5. What are learning styles?
WHAT ARE LEARNING
STYLES?
•'Learning style is the way in which
each individual learner begins to
concentrate on, process, absorb and
retain new and difficult material.’ –
Dr. Rita Dunn
6. CONT
•characteristic, cognitive,
affective, and psychological
behaviors that serve as relatively
stable indicators of how learners
perceive, interact with, and
respond to the learning
environment. (Keefe & Monk, 1986
9. VISUAL LEARNERS
• learn through seeing
• need to see the teacher's body language
and facial expression to understand.
• prefer sitting at the front
• Prefer to see information such as
pictures, diagrams, cartoons &
demonstrations.
• Learn through seeing and reading
• often take detailed notes.
11. AUDITORY LEARNERS
• learn through listening...
• Enjoys oral discussion
• Has trouble with written direction / requires oral
explanations
• Remember what they hear better than what
they see
• Often like to talk on the phone or listen to music
• Learn best if they can hear and see the
assignment
13. TACTILE / KINESTHETIC
LEARNERS
• learn through , moving, doing and
touching
• learn best through a hands-on
activities and exploring the physical
world around them.
• They may find it hard to sit still for
long periods and may become
distracted by their need
for activity and exploration.
17. Environmental Stimulus
silence, or background noise or
music?
soft, dim, or bright light while
studying?
from a cool room
to a warm room?
CLASS DESIGN at a traditional setting?
Or a more informal arrangement?
18. Emotional Stimulus
MOTIVATION: self-motivated?
contact with peers?
PERSISTENCE: one task at a time?
multitasking?
RESPONSIBILITY: independently?
frequent
feedback/guidance?
STRUCTURE: being told what to do?
working on your own?
19. Sociological stimulus
SELF: work alone?
: working with one other person?
working as a team
member?
ADULT: with an adult and/or teacher?
VARIETY Versus Concentrating in
ROUTINES or Patterns?
20. Physiological stimulus
PERCEPTUAL: visual, auditory,
kinesthetic?
INTAKE: drink? Chew gums?
munching on snacks?
TIME: early morning, late morning,
early/late afternoon, or evening?
MOBILITY: for a long period of time or
move constantly?
22. KOLB LEARNING STYLE
•David Kolb published his learning
styles model in 1984 from which he
developed his learning style inventory
•Kolb's experiential learning theory
works on two levels: a four stage
cycle of learning and four separate
learning styles.
24. • Convergers are characterized by abstract
conceptualization and active experimentation.
They are good at making practical applications of
ideas and using deductive reasoning to solve
problems.
• Divergers tend toward concrete experience and
reflective observation. They are imaginative and
are good at coming up with ideas and seeing
things from different perspectives.
25. • Assimilators are characterized by abstract
conceptualization and reflective
observation. They are capable of creating
theoretical models by means of inductive
reasoning.
• Accommodators use concrete experience
and active experimentation. They are good
at actively engaging with the world and
actually doing things instead of merely
reading about and studying them.
26. NOEL ENTWISTLE
• Noel Entwistle is a UK educational psychologist .
• He is particularly known for identifying the
characteristics associated with deep and surface
approaches to learning.
• Entwistle was formerly editor of the British Journal of
Education Psychology.
• He is a Fellow of the British Psychological Society.
• He has published several books including Styles of
Learning and Teaching (1981), Understanding Student
Learning (1983), Understanding Classroom Learning
(1987), and The Experience of Learning (1989).
27. Entwistle (2001) has defined the distinction between deep learning
and surface learning:
deep learning: surface Learning:
Learners relate ideas to previous
knowledge and experience.
Learners treat the course as unrelated bits
of knowledge.
Learners look for patterns and underlying
principles.
Learners memorize facts and carry out
procedures routinely.
Learners check evidence and relate it to
conclusions.
Learners find difficulty in making sense of
new ideas presented.
Learners examine logic and argument
cautiously and critically.
Learners see little value or meaning in
either courses or tasks.
Learners are aware of the understanding
that develops while learning.
Learners study without reflecting on either
purpose or strategy.
Learners become actively interested in
the course content.
Learners feel under pressure and worry
about work.
32. REFERENCES
• Dunn and Dunn Model Of Learning-Style Preference: Critique Of Lovelace Meta-
Analysis By: Kavale, Kenneth A.:LeFever,Gretchen B. Journal of Education
Research.Nov/Dec2007,Vol.101 Issue 2, p94-97. 4p 1 chart.
• Dunn, R. Dunn K,&Price,G.E(1985)Learning styles Inventory:An Inventory For The
Identification Of How Individuals in Grades 3 through 12 prefer to learn
• Educational Psychology ,A Developmental Approach fourth Edition, Norman A
Sprinthall (North Carolina State University
• Educational Psychology 1st edition, John W Santrock,University Of Texas ,Dallas
• Psychology For Teaching , Guy R.Lefrancois Wadsworel Publishing Company
Belmount, California.
• Testing Dunn and Dunn and Honey Mumfords Learning Style Theories: The Case
Of The Slovenian Higher Education System.Journal Of Contemporary
Management Issues.Dec2009,Vol.14 Issue 2,p1-20.20p.8 Charts,1 Graph
• www.ablongman.com
• www.learningstyles.net
• www.iles-educator-forlearning.com
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