Learning Learning Styles Learning Styles Learning styles refer

Learning

Learning Styles

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 1970 s 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.

Different Models • • David Kolb's model Peter Honey and Alan Mumford's model Walter Burke Barbe-Learning modalities Neil Fleming's VAK/VARK model Anthony Gregorc's model The Grasha-Reichmann Learning Style Scale NASSP model

• https: //en. wikipedia. org/wiki/Learning_styles

The Multiple Intelligences

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.

• 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. "

• 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. "

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, 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.

• People have many different intelligences, and strength in one area does not predict weakness in another.

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).

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 theory, says that there are multiple types of human intelligence, each representing different ways of processing information:

• 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.

• Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems.

• Visual-spatial intelligence allows people to comprehend maps and other types of graphical information.

• Musical intelligence enables individuals to produce and make meaning of different types of sound.

• Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world.

• Bodily-kinesthetic intelligence entails using one's own body to create products or solve problems.

• Interpersonal intelligence reflects an ability to recognize and understand other people's moods, desires, motivations, and intentions.

• Intrapersonal intelligence refers to people's ability to recognize and assess those same characteristics within themselves.

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 Dunn • Each 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 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.

• 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 ideas

• 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.

Who Needs Learning Styles? • Learning-style strategies are most important for learners who: • are being introduced to new or relatively unfamiliar content • are studying challenging/difficult information • have previously underachieved with one-size-fits-all strategies • lack confidence • require learning support, especially in spelling, reading or mathematics • are striving to master a foreign language or second language

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.

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.

Learners with strong auditory preferences will enjoy using or creating the following:

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’ answers

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 games

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.

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.

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 essays

• • • • Timelines with symbols and images Computer drawing programs, e. g. Inspiration and Kidspiration Murals and image walls Power. Point 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 designs

• • • • 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 games Television programs and news items Logos and symbols Graffiti walls

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 phrases Follow written instructions/directions Read a detailed description of the required finished product. Make written notes to master or reinforce new or difficult information Use 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 work

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 Editorials

• • • • • 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 Power. Point presentations IPad readers Web quests Mini whiteboards with multi-colored pens

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 selfcorrecting resources. • Most young people enjoy and benefit from tactile approaches to teaching and learning.

• 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 resources • Create their own learning manipulatives to master and reinforce new and difficult information • Use tactual materials to demonstrate and explain their understanding to an assessor • Receive interactive, demonstrable feedback about their work

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 pens

• • • • 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 collections

• • • • Computer-Assisted Design programs Cameras and recorder Computer mouse and keyboard i. Pods and i. Pads Experiments Textured posters Pens, 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

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.

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 assessment • Create their own kinesthetic learning materials or activities to master and reinforce new and difficult information • Physically demonstrate their understanding to an assessor

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-solving

• • • • 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 Impersonations

What per cent?

Hemispheres