then fill in the details |
|
Are systematic & controlled when experimenting or learning |
Are playful & relaxed when experimenting or learning, creative |
|
Tend to be emotionally reserved |
Tend to be emotionally responsive |
|
Are dependent on words for meaning |
Interpret body language easily |
|
Produce logical ideas |
Produce unusual ideas |
|
Process problems objectively, favoring words, numbers & facts presented in logical order |
Process problems subjectively, favoring intuition, beliefs & opinions |
|
Are serious & systematic when solving problems |
Are playful & non-conforming when solving problems |
|
Cope with one problem at a time |
Cope with several problems simultaneously |
|
Think through all possible outcomes carefully, then reach a decision |
Tend to make impulsive decisions |
|
Are responsive to logical appeals |
Are responsive to emotional appeals |
|
Are task oriented |
Are people oriented |
|
Recognize/remember names |
Recognize/remember faces |
|
Use language when thinking |
Use images when thinking |
Adapted by Dian Chute & Glenna Barrick-Harwood from: Dunn, Rita, "Introduction to Learning Styles." Presentation at Summer Camp for the Brain, 2001, sponsored by The Oklahoma Institute for Learning Styles at Northeastern State University
Globals and Analytics—Processing Characteristics
|
|
|
|
"Filers not pilers" (Arrange towels by color/ size) |
"Pilers not filers" (Described as messy/cluttered) |
|
Tend to be time conscious -- punctual |
Tend to be time indifferent – less punctual |
|
Speak with few gestures |
Gesture when speaking |
|
Rarely use metaphors & analogies -- use logical, sequential links instead to relate different parts of a subject |
Frequently use metaphors and analogies -- see relationships & make connections between several aspects of a subject |
|
Dislike improvising |
Like improvising |
|
Have a discipline focus |
Have a multidisciplinary approach |
|
Are not interested in personal experiences or stories of teachers, bosses, co-workers |
Enjoy hearing personal experiences or stories of teachers, bosses, co-workers |
|
Often work alone |
Often work well with peers or in groups |
|
Like words & numbers, outlines & lists |
Prefer stories, anecdotes, humor, symbols, illustrations, & summaries |
|
Prefer detailed objectives & specific grading criteria & feedback |
Prefer general goals & objectives |
|
Read a book systematically from one chapter to the next, not going on until earlier material is understood |
Read book chapters of special interest out of sequence; like to read the last chapter first ("If I know the outcome, it gives purpose to my journey.") |
|
Focus on details & often remember them, but may lack a grasp of the "big picture" |
Focus on themes; read for overall idea first, skipping details; read between the lines |
|
Are not easily distracted |
Are aware of other things going on while learning |
|
See things one way -- have strong opinions. Do not like vague questions such as, "Just suppose . . . ." |
Give you several possibilities. Often answer, "It depends . . ." |
|
Respond to verbal instructions |
Respond to visual & kinesthetic instructions |
|
When asked a question, give a direct answer with the facts |
When asked a question, often answer with the whole story rather than the fact requested |
|
Like bright lights, silence, hard chairs, straight rows, & structure |
Prefer dim or low light, soft music, & an informal seating arrangement |
|
Take detailed notes |
Do not take notes or jot down general ideas only |
|
Can remember out-of-context information (e.g. worksheets) – the words themselves give the meaning |
Need within-context information – intrinsic meaning is derived only from the whole picture |
*Adapted by Glenna Barrick-Harwood & Dian Chute from: Griggs, Shirley A. "Divergent Styles, Common Goals: Implications for Counselors," Practical Approaches to Using Learning Styles in Higher Education, Rita Dunn and Shirley Griggs, eds. (Westport, Conn: Bergin and Garvey, 2000), pp. 109-116. Used by permission.Also from: Burke, Karen, "Global/Analytical Learners: It Makes a Difference." Presentation given at Summer Camp for the Brain, 2001, sponsored by The Oklahoma Institute for Learning Styles at Northeastern State University.
