To them, learning is a way of expanding their horizons and a path towards growth and development, and this acts as a strong motivation. They prefer to learn in a structured manner, and a friendly, co-operative atmosphere in which exploration and discovery are encouraged is a prerequisite of their success. They enjoy playing with ideas, experimenting with possibilities and thinking around their subject, but need to have a clear purpose for doing so.

They enjoy having access to a wide variety of information and bring together disparate ideas to create new models and concepts to support their fundamental beliefs.

They learn better with others than on their own, and seek approval from their peers and teachers. For them to become fully involved, their imagination needs to be stimulated, as a result of which they benefit from reading, multi-sensory presentations, inspiring lectures, workshops, group discussions, role playing exercises and games. Exercises, routine, detailed tasks and analysis demotivate them.

• are stimulated by ideas and quick to grasp possibilities
• need to know why they are learning something
• are motivated to learn in order to further their own and other people’s development
• benefit from allowing their creativity and inspiration free reign
• are insightful, especially concerning people
• may need to develop discrimination, criticism and objectivity
• may need to think about how they can use what they have learnt
• enjoy teamwork and group activities

• presented with challenges or being set long-term goals
• emotionally engaged by a subject, or can relate it to their personal interests and values
• given positions of leadership or visibility, for example giving presentations, organising team members etc.
• there are plenty of opportunities for co-operative interaction, dialogue and group discussion
• encouraged to link what they are learning to their personal goals and ambitions
• there are a wide range of activities to participate in
• what they learn can be shown to benefit people's lives
• ideas are presented imaginatively or in an inspiring manner, for example using role-play, dramatisation or multi-sensory presentations
• their teacher sets a good example or is respected for his/her leadership abilities

• the learning is essentially passive, i.e. reading, observing others, listening to how something 'should' be done, taking notes
• the focus is on analysis, detail or facts and figures
• having to collate large amounts of data
• required to work alone, for example reading, writing or reflecting
• presented with too many choices or possibilities
• accuracy, precision, thoroughness and adherence to rules are valued above enthusiasm, creativity and initiative