By Martha Halter

Have you ever wondered what makes people tick? Why do some people do things SO differently from the way that we do them? About eight years ago, I read a book called The Way They Learn by Cynthia Tobias. It’s about learning styles, or the way that we take in and work with information every day.

Recently, I picked up the book again. I started talking about it at dinner that night, and my boys were fascinated. I went and got the book, and we started analyzing our family. Each of us have a different learning style! (My six year old was quite put out that we can’t quite figure him out yet!) By the end of dinner, we were all laughing at how well the book described each one of us!

So are you ready to learn more? All of the information in this article is based on the book The Way They Learn by Cynthia Tobias. She is the expert! Her book is informative and easy to read because she presents the information with humor.

What, exactly, are learning styles? Well, as we function in the world, we take in, or perceive, information each day. Thousands of times each day, in fact. There are two basic ways that information is thrown at us – either concrete chunks of data or abstract pieces. While we must learn how to adapt to both of them, we are generally more comfortable with one than the other.

Concrete Learners

Concrete learners function best with information that can be seen and felt, data perceived through the five senses. They don’t look beyond the obvious. Everything should be spelled out clearly so they don’t have to read between the lines.

Abstract Learners

Abstract learners use more of their intellect and intuition, going beyond the five senses. In fact, sometimes they miss the obvious but catch the underlying meaning. They don’t need everything spelled out for them. In fact, they probably don’t want everything spelled out for them!

Do you identify with one or the other? I am extremely concrete. If you’re going to give me an assignment, tell me exactly what you want and I can do it. If the instructions are vague, I’m going to struggle with it. I remember facts and details, names and faces. My husband, on the other hand, is abstract. He doesn’t remember facts or details, and rarely knows names and faces. However, he has this intuition about people that is uncanny. He can figure people out very quickly, while I just look at the face value.

Hopefully you have an idea if you are concrete or abstract. Now there’s another factor to throw into the mix. How do we make sense of information? We do that in either a sequential or random order.

Sequential Learners

Sequential learners do things in an orderly, step by step manner. They prefer to have a plan and a schedule, and they follow it! They don’t tend to be spontaneous – that might throw off the schedule!

Random Learners

Random learners organize information by “chunking” it with related information. They are sometimes seen as being disorganized, especially by strong sequential learners! However, they can usually find exactly what they need, because their system makes sense to them. They are spontaneous and can be impulsive.

So where are you in all of this mix? Well, put it all together, and you end up with four combinations: concrete sequential (CS), Abstract Sequential (AS), Abstract Random (AR), and Concrete Random. Let’s take a look at each of these learning styles.

Concrete Sequential

Concrete Sequential (CS) learners tend to be extremely organized. They are list makers. In fact, if their list gets messy, they just might rewrite it! (And it it’s a grocery store list, it is probably written in the order of the way items are arranged in the store!) They are very practical and can work very well within a time limit. Truthfully, they prefer a schedule so that they know they are on the right track! CSs are very detail oriented and they WILL get the job done. Do you remember those people who consistently had their term papers done BEFORE they were due? Most likely, they were CSs!

What does a CS need in the classroom?

• Clear, concise directions
• An example of what is expected
• An organized work area
• Quiet
• Knowing where to start
• Consistency
• Rules and expectations
• A helping hand if the task seems overwhelming

Abstract Sequential

Abstract Sequential (AS) learners need the truth, the whole truth, and nothing but the truth! They tend a great amount of research about major decisions. Well, truth be told, they research just about everything! They find out more information about a topic that interests them than most people knew was available! And if you ask a question, they assume that you want to know EVERYTHING they know about that subject! SO just sit back and relax after you ask an AS a question – you’re going to be there a while! ASs are systematic and deliberate. It may appear that they are slow, but they are simply making sure that they are thorough in what they are doing.

What does an AS need in the classroom?

• Organization
• Logical outcomes
• Reasonable deadlines
• Plenty of time to work
• A listening ear – they need to be heard!
• Specific goals

Abstract Random

Abstract Random (AR) learners have a way with people. They just know things. They seem to have a sixth sense that is difficult to explain to more sequential people. ARs do not like conflict. They don’t shy away from it, but they do whatever they can to diffuse it and keep the peace. They like to be a part of the team, and do best when their opinion is asked for and considered. They are not very structured, but tend to be nurturing and loving, spontaneous and fun. ARs have LOTS of friends! Everyone seems to like them and get along with them.

What does an AR need in the classroom?

• Lots of genuine praise – they can tell if you’re faking! 
• Teamwork
• A nurturing environment
• Feedback
• Acceptance of who they are as a person

Concrete Random

Concrete Random (CR) learners tend to be extremely strong willed. They do not take anyone’s word for anything simply because they need to see for themselves whether or not something is true. Consequently, they tend to see rules as helpful suggestions rather than something that is set in stone. However, once a CR sees the need for a particular rule, he will follow it wholeheartedly. He just needs to see for himself WHY it’s important! CRs are go-getters. They jump in and try something. What’s the worst that can happen? They do not give in without a fight. If you tell a CR to do something or else, most likely, they will see what “or else” really is! While this may seem like a negative quality, it really isn’t. These are strong people, not likely to be swayed by peer pressure! They have an overwhelming need to make their own decisions.

What does a CR need in the classroom?

• Independence
• Choices
• Freedom to succeed or fail ON THEIR OWN
• Solid reasons for decisions or rules
• Freedom to be creative


There is so much more that I could write about learning styles, but it would fill a book! Come to think of it, there IS a book! Remember, Cynthia Tobias wrote a great book called The Way They Learn. The companion to that is Every Child Can Succeed, also by Mrs. Tobias. I highly recommend both for every teacher and every parent!

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