Organize research work as peer-group activities like labs or field work. Accommodators incorporate their feelings into concrete experience (CE) and active experimentation (AE). They are receptive to input from peers while intuitively learning through trial and error.
Replace direct instruction (lectures) with discussion questions beginning with "What if..." or, when hearing a learner's opinion, "Why?" This encourages accommodators to imagine answers and try them out in real time. This produces compelling class discussions, too.
Instruct with a keen focus on the complex relationship between the learning concepts being taught. Accommodators are good at identifying and recognizing those complex relationships.
Assess project work based on observable action-oriented tasks. This can be achieved by observing student-group work on each stage of a project's development. Naturally, you would need to allot plenty of in-class time for this.
Introduce curriculum content by combining abstract concepts with visual notes. Assimilators thrive on abstract conceptualization (AC) and reflective observation (RO), especially as it applies to sciences and math.The assimilator style is more interested in concepts than people.
Follow structured lectures with tutorial demonstrations. The assimilator benefits from accurate, organized information delivery at this stage. Ensure that learners provide specific answers to your specific questions. These learners like to get the "right" answer, so don't be fuzzy about it.
Focus group discussions on the integrity of a logical process. "Does this make sense?" "Can this work?"
Assess written reflections from these learners on the concepts they are learning. Assimilators love the question, "What is there to know?" Given the ambitious nature of that query, ensure that assimilator-style learners have adequate time to dazzle you with their answers.
Present curriculum material as a set of ideas to be practiced on the spot, so the convergor can discover its relevance. A good example would be a science lab where the teacher lectures the class as its groups follow each verbalized step. In this case, learners begins by doing. Convergers respond well to Active Experimentation (AE) and Abstract Conceptualization (AC).
Consider these learners as the ultimate systems analysts. Learners in this style thrive on designs like a computer's operating system (OS). In fact, computer-assisted instruction fits well with the convergor student. Learners with this style often become engineers.
If possible, conduct field experiments of abstract concepts. Convergor-style learners are more interested in things (and how they work) than people. Put them in the field and let them explore a fascination. "How could this new idea fly in practice?" Convergors will enjoy testing it out.
Assessment should be done on two plains. First, collect revised field notes to look at how the experiment unfolded. Second, dedicate class time to allow these learners to explain what they learned from their experiments. This is how convergors will extract meaning from what they learn.
Build lessons that blend two forms of instruction: detailed, systemic information and flexible improvised discussion. Although these elements seem to be opposed, this is perfect for the diverger's ability to adopt multiple perspectives of one idea. This style derives meaning from concrete experience (CE) and reflective observation (RO).
Present learning tasks as problems to be solved. You can facilitate by beginning with brainstorming and progressing to hands-on exploration. These imaginative, emotional learners will engage their creativity in order to succeed.
Use role-play activities such as simple debates or drama scenes. Then, switch roles mid-stream so divergers have to spontaneously improvise. They will discover their learning potential in flexibility. In a drama scene, an audience of divergers will imagine multiple possibilities while observing the one in performance.
In post-performance mode, provide learners with quiet time in which to reflect and write about what they have just experienced. Assessment should include values of individuality, expressiveness and creativity. Divergers are most likely to reach learning outcomes that way.