Ryan Tan

If you are a Type Three Learner... You have a strong preference for experimenting and testing ideas. These behaviors, identified in the 4MAT System as Type Three strategies, mean that above all else, you learn best by using down-to-earth problem-solving to make sense of ideas. You are, therefore very comfortable in situations which allow you to use strategic thinking and real life circumstances to test what must be learned.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

As a Type Three Learner, you are also particularly adept when what is to be learned must be judged for efficiency and implementation. Type Three Learners know immediately when something is workable. Most Type Three Learners thrive in environments where individuality, experimentation and accomplishment are valued. Because Type Three Learners spend endless hours actively "tinkering" and problem solving, it should be no surprise that they also excel when the task requires straightforward, objective thinking which results in a measurable product. In all endeavors where strategic thinking, personal forcefulness and task orientation are essential, Type Three Learners can be expected to prosper. In this light, Type Three Learners are special because they "don't just stand there," they get the job done.

 

As with most aspects of human behavior, our gifts, especially if they are extreme, create the natural context for our limitations. For example, Type Three Learners direct their attention to facts, realistic outcomes, and bottom-line thinking (which means getting right to the point), they often fail to account for the needs of people and the personal dynamics of working with others. Their individualistic nature is often a limitation to learning because they reach conclusions thinking their way of approaching the problem is universal to all people. The strong need for action also makes extensive reading and lengthy discussion difficult for Type Three Learners. For the same reasons, they also are impatient with exploring fuzzy concepts, examining subjective answers, and working for collaborative solutions, activities which, in many situations, are essential to learning. In contrast, other types of learners have different sets of strengths and limitations.