LEARNING STYLES Flashcards
The habitual manner in which learners receive and perceive information, process it, understand it, value it, store it, and recall it.
Learning Styles/ Cognitive Styles
The way a person processes, internalizes studies, interprets, and changes new and challenging materials
Learner’s process in processing info
Learning Styles/ Cognitive Styles
(Learning style: practical application
Cognitive style: thinking, remembering, acquired knowledge, how you understand the learning that was introduced)
Combination can predict the strategies that is effective to the individual in the learning task you do
Learning Style Models
Memletic
Dunn and Dunn
Kolb’s
Learning Style Models:
Recognizes that each learners prefers to learn in different ways
Mix/ combination of learning styles
Memletic Learning Style
(Acknowledge the ideas that learners may find dominant style of learning
Accepts the fact that there is no right mix or fix style when it comes to learning
Diff learning styles and techniques)
Memletic Learning Style:
Spatial
Prefers using pictures, images, graphs, charts, logic puzzles, and spatial understanding
Visual
Occipital lobes and parietal lobes
Memletic Learning Style:
Auditory-Musical
Prefers using sound and music
Aural
Right Temporal lobe (music)
Memletic Learning Style:
Linguistic
Prefers using words, both in speech and in writing
Verbal
Temporal and frontal lobes
Memletic Learning Style:
Kinesthetic
-movements
Prefers using body, hands, and sense of touch
Physical
Cerebellum and motor cortex
Memletic Learning Style:
Mathematical
Prefers using logic, reasoning, and systems
Logical
Left parietal lobes
Memletic Learning Style:
Interpersonal
Prefers to learn in groups or with other people
Social
Frontal, temporal lobes & limbic system
Memletic Learning Style:
Intrapersonal
Prefers to work alone and use self-study
Solitary
Frontal, temporal lobes & limbic system
Learning Style Models:
Goal - reach long term learning, retain, remember info and use it in the future
Adaptation of other learning styles is a good thing
Memletic Learning Style
Learning Style Models:
Most people can learn, and each individual has his own unique ways of mastering new and difficult subject matter.
Dunn and Dunn Learning Style: 1975
(Kenneth and RIta Dunn, researched it for 20 years
Focuses on 5 stimuli
Need to match indiv learning style w/ instructional methodologies)
5 Stimuli and their Elements (Dunn and Dunn):
Immediate instructional environment, learning area that is suitable for them
Physical setup of the learning area/ instructional environment
Environmental
Sound
Light
Tempt
Seating design
5 Stimuli and their Elements (Dunn and Dunn):
Depends on the students’ motivation, what motivates you in doing that learning styles
Different from procrastination
Emotional
Motivation
Conformity/ responsibility
Task persistence
Structure
5 Stimuli and their Elements (Dunn and Dunn):
Impacts social preferences of learning environment
Sociological
Alone Pain Peer Group Authority Variety
5 Stimuli and their Elements (Dunn and Dunn):
How they physically engage in the learning environment
Same as Memletics’ learning styles
Physiological
Perceptual elements: auditory, visual, tactful, kinesthetic
Intake
Time of day: most effective
Mobility
5 Stimuli and their Elements (Dunn and Dunn):
How learner process and respond to info, how they use ideas and related to psychological influences
Psychological
Analytic/ Detail Oriented: bright lighting, formal seating
Global: work w/ soft lighting, informal seating
Impulsive
Reflective: learning is a more conscious process, asking questions
Learning Style Models:
Depicts learning as 4 stage cycle beginning with an intermediate concrete experience during which the person makes observations and reflections
Then the person develops an abstract theory from which he or she develops ideas on how to proceed.
