Learning Styles Learning styles refer to a range of competing and contested theories that aim to account for differences in individuals learning These theories propose that all people can be classified according to their style of learning although the various theories present differ ID: 689209
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Slide1
LearningSlide2Slide3
Learning
StylesSlide4Slide5Slide6
Learning
Styles
Learning styles refer to a range of competing and contested theories that aim to account for differences in individuals' learning
. These theories propose that all people can be classified according to their 'style' of learning, although the various theories present differing views on how the styles should be defined and categorized.A common concept is that individuals differ in how they learn.The idea of individualized learning styles became popular in the
1970s and
has greatly influenced education despite the criticism that the idea has received from some
researchers.
Proponents
recommend that teachers assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style
.Slide7
Different
M
odels
David Kolb's modelPeter Honey and Alan Mumford's modelWalter Burke Barbe-Learning modalitiesNeil Fleming's VAK/VARK modelAnthony
Gregorc's
model
The
Grasha
-Reichmann Learning Style
Scale
NASSP
modelSlide8
https://en.wikipedia.org/wiki/Learning_stylesSlide9
The
Multiple
IntelligencesSlide10
The Difference Between Multiple Intelligences and Learning Styles
One
common misconception about multiple intelligences is that it means the same thing as learning styles.
Multiple
intelligences represents different intellectual abilities. Learning styles, according to Howard Gardner, are the ways in which an individual approaches a range of tasks.Slide11
They have been categorized in a number of different ways -- visual, auditory, and kinesthetic, impulsive and reflective, right brain and left brain, etc.
Gardner
argues that the idea of learning styles does not contain clear criteria for how one would define a learning style, where the style comes, and how it can be recognized and assessed.
He
phrases the idea of learning styles as "a hypothesis of how an individual approaches a range of materials."Slide12
Everyone has all eight types of the intelligences listed above at varying levels of aptitude -- perhaps even more that are still undiscovered -- and all learning experiences do not have to relate to a person's strongest area of intelligence.
For
example, if someone is skilled at learning new languages, it doesn’t necessarily mean that they prefer to learn through lectures.
Someone
with high visual-spatial intelligence, such as a skilled painter, may still benefit from using rhymes to remember information. Learning is fluid and complex, and it’s important to avoid labeling students as one type of learner. As Gardner states, "When one has a thorough understanding of a topic, one can typically think of it in several ways."Slide13
What Multiple Intelligences Theory Can Teach Us
While
additional research is still needed to determine the best measures for assessing and supporting a range of intelligences in schools, the theory has provided opportunities to broaden definitions of intelligence.
As
an educator, it is useful to think about the different ways that information can be presented.However, it is critical to not classify students as being specific types of learners nor as having an innate or fixed type of intelligence.Slide14
People have many different intelligences, and strength in one area does not predict weakness in another.Slide15
Providing
different contexts for students and engaging a variety of their senses -- for example, learning about fractions through musical notes, flower petals, and poetic meter -- is supported by research.
Specifically:
Providing students with multiple ways to access content improves learning (Hattie, 2011).
Providing students with multiple ways to demonstrate knowledge and skills increases engagement and learning, and provides teachers with more accurate understanding of students' knowledge and skills (Darling-Hammond, 2010).Instruction should be informed as much as possible by detailed knowledge about students' specific strengths, needs, and areas for growth (Tomlinson, 2014).Slide16Slide17Slide18Slide19
Howard Gardner's
Eight
Intelligences
The theory of multiple intelligences challenges the idea of a single IQ, where human beings have one central "computer" where intelligence is housed. Howard Gardner, the Harvard professor who originally proposed the theory, says that there are multiple types of human intelligence, each representing different ways of processing information:Slide20
Verbal-linguistic intelligence refers to an individual's ability to analyze information and produce work that involves oral and written language, such as speeches, books, and emails.Slide21
Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems
.Slide22
Visual-spatial intelligence allows people to comprehend maps and other types of graphical information.Slide23
Musical intelligence enables individuals to produce and make meaning of different types of sound.Slide24
Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world
.Slide25
Bodily-kinesthetic intelligence entails using one's own body to create products or solve problems.Slide26
Interpersonal intelligence reflects an ability to recognize and understand other people's moods, desires, motivations, and intentions.Slide27
Intrapersonal intelligence refers to people's ability to recognize and assess those same characteristics within themselves.Slide28Slide29Slide30
What is
Learning
Style?
'Learning style is the way in which each individual learner begins to concentrate on, process, absorb and retain new and difficult material.’ – Dr Rita DunnEach of us has different learning strengths – a combination of personal preferences that enable us to: Begin to concentrate Take in new and difficult information Remain focused Understand and remember important information and ideas
When
we are able to apply our strengths we become more efficient, more productive and more successful. We are much more likely to produce our best work.
