The global learner typically enjoys working in groups,
prefers open-ended questions,
relate things they learn to their personal life, and are good at
students are more comfortable in a flexible, learning
The Analytical end of this continuum is someone who
organizes the process. These are students who break the
project into pieces, figure out how to do each part, and figure out
how it all fits together. Analytical learners enjoy having a
list of the steps needed and the sequence they need to follow. They
are disciplined, detail oriented, wanting to know all the parts
involved in the learning required.
Analytical learners actually read instructions before trying to put
something together. It is
important in encouraging them to direct them toward the goal.
It is important in accommodating them to break the project into
pieces, to show the sequence of progression, to encourage each step
they have devised. Providing lists, charts and timelines are
helpful for these students. They want to be able to systematically
proceed through the given steps in any process.
The Analytical learner prefers working alone, likes multiple
choice questions, is very
comfortable in a structured, ordered environment and generally
finishes one thing before
beginning another. These students appreciate a well
structured leaning environment.
To accommodate these two styles, incorporate an explanation
in the beginning of your
course that describes the desired final outcomes of the course
and then do the same for
each class. This gives the Global learner a sense of the
vision, the whole picture. Then
proceed to list or show in a chart or graph the steps that will
be taken to achieve that
outcome. Do this as well at the beginning of each class.
This will help the Analytical
learner in knowing the steps that will need to be taken.
At the end of your class, list the steps or material you have
covered and again describe
the whole picture that you have, by then, arrived at.
A variety of activities can be offered, both done in groups
and individually. When working
in groups the expectations of the work that is to be
done in the group needs to be well
defined. Perhaps even providing a list of tasks or
questions to be answered will be helpful.
Roles for the students in each group can also be defined.
This will allow the Analytical
learner to benefit from this work as well.
Assessments can also be done that are tailored to meet these
styles. Open ended questions
that allow the global learner to be creative while the
analytical learner can state the facts
provide feasible options for both styles.
Discussion boards can be used well to bridge the differences
between the global learner and
the analytical learner. An on-line discussion board allows
the analytical learner to think about the question and format an
answer, but still allows the global learner to answer
spontaneously. The questions can be designed to
solicit responses that demonstrate a global learner's
understanding of the whole picture while other questions would
require of the analytical learner, an expression of the
components of the concept.
Material posted on line can begin with an introduction
paragraph that provides an overview of the concept, which
benefits the global learner. The material can also be
designed to provide tables, charts and graphs to assist the