Kolb’s Learning Style: David Kolb
Finally, the person actively experiments with actions to test them out
Preferred way to absorb, retain info
How a person make sense of new material base on strength and weaknesses
Learning Style Models:
Employs strategies and abilities
How your brain works best
Effective learning is achieved if 4 cycle stages are completed
Kolb’s Learning Style: David Kolb
4-Stage Learning Cycle of Kolb's Learning Style: CE RO AC AE
Concrete Experience
Reflective observation
Abstract conceptualization
Active experimentation
Kolb’s Experiential Learning Theory
_______ continuum: how we approach a task
4 cycle stages
_______continuum: entails emotional response, how we feel about an idea in order for us to learn
practical learners
Processing
Perception
4 Abilities Learners need to be Effective (Processing continuum):
Learning from actual experience
Engages/ involve in activity
Key to learning: involvement in the activity
Concrete Experience Abilities (CE)
Not enough to just read or watch an action
Fully understand: participate in the task
4 Abilities Learners need to be Effective (Processing continuum):
Learning by observing others
Allows learner to ask questions
Reflective Observation abilities (RO)
Reflective observation of the experience
4 Abilities Learners need to be Effective (Processing continuum):
Creating theories to explain what is seen
Make sense of the events, draw conclusions and use ideas that are familiar
Abstract Conceptualization abilities (AC)
Interpretation of experience, what they learned from it
4 Abilities Learners need to be Effective (Processing continuum):
Using theories to solve problems
Actual testing stage
Active Experimentation abilities (AE)
Apply conclusion and put knowledge to practice
Practical application is done
Perception Continuum Categories:
Learn best by analyzing and solving a problem as a group using their own intuition and information from other people rather than from books and lectures.
Look for new experiences; often take risks and employ hands-on methods to accomplish their goals.
Social/ Accommodator Learners: Leaders
(Actively accomplish things often using trial-and-error methods to solve problems.
May be impatient with other people and act on intuition and are a risk taker (act on gut instincts rather than logical analysis))
Perception Continuum Categories:
Doing and feeling; hands-on, prefer practical skills and experiential approach
Concrete Experience and Active Experimentations
Social/ Accommodator Learners
Perception Continuum Categories:
Have an open mind to new ideas and offer multiple perspectives.
Value brainstorming with a group although they often listen and observe sharing their own ideas
Creative/ Diverger Learners: Imaginative
(Rely on concrete examples to learn, and trust their own feelings when making decisions.
Excel in imagination and awareness of meaning.
Feeling oriented and people oriented and likes working in groups, receive personal feedback)
Perception Continuum Categories:
Feeling and watching; perform better in situations that uses concept generation
Brainstorming, have broad cultural interest
Creative/ Diverger Learners: Imaginative
(Interested in people, imaginative, strong in arts
CE and Reflective Observation)
Perception Continuum Categories:
Like to learn from lectures, reading, and contemplation.
Find facts, ideas, and information fascinating and challenging to people and emotions.
Intellectual/ Assimilator Learner: organized, logical and precise
(More scientific than artistic.
Strengths are in inductive reasoning, creating theoretical models and integrating ideas)
Perception Continuum Categories:
Prefer playing with ideas to actively and applying it
More concerned with ideas than with people
Intellectual/ Assimilator Learner: organized, logical and precise
Watching and thinking
Abstract Conceptualization and RO
Perception Continuum Categories:
Concise and logical approach; requires good clear explanation
Effectiveness information and science careers
Intellectual/ Assimilator Learner: organized, logical and precise
Perception Continuum Categories:
Are those who learn through experimentation, seeking out new ideas, and discovering practical applications for them.
Can focus intently on selected subjects.
Favor technical challenges to interpersonal matters.
Practical/ Converger Learners: both thinkers and doers
(Goal-oriented and make decisions easily.
Good at decision making and problem solving and likes dealing with technical work rather than interpersonal relationships)
Perception Continuum Categories: Doing and thinking AC and Active Experimentation Solve problems and use learning to find solution to practical issues Technical task
Practical/ Converger Learners: both thinkers and doers
Develop practical mastery
Experiment new ideas
Work with practical application
Goal oriented and make decisions very easily
Matching Learning Styles to Instructions:
Some studies have shown increased levels of student ______ when learners with a strong preference for a certain style were matched with a similar teaching or testing style.
achievement
Matching Learning Styles to Instructions:
Some studies have shown more student _____ when the teacher matches the student’s learning style, but some have not
satisfaction
Matching Learning Styles to Instructions:
Activities are ____
designed
