Dichotomous styles in learning

According to Wankat & Oreovicz (Teaching Engineering. chapter 15), there are many dichotomies in learning styles. I found learning about two of them especially interesting, since I might haven't thought them otherwise.

1. Deductive versus inductive learners: "Deductive reasoning starts with general principles and then deduces consequences from these general principles. Inductive reasoning starts with specifics and then proceeds to induce generalities.” I learnt that according a study students preferred an inductive style, while professors preferred to teach deductively. I guess it's more work for teachers to find good examples to teach inductively, and that's why they favour the deductive style.

2. Another dichotomy appears in information processing, which can occur either serially (sequentially) or globally (holistically) (Claxton and Murrell, 1987; Felder and Silverman, 1988). I find this information interesting, since I wasn't aware of this dichotomy. This information helps me to understand how students process information, and thus operate more effective as a teacher.

"Serialists take information in logical sequence and build their knowledge structures step by step. They can function quite well without seeing the big picture. Since most elementary and high school classrooms follow a sequential procedure, serialists often do quite well in school. Holistic learners are driven early in the process to create a knowledge structure which shows the big picture even though most of the details are missing.

As they learn, holistic learners fill in the details. Serialists tend to be better at details, and holists are better at overviews or seeing how everything fits together. Advance organizers* are extremely useful for holists and are probably ignored by most serialists. Since globalists often struggle, particularly in introductory courses, it is important for professors to provide some aid and encouragement. In advanced classes globalists may have an advantage since they can see connections and do syntheses which are difficult for serialists."

*) Examples of advanced organizers: http://www.glnd.k12.va.us/resources/graphicalorganizers/

Source: Wankat, P. C.  & Oreovicz, F. S. Teaching Engineering. Chapter 15. Purdue University.