Strategies for Teaching Globals*
Analytic students do well in traditional classrooms where there are lectures and reading assignments. Unfortunately, 75% of our students are global rather than analytic. How can we help these students learn? (Most of the ideas below apply as well to tactile and kinesthetic learners as they do to global learners.)
All the information given below applies to a situation in which the learner is serious about learning something new, important, and difficult, especially when the learner begins to concentrate on, process, internalize, and remember new and difficult information in class or on the job.
|
DO |
Don’t |
|
Capture their interest in the first 2-3 minutes, especially when: 1 Introducing new material 2 It is a low energy time for the students (Time of Day learning style element)Begin with a: 1 Story or anecdote 2 Crazy hat 3 Funny picture 4 Cartoon 5 Song 6 Video clip 7 Food 8 Problem |
Don’t begin with: "Open your textbook to page...."* "Here are the 5 points we will cover. Point 1 is...."* *(To a global, these phrases translate as, "I do not have to think. Nothing new or interesting is going to happen.") |
|
Relate the introduction to the concept |
|
|
Provide an Overview of the concept and some sense of purpose |
|
|
Relate the new information to a real or realistic situation |
|
|
Use Discovered Learning Provide small group experiences such as team learning, circle of knowledge, group analysis or brainstorming |
|
DO |
Don’t |
|
Provide Many Types of Materials Provide tactile experiences such as electric boards, games, dioramas Provide kinesthetic experiences such as role playing, puppets, and games |
|
|
Provide Continuous Feedback |
|
|
Let People Move Around Encourage people to move around |
|
|
Include Frequent Breaks or Opportunities to Change Activities |
|
|
Provide an Area Where Students Can Have Food and Drinks |
|
|
Provide Choice in How To Work on an Assignment Can work on assignment in a group, with one other person, or alone.* *(Note: Students who want to work alone can become isolated. To avoid this, give them options such as brainstorming and gathering data with a group. Then have them apply the information gathered and do the assignment alone. Finally, have them come back and report to a group.) |
|
|
Provide Choice in the Assignments You Require 1 Power Point Presentation 2 Writing a Paper 3 Kinesthetic options, create a game, role playing, …. 4 Set of task cards |
*Adapted by Dian Chute from: Dr. Karen Burke, "Global/Analytical Learners: It Makes a Difference." Presentation given at Summer Camp for the Brain, 2001, sponsored by The Oklahoma Institute for Learning Styles at Northeastern State University.
Student Guide to Using Learning Style Results
Take advantage of your natural learning preferences and improve your learning by using the following suggested techniques. Experiment with them and see if they work for you. Focus on the elements you are most affected by -- those for which you received scores of 40 and below and 60 and above.
Noise Level
Quiet: Find a quiet area at home, school, or work, away from traffic & activity patterns. If that is not possible, use cotton or earplugs to block out unwanted noises while working, taking exams or studying.
Sound: Listen to background music (classical, Celtic, nature sounds). Choose music without lyrics, since the mind begins repeating lyrics rather than staying on task. Use headphones in public places, like the library, on the bus, etc.
Light
Dim: Choose work spaces with indirect or subdued lighting or draw shades/curtains. Use sunglasses, caps with visors, hats with brims. Experiment with colored acetate sheets (used for writing on overhead projectors) placed over book pages while reading.
Bright: Sit near windows or use a highly focused lamp. Notice whether you need bright artificial light (fluorescent) or bright natural light (use full spectrum bulbs).
Temperature
Cool: Choose cooler section of a room – near an open door, next to windows (if not sunny), by air conditioning vent or fan.
Warm: Sit in warmest area of a room – in center, next to sunny windows, by heat vent. Bring a sweater or jacket.
Design
Informal: Study on the floor, bed, easy chair or comfy couch. Bring a seat cushion when you have to sit on hard chairs.
Formal: Sit in a straight back chair with a hard surface for books and paper.
Motivation (Academic)
Low: Make connections about how assignment applies to your own life. Choose projects & activities based on your interests. Set specific, attainable short-term goals and experiment with personal rewards and self-motivators. Choose interesting, varied learning resources. It is especially important to introduce materials through your most preferred perceptual strength.
