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  Reflecting (Northwest Heading)
  
  People with a preference for the NW Heading are often the deep learners. Like still water, they tend to be quiet, yet their feelings run deep. If something impresses them, it impresses them deeply and memorably. They often have poetic sensibilities, attuned to the larger values and import of experience. Visionary, imaginative, and artistic, they must be able to see a deeper value for something to be of genuine interest.
  
  In learning environments, they tend to prefer small groups or time alone. They will tend to tire of facts that seem unrelated to what they deem to be valuable.
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  Formulating (Northeast Heading)
  
  People with a preference for the NE Heading are often the conceptual learners. They tend to enjoy ideas, imagination, complex problem solving, big-picture systems, underlying principles, and overarching theories. They must see the whole picture to appreciate the detail. Facts are only useful if they bring significant insight; they have little value without relevance to the bigger picture.
  
  In learning environments, they would tend to want time alone or focused time in small groups to synthesize the whole picture. They will tend to tire of too much seemingly irrelevant detail.

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  Associating (Southwest Heading)
  
  People with a preference for the SW Heading are often social learners. They tend to enjoy interactively learning with others. They enjoy affiliation with the group and often provide the social glue that holds groups together. They will most likely learn best when they can teach, talk, laugh, and enjoy the moment. They also prefer active experiential learning environments where they can absorb much tangible and factual information.
  
  In learning environments, they would typcially want social interaction with groups of all sizes. They will tend to tire of too much intellectual thinking.
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  Producing (Southeast Heading)
  
  People with a preference for the SE Heading are often active learners. They tend to learn by doing—interacting with the world, responding to situations, and accomplishing tangible projects. They learn well through practical achievement; they thrive on sensory detail, active perceptions, and interacting with the world around them. For them, to do is to learn.
  
  In learning environments, they would want to be actively involved in the learning. They will tend to tire of that which is too abstract or conceptual.

• How to Use the GCI for Learning Effectively

Resources

• Books