Reflective Learning Styles
Educational theorists Richard M. Felder and Linda K. Silverman developed the Index of Learning Styles to measure individuals' preferences for absorbing and retaining new concepts in an educational setting. One of the key measures on the index concerns a student's inclination to be an active versus a reflective learner. People who score on the reflective as opposed to active side of the learning style spectrum have a more analytical and studied approach when they encounter new information.
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Identification
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In a classroom setting, it is fairly easy to identify reflective as opposed to active learners. Reflective learners require more wait time for answering questions, participating in discussions and expressing themselves in general. They prefer a chance to mull over possibilities on their own before jumping into experiments, activities and projects. They function best when allowed the opportunity to work alone or, if in a group, to have a clearly defined role.
Effects
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Reflective learners suffer in settings that demand quick responses and rapid transitions. A reflective learner can help herself in academic situations by taking notes and stopping to review and consider the notes. Reflective learners enjoy writing summaries and critiques of literature, art and projects. They find rubrics, checklists and outlines fascinating methods for measuring progress.
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Considerations
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The Index of Learning Styles may use the term reflective learner, but Howard Gardner's ground-breaking research on multiple learning styles uses the term intrapersonal learner to describe many of the same traits. In Gardner's theoretical framework, intrapersonal learners possess profound self-knowledge that they can apply to external situations. They may identify with a social cause and express surprising levels of empathy.
Significance
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Educators who wish to create settings comfortable for reflective learners must first realize that students have unique approaches to information. Teachers need to provide more time and space for reflective learners to arrive at their own conclusions in their unique ways. No single teaching technique adequately reaches all types of learners, so educators should provide multimodal reinforcement of new concepts. Learning centers, stations, open-ended projects and journal activities allow reflective learners to excel.
Warning
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Educators may feel tempted to utilize a lecture format with reflective learners. However, reflective learners are not passive learners. They need to digest information by interacting with it on their terms. Given the opportunity to think about and write about new experiences and information, reflective learners can share their unique outlooks.
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