Lesson 2 Flashcards
• Refers to the ways in which and conditions under which learners:
most efficiently and most effectively perceive, process, store and recall what they are attempting to learn
• preferred approaches to different learning tasks.
Learning Styles
Learning Styles
He/she defined it, as the way that learners learn that takes into account the cognitive, affective and physiological factors affecting how learners perceive, interact with and respond to the learning environment.
Keefe (1979)
• Three mechanisms to determine learning style:
• Observation
• Interview
• Administration of learning style instruments
Learning Style Models and Instruments
- Right-Brain/Left-Brain and Whole-Brain Thinking
- Field-Independent/Field-Dependent Perception
- Dunn and Dunn Learning Styles
- Gardner’s Eight Types of Intelligence
Technically it is not a model, but it adds to the understanding of brain functions that are associated with learning.
Roger Sperry and his research team established that the brain operates as two brains (Sperry, 1977), with each hemisphere has separate and complementary functions.
Right-Brain/Left-Brain and Whole Brain Thinking
• Found to be emotional, visual-spatial and nonverbal side with thinking processes that are intuitive, subjective, relational, holistic and time free (free spirit).
Right Hemisphere of the Brain
• Thinking is creative, intuitive, divergent, diffuse
• Synthesizing
• Prefers drawing and manipulating objects
Responds to written instructions and explanation
Relies on images thinking and remembering
• Solves problems by looking at the whole, the configuration, then approaches the problem through
• Patterns using bunches.
• Recognizes/Remember faces
Right-Brain Functions
Right-Brain Functions
• Thinking is creative, intuitive, divergent, diffuse
• Synthesizing
• Prefers drawing and manipulating objects
Responds to written instructions and explanation
Relies on images thinking and remembering
• Solves problems by looking at the whole, the configuration, then approaches the problem through
• Patterns using bunches.
• Recognizes/Remember faces
• Loose organizational skills, sloppy
• Like change, uncertainty
• Frequently loses contact with time and schedules
Geometry is the preferred math.
• Good at interpreting body language
•Free with emotions
• Was found to be vocal and analytical side, which is used for verbalization and for reality-based and logical thinking.
Left Hemisphere of the Brain
It consists of a set of questions used to determine hemisphere functioning.
It reveals that a general style of thought that results in a consistent pattern of behavior in all areas of the individual’s life.
Although the reliability and validity of this instrument have not been reported, it doesn’t provide the educator to understand his or her own right or left-brain preferences.
Brain Preference Indicator
• Two styles of learning in the cognitive domain have been identified, which are based on the bipolar distribution and structure information in their environment.
• It hypothesized that learners have preference styles for certain environmental cues.
Field-Independent/Field-Dependent Perception
They are less sensitive to social cues, are not affected by criticism, favor an active participant role, and are eager to test their ideas or opinions in a group.
Field-Independent Learners
More externally focused and as such are socially oriented, more aware of social cues, able to reveal their feelings and are more dependent on others for reinforcement.
Field-Dependent Learners
Are not affected by criticism
Will not conform to peer pressure
Are less influenced by external feedback
Learn best by organizing their own materials
Have an impersonal orientation to the world
Place emphasis on applying principles
Are interested in new ideas or concepts for own sake
Provide self-directed goals, objectives and reinforcement
Prefer lecture method
Field-Independent Learners
• They set out to develop a user-friendly model that would assist educators in identifying the characteristics that allows individuals to learn in different ways.
• Model includes motivational factors, social interaction patterns and physiological and environmental elements.
Rita and Kenneth Dunn (1967)
Five Basic Stimuli that affect a person’s ability to learn:
• Environmental elements
• Emotional elements
• Sociological Elements
• Physiological elements
• Psychological elements
- Some need complete silence and others can block out sounds around them
Sound
- Educator should provide lighting conducive to learning by moving furniture around to establish both well-lit and dimly lit areas
Light
- Some learners have difficulty thinking on concentrating if a room is too hot or conversely if is too cold.
Temperature
-Some learners are more relaxed and can learn better in an informal environment by being able to position themselves in a lounge chair, on the floor, on pillows or on carpeting.
Seating
-A desire to achieve increases when leaming success increases.
Motivation
Learners differ in their preference for completing tasks in one sitting versus taking periodic breaks and returning to the task later.
Persistence
-Learners with low responsibility scores usually are nonconforming; they do not like to do something simply because someone asks them to do it.
Responsibility
- Refers to either the preference for receiving specific directions, guidance or rules prior to carrying out an assignment or the preference for doing an assignment without structure in the learner’s own way.
Structure
