They have a thirst for knowledge and enjoy exploring theories and concepts. They prefer to learn in an intellectually stimulating atmosphere in which debate and problem solving are encouraged, and feel more comfortable when the learning is unstructured and they are free to experiment and follow their own interests.

They are good at conceptualising and abstract reasoning, though may be less interested in learning facts and figures. They tend not to accept a teacher’s authority without question, and will readily point out any inconsistencies in an argument or method. Memorization of facts, sequential exercises and hands-on training are less useful to them than discussion, analysis, brainstorming, fast paced teaching, multimedia, workshops, lectures and discussion groups.

• are stimulated by ideas and quick to grasp possibilities
• enjoy challenges, problem-solving and adapting to new situations
• are energised by competition and the quest for excellence
• ask searching questions and go beyond assumptions
• dislike structure, targets and routine
• may overlook facts and details
• may need to think about how they can use what they have learnt

• there are a wide range of activities to participate in
• given positions of leadership or visibility, for example giving presentations, organising team members etc.
• there is an open and lively atmosphere
• given the opportunity to explore or question assumptions, presuppositions or the reasons behind things
• being presented with logical, coherent arguments
• being set challenges and allowed to achieve them in their own way
• learning with others, for example discussing ideas, brainstorming, sharing knowledge, solving problems as part of a team
• set clear goals and deadlines
• their teacher is respected for his/her intellectual or leadership abilities

• the learning is essentially passive, i.e. reading, observing others, listening to how something 'should' be done, taking notes
• required to work alone, for example reading, writing or reflecting
• being taught by 'rote' (i.e. repetition), or when given specific instructions or rigid guidelines
• accuracy, precision, thoroughness and adherence to rules are valued above enthusiasm, creativity and initiative
• bonding with a team or group, or identifying with a school, organisation or company is valued over independent thinking
• the focus is on detail, completing and finishing tasks and perfecting techniques