Each of us is unique
.Slide31
There is a
range of significant variables that may affect a person’s ability to concentrate and learn. Some variables are believed to be biologically imposed; others are more inclined to develop and change as we grow and mature.
The elements of the Dunn and Dunn model are grouped according to five key stimuli
:
Environmental – where we learn best
Sociological – with whom we concentrate best
Emotional – what motivates us to learn and influences our feelings about learning
Physiological – when and how we physically engage most in learning
Psychological – how we process and respond to information and ideasSlide32
Students who recognize their learning strengths and limitations have an advantage over those who don’t. They know how to help themselves, and when and how to seek
help.
Teachers
and parents who recognize and respect individual difference have an advantage over those who don’t. They are motivated to find solutions instead of finding fault.Slide33
Who Needs
Learning
Styles?
Learning-style strategies are most important for learners who:are being introduced to new or relatively unfamiliar contentare studying challenging/difficult informationhave previously underachieved with one-size-fits-all strategieslack confidencerequire learning support, especially in spelling, reading or mathematicsare striving to master a foreign language or second languageSlide34
Auditory Learning Strategies for People Who Prefer to Begin by Listening
Auditory
learners are those who find it easiest to remember what they hear. They concentrate best by receiving new or difficult information by listening to themselves or someone else talking, and they replay the information in their heads. They remember the key words and
phrases
.Many learners whose first preference is not auditory will nevertheless benefit from auditory reinforcement of newly introduced material. All learners are encouraged to discuss their understanding of newly acquired information and ideas.Slide35
People with strong auditory preferences are more confident and successful when they can:
Learn by listening to others
Receive instructions aurally from speakers and recordings
Repeat the information aloud and/or repeat it in their heads
Talk about/Discuss/Record texts when mastering or reinforcing new or difficult information and ideas Question the teacher or presenter and listen to explanations Explain their ideas and understandings in person to an assessor Listen to feedback about their work. Slide36
Learners with strong auditory preferences will enjoy using or creating the following:Slide37Slide38
Poetry recitals
Rote recitals
Story-telling and re-telling
Songs/Musical narratives
Panel discussions
Debates
Mock courts
Music and rhythm – different genres, different instruments
Tapping beats
Raps
Monologues
Dialogues
Group games: adding to the story
Oral summaries of texts or classmates’ answersSlide39
Oral paraphrasing of texts or classmates’ answers
Reading aloud
Humming, whistling, vocalizing sounds
Radio programs and documentaries
Puppet shows
Acting as advisors and mentors to teams in group activities
Peer tutoring
Learning Buddies
Impersonations
Oral surveys
Speaking and listening games
Oral quizzes
Soap
box
Concentration
gamesSlide40
Visual Learning Strategies for People Who Prefer to Begin by Reading or Viewing
Visual
learners are those who find it easiest to remember what they read or view. They concentrate best by receiving new or difficult information in written or pictorial form. They can
visualise
pages and sections of printed text, and they remember the layout, headings, subheadings, key words, captions and images.Most learners, regardless of perceptual preference, benefit when writing and illustrations are combined, either in the texts they are reading or when they are note-taking or note-making. However, some people have a particularly strong preference for one or the other: Visual Word or Visual Picture learning.Slide41
People with strong Visual Picture preferences are more confident and successful when they can:
Learn by viewing images, graphics, demonstrations and performances
Watch introductory presentations and instructional videos
Follow illustrated sets of instructions Visualize or see the required finished product – its shapes, colours and features Draw or sketch ideas and concepts when planning Use visual tools for organizing information and ideas: layouts/formats, Thinking Maps, pro forma examples, color-coding, different font styles and sizes, bold text, underlining, symbols, bullet-points Annotate
their notes with simple illustrations (purposeful doodling)
Use visual methods and techniques when demonstrating their understanding to an assessor
Receive visual feedback about their work, highlighting, circling, symbols etc.Slide42
Learners with strong Visual Picture preferences will enjoy using or creating the following:
Thinking Maps® with
color-coded
pictorial summaries and outlines
Mini whiteboards and multi-colored whiteboard pens Color-coded graphs, charts and posters Diagrams Pictorial flash cards Painting and drawing Visualization games and exercises Storyboards and animations Visual or illustrated logs and journals
Picture books and comics
Cartoons
Visual displays
Photo essaysSlide43
Timelines with symbols and images
Computer drawing
programs
, e.g. Inspiration and Kidspiration Murals and image walls
PowerPoint presentations Collages You Tube and other online video and image galleries Slideshows Static and moving advertisements Video conferences Streaming news Word Art and word pictures Multi-choice with pictorial answer options Patterns and designsSlide44
Book covers and CD covers
