Learning Learning Styles - PowerPoint Presentation

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LearningSlide2
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Learning

StylesSlide4
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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

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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).Slide16
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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

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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

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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.Slide28
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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

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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:Slide37
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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

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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

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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?Slide58
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HemispheresSlide60
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