High: In addition to your regular homework assignments, occasionally you may want to do extra activities or projects.
Persistence
Low: Divide tasks into short assignments with frequent breaks of about 5 minutes each. Attend to multiple tasks simultaneously.
High: Complete tasks without interruption, so that your concentration is not broken, then take a break.
Student Guide to Using Learning Style Results (page 2)
Responsibility/Conformity (Academic)
Low: Choose unconventional projects that interest you. Discuss with instructors the possibility of alternative ways to demonstrate mastery of subject/skill.
High: Pace & check yourself; get feedback from instructor.
Structure
Does Not Like: Set clear objectives, but as much as possible allow yourself choices of resources, procedures, time lines, reporting, sociological groupings, etc.
Wants: Get clear precise directions about assignments: specific tasks, time requirements, resources to use, etc. Map out a plan for work completion, then either you review or get someone else to review your work at regular intervals.
Learning Alone/ Peer Oriented
Alone: Study and process alone. When required to work with a group, ask for your task, go away to complete, then report back to group. Set self-selected objectives, procedures, and evaluations before assignments are assessed by instructor.
With Peers: Talk, work, and study with someone else or in a small group.
Authority Figures Present
Does Not Want: Try to choose instructors who have a more collegial, rather than authoritative, relationship with students.
Wants: Consult with an authority or "expert" (even if not present). Schedule periodic meetings with instructors/supervisors to get feedback on work/projects.
Learning in Several Ways
Does Not: Learn as often as possible in your preferred sociological pattern (i.e., alone, with peers, or with an authority figure present). Maintain basic routines & patterns; avoid frequent & extensive change.
Variety: Frequently involve yourself with a variety of sociological patterns & use assorted resources so you do not get bored.
– 15. Perceptual Style - Auditory, Visual, Tactile, Kinesthetic
Refer to individual sheets for each perceptual style
Scores of 60 or higher on auditory, visual, tactile, or kinesthetic represent modalities that are strong. If none are 60 or more, use several multi-sensory resources (taken from all of the perceptual styles’ sheets).
Scores of 40 or below represent modalities that are not preferred -- avoid beginning to learn difficult new material through that modality initially; it can be used for reinforcement.
Scores of between 41-59 indicate that, if really interested in the material, it can be learned through that modality.
Initial exposure to challenging material should take place through the strongest modality. Reinforce the same information within a day or so through the second and/or third strength. Then use that same information by applying it creatively.
Student Guide to Using Learning Style Results (page 3)
16. Intake
Does Not Require: Eat or drink snacks after concentrating & after pressure, when you can relax.
Requires: Eat or drink nutritious snacks (fruit, raw vegetables, nuts) while concentrating & under pressure, to help you relax.
17. Time of Day – Evening/Morning
Evening: Do homework after 6:00 pm. If possible, choose evening classes for your most difficult subjects.
Morning: Schedule difficult assignments in early morning before coming to class. Choose morning classes for most difficult subjects.
Tip: If you must learn new & difficult information at your worst time of day, tape-record it for review at your best time of day.
18. Late Morning
Does Not Prefer: Not your best time to study, do homework, or take difficult classes; do so only if there is no other choice.
Prefers: Schedule difficult assignments, study, & take difficult classes in late morning.
19. Afternoon
Does Not Prefer: Not your best time to study, do homework, or take difficult classes.
Prefers: Schedule difficult assignments, study, & take difficult classes in afternoon.
Mobility
Does Not Require: Do assignments/projects at a stationary desk or work station so they can be completed without much moving around.
Requires: Take frequent short breaks (no more than 5 minutes) every 15-20 minutes or so. Build in ways to get up & move around while doing assignments, for example, moving to different locations for different parts of a project.
Adapted by Glenna Barrick-Harwood from: Price, Gary. PEPS Manual. Lawrence, KS: Price Systems, Inc., 1996.