Overhead projector images or computer projector images
Coloring books Costumes, dress-ups, accessories and masks
Collections Photographs Google Earth Flip books Simulations Picture gamesTelevision programs and news itemsLogos and symbolsGraffiti wallsSlide45
People with strong Visual Word preferences are more confident and successful when they can:
Learn
by reading (perhaps silently)
Read written outlines, introductions and summaries
Visualize or see key words and phrasesFollow written instructions/directionsRead a detailed description of the required finished product.Make written notes to master or reinforce new or difficult informationUse written abbreviations Use written language tools for organizing information and ideas: Thinking Maps®, pro forma examples, headings, sub-headings, bullet point lists, captions
Annotate
their notes with key words and phrases, written observations and questions
Explain their understandings in writing for an assessor
Receive precise written feedback about their workSlide46
Learners with strong Visual Word preferences will enjoy using or creating the following:
Thinking Maps® with key words and phrases
Electronic texts, including emails and blogs
Written journals and diaries
Multi-choice activities with written answer alternatives Books, magazines, newspapers Bullet-point notes Paragraphed summaries Narratives Reports Essays Reviews Dramatic texts: plays Articles Letters and postcards
EditorialsSlide47
Biographies and autobiographies
Poetry
Word play: figures of speech Anthologies Written questionnaires and surveys
Advertisements Song lyrics Timelines with key words Charts and posters with written explanations Cloze passages (fill-the-gaps) Written tests and quizzes Comics with word bubbles Captions Crosswords and wordfinds/word searches PowerPoint presentations IPad
readers
Web quests
Mini whiteboards with
multi-colored
pens
Slide48
Tactile Learning Strategies for Learners Who Prefer to Begin by Making or Handling Material
Tactile
learners remember things better when they can use their fine motor skills to make or handle relevant materials while learning new or difficult work. They generally need to write or type notes while listening. They concentrate best when they can manually manipulate information in concrete formats, and they like to reinforce their understanding using other self-correcting resources.
Most young people enjoy and benefit from tactile approaches to teaching and learning.Slide49
People with strong tactile preferences are more confident and successful when they can:
Learn by using their small motor
skills
Handle and experiment with concrete learning materials
Produce their own instructional resourcesCreate their own learning manipulatives to master and reinforce new and difficult informationUse tactual materials to demonstrate and explain their understanding to an assessorReceive interactive, demonstrable feedback about their workSlide50
Learners with strong tactile preferences will enjoy using or creating the following:
Task
cards
Flip chutes
Pick-a-hole cards Electroboards Wrap-arounds Pegboards Learning circles Learning fans Lift-the-flaps Tactile Thinking Maps® Lapboards and large sheets of paper/card Interactive whiteboards Mini whiteboards and multi-colored pensSlide51
Magnetic
boards and magnetic words
/letters/images Puzzles Flip cards on split rings Dice: colored
,
numbered
,
novelty
Mobiles
Models
and replicas
Modelling
clay
or
plasticine
Sand
trays
for
spelling
and
writing
Sculptures
Sliders
Lace-ups
Tracing
Board
games
Robotics
Interactive
displays
and
collectionsSlide52
Computer-Assisted
Design programs Cameras and
recorder Computer mouse and keyboard iPods and iPads ExperimentsTextured postersPens, crayons,
highlighters
,
pencils
Tactile
journals
/
diaries
Scrapbooks
and
albums
Brochures
Koosh
ball
Tapestries
Handcraft
/
Sewing
,
e.g
.
costumes
and
props
Blocks:
plain
wooden
or
paper
blocks,
letter
blocks,
word
blocks
Slide53
Kinesthetic
Learning Strategies for People Who Prefer to Begin Through Physical
Activity
Kinesthetic learners prefer to learn new or difficult information through 'real-life' experiences and demonstrations. They concentrate best when they are physically active and able to use their large muscle groups in the learning process. Experiential learning suits them well.Slide54
People with strong kinesthetic preferences are more confident and successful when they can:
Learn by using their bodies
Engage in physical activities and games while learning
Learn through active participation in real situations or imagined scenarios
Practice following instructions and directions before attempting a task or an assessmentCreate their own kinesthetic learning materials or activities to master and reinforce new and difficult informationPhysically demonstrate their understanding to an assessor Slide55
Learners with strong kinaesthetic preferences will enjoy using or creating the following:
Kinesthetic
Thinking Maps®
Physical games involving running, jumping, throwing etc Floor games and floor mats Field trips: museums, galleries, businesses, events, environments Drama Role Play
Skill demonstrations
Applications and Interviews
Mime and Pantomime
Dance
Freeze/Tableaux
Experiments
Musical performances
Simulations
Active problem-solvingSlide56
Concrete and chalk art/spelling/
maths
Floor grids using tape or
string Being the Teacher/Expert
Room-to-room surveys Treasure hunts SMARTboards Photography and video Information walls Constructing life-size models Charades Raps Instructional demos and videos Weighing and measuring ImpersonationsSlide57
What per cent?Slide58Slide59
HemispheresSlide60Slide61