Educators deliberately adapt their role to lead learners around the cycle: matching a learner's style at first to engage them, then moving through other roles so learners use other styles to master increasingly complex knowledge, while also matching the approach to the demands of the subject matter and the programme's performance, learning and development objectives. For each segment of a design the educator considers the role to adopt, the style to engage and the technique suited to both. Kolb and Kolb present this dynamic matching model as more realistic than matching teaching style to learning style, and the Educator Role Profile helps educators see and widen their own role preferences.
The graph holds this control, the 0 it maps to, and the evidence behind each claim, over MCP and REST.