Grasha and Sheryl Reichmann developed the Grasha-Reichmann Learning Style Scales (GRLSS) in 1974 to determine college students’ styles of classroom participation. The Grasha-Reichmann model focuses on student attitudes toward learning, classroom activities, teachers, and peers rather than studying the relationships among methods, student style, and achievement.
Learning Styles Scales. Diagnostic and Suggested Preferences
Students who learn material In order to perform better than others in the class. They feel they must compete with other students in a course for the rewards that are offered. Preferences: become a group leader in discussions; teacher centered instructional procedures; singled out in class for doing a good job; like to dominate discussions; class activities where they can do better than others.
Typical of students who feel they can learn by sharing ideas and talents. They cooperate with teacher and peers and like to work with others. Preferences: lectures with class; discussions in small groups; small seminars; student-designed aspects of courses; group rather than individual projects.
Not enthusiastic about learning content and attending class. Do not participate with students and teachers in the classroom. They are uninterested and overwhelmed by what goes on in class. Preferences: generally turned off by most classroom activities; would prefer no tests; blanket grades where everyone gets a passing grade; does not like enthusiastic teachers.
Good citizens in class. They enjoy going to class and take responsibility for getting the most out of a course. Want to take part in as much of the course activity as possible. Preferences: lectures with discussion; opportunities to discuss material; class reading assignments; teachers who can analyze and synthesize information well.
Characteristic of students who show little intellectual curiosity and who learn only what is required. They view teacher and peers as sources of structure and support and look to authority figures for specific guidelines on what to do and how to do it. Preferences: outlines or notes on the board; clear deadlines and instructions for assignments; teacher centered classroom methods; as little ambiguity as possible in all aspects of course.
Students who like to think for themselves.They prefer to work on their own but will listen to the ideas of others in the classroom. Learn the content they feel is important and are confident in their learning abilities. Preferences: independent study; prefer to work alone; self paced instruction; assignments that give students a chance to think independently; projects that students can design; student-centered rather than a teacher-centered course designs.
Although originally designed to provide teachers with insight on how to approach instructional plans for college students, this methodology still provides important insights for any individual who is looking to know more about oneself.