FEEL ACT OBSERVE THINK Gardner 1995 Kolb 1994

FEEL ACT OBSERVE THINK (Gardner, 1995; Kolb, 1994; Mc. Carthy, 1980; Jung; Benziger, 1994)

FEEL Dy na m ic Em Type 4 pa th e Type 1 tic ACT OBSERVE st An aly tic ac Pr Type 2 Type 3 al THINK (Gardner, 1995; Kolb, 1994; Mc. Carthy, 1980; Jung; Benziger, 1994)

Em pa th Dy na m ic FEEL Learn et ic Meaning What if? Why? ACT OBSERVE Experiment Concepts How? What? al aly s t (Gardner, 1995; Kolb, 1994; Mc. Carthy, 1980; Jung; Benziger, 1994) An tic ac Pr THINK

Em pa th Dn am ic FEEL Learn et ic Meaning What if? Why? ACT OBSERVE Experiment Concepts How? What? al aly s t (Gardner, 1995; Kolb, 1994; Mc. Carthy, 1980; Jung; Benziger, 1994) An tic ac Pr THINK

Em pa th Dn am ic FEEL Learn ic Meaning What if? Why? Optimal Learning OBSERVE Experiment Concepts How? What? al t (Gardner, 1995; Kolb, 1994; Mc. Carthy, 1980; Jung; Benziger, 1994) aly s tic ac Pr THINK An ACT et

Em pa th Dy na m ic FEEL Learn et ic Meaning What if? Why? Optimal Learning Optimal conditions Experiment Concepts How? What? al aly s t (Gardner, 1995; Kolb, 1994; Mc. Carthy, 1980; Jung; Benziger, 1994) An tic ac Pr THINK

Em pa th Dy na m ic FEEL Conclude Connect Learn ic Meaning What if? Why? Reflect Involve Optimal Learning Optimal conditions OBSERVE Desired state Feedback Experiment Concepts al THINK (Gardner, 1995; Kolb, 1994; Mc. Carthy, 1980; Jung; Benziger, 1994) t What? Input aly s tic ac Pr How? Experience An ACT et

ic EMPOWERMIND LEARNING MODEL FEEL t or new pa Dy na m Star Conclude th topi c Connect ic Why? ng ldi Involve Optimal conditions Desired state Feedback Experiment tic Concepts Frustration Input al THINK (Gardner, 1995; Kolb, 1994; Mc. Carthy, 1980; Jung; Benziger, 1994) What? t ac Pr Experience OBSERVE aly s Optimal Learning ffo Sca Reflect How? et Meaning What if? An Learn ACT Em

EMPOWERMIND LEARNING MODEL Star t or Conclude new topi c Connect Reflect Feedback Experience Involve Desired state Input (Gardner, 1995; Kolb, 1994; Mc. Carthy, 1980; Jung; Benziger, 1994)