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PSTMT > UNIT 2 Understanding the Learners 2.2- LEARNING STYLES > Flashcards

UNIT 2 Understanding the Learners 2.2- LEARNING STYLES Flashcards

1
Q

Learners are intrinsically different and have different
preferred __________

A

learning styles

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2
Q

___________ is a purposeful intervention with the aims of
promoting learning and causing learning to happen

A

Teaching

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3
Q

__________ provide teachers with an organized system for creating an appropriate learning environment, and planning instructional activities.

A

Learning models

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4
Q

learning is a process whereby
knowledge is created by transformation of experience.

A

KOLB’S LEARNING MODEL

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5
Q

An American educational
theorist that introduced KOLB’S LEARNING MODEL

A

David Allen Kolb

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6
Q

Knowledge, according to Kolb, results from a combination of
___________ and __________ it.

A
  • grasping experience
  • transforming
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7
Q

Kolb’s Model for the Learning Cycle:

A
  • CONCRETE EXPERIENCE
  • REFLECTIVE EXPERIENCE OF THE NEW EXPERIENCE
  • ABSTRACT CONCEPTUALIZATION
  • ACTIVE EXPERIMENTATION
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8
Q

when a new experience or situation is encountered, or
a reinterpretation of existing experience.

Kolb’s Model for the Learning Cycle

A

CONCRETE EXPERIENCE

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9
Q

if there are any
inconsistencies between experience and
understanding.

Kolb’s Model for the Learning Cycle

A

REFLECTIVE EXPERIENCE OF THE NEW EXPERIENCE

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10
Q

reflection gives rise to a new idea or a modification of an existing abstract concept the person has learned from their experience.

Kolb’s Model for the Learning Cycle

A

ABSTRACT CONCEPTUALIZATION

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11
Q

the learners apply the ideas to the world around them to see what happens.

Kolb’s Model for the Learning Cycle

A

ACTIVE EXPERIMENTATION

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12
Q

a set of 3 hierarchical models used to classify educational learning objectives into levels of complexity and specificity.

A

BLOOM’s Learning Model

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13
Q

The three lists of BLOOM’s Learning Model cover the learning objectives in:

A
  1. Cognitive (mental skills/knowledge),
  2. Affective (feelings/emotions, attitude, self)
  3. Psychomotor (manual or physical skills) domains.
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14
Q

Known as Bloom’s Taxonomy

A

BLOOM’s Learning Model

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15
Q

Origination

BLOOM’S DOMAIN OF LEARNING

A

Psychomotor

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16
Q

Adaptation

BLOOM’S DOMAIN OF LEARNING

A

Psychomotor

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17
Q

Complex Overt Response

BLOOM’S DOMAIN OF LEARNING

A

Psychomotor

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18
Q

Mechanism

BLOOM’S DOMAIN OF LEARNING

A

Psychomotor

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19
Q

Guided Response

BLOOM’S DOMAIN OF LEARNING

A

Psychomotor

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20
Q

Set

BLOOM’S DOMAIN OF LEARNING

A

Psychomotor

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21
Q

Perception

BLOOM’S DOMAIN OF LEARNING

A

Psychomotor

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22
Q

Evaluation

BLOOM’S DOMAIN OF LEARNING

A

Cognitive

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23
Q

Synthesis

BLOOM’S DOMAIN OF LEARNING

A

Cognitive

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24
Q

Analysis

BLOOM’S DOMAIN OF LEARNING

A

Cognitive

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25
Q

Application

BLOOM’S DOMAIN OF LEARNING

A

Cognitive

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26
Q

Comprehension

BLOOM’S DOMAIN OF LEARNING

A

Cognitive

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27
Q

Knowledge

BLOOM’S DOMAIN OF LEARNING

A

Cognitive

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28
Q

Characterizing

BLOOM’S DOMAIN OF LEARNING

A

Affective

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28
Q

Organizing

BLOOM’S DOMAIN OF LEARNING

A

Affective

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29
Q

Valuing

BLOOM’S DOMAIN OF LEARNING

A

Affective

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30
Q

Responding

BLOOM’S DOMAIN OF LEARNING

A

Affective

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31
Q

Receiving

BLOOM’S DOMAIN OF LEARNING

A

Affective

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32
Q

Recall data

BLOOM’S DOMAIN OF LEARNING

A

Cognitive

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33
Q

Understand

BLOOM’S DOMAIN OF LEARNING

A

Cognitive

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34
Q

Apply (use)

BLOOM’S DOMAIN OF LEARNING

A

Cognitive

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35
Q

Analyse (structure/elements)

BLOOM’S DOMAIN OF LEARNING

A

Cognitive

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36
Q

Synthesize (create/build)

BLOOM’S DOMAIN OF LEARNING

A

Cognitive

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37
Q

Evaluate (asses, judge in relational terms)

BLOOM’S DOMAIN OF LEARNING

A

Cognitive

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38
Q

Receive (awareness)

BLOOM’S DOMAIN OF LEARNING

A

Affective

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39
Q

Respond (react)

BLOOM’S DOMAIN OF LEARNING

A

Affective

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40
Q

Value (understand and act)

BLOOM’S DOMAIN OF LEARNING

A

Affective

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41
Q

Organize personal value system

BLOOM’S DOMAIN OF LEARNING

A

Affective

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42
Q

Internalize value system (adopt behaviour)

BLOOM’S DOMAIN OF LEARNING

43
Q

Imitation (copy)

BLOOM’S DOMAIN OF LEARNING

A

Psychomotor

44
Q

Manipulation ( follow instructions)

BLOOM’S DOMAIN OF LEARNING

A

Psychomotor

45
Q

Develop Precision

BLOOM’S DOMAIN OF LEARNING

A

Psychomotor

46
Q

Articulation (combine, integrate related skills)

BLOOM’S DOMAIN OF LEARNING

A

Psychomotor

47
Q

Naturalization (automate, become expert)

BLOOM’S DOMAIN OF LEARNING

A

Psychomotor

48
Q

use different terms for each stage of the learning cycle and for each of the learning styles

A

Honey and Mumford

49
Q

Honey and Mumford Learning styles:

A
  • Activist
  • Reflector
  • Theorist
  • Pragmatist
50
Q

Honey and Mumford Stage of the learning Cycle

A
  • watching
  • thinking
  • doing
  • feeling
51
Q

Having an Experience

Honey and Mumford Learning styles

52
Q

Reviewing the experience (RE)

Honey and Mumford Learning styles

52
Q

Concluding from the Experience (CFE)

Honey and Mumford Learning styles

53
Q

Planning the next steps (PNS)

Honey and Mumford Learning styles

A

Pragmatist

54
Q

People who learn by doing. They like to involve themselves in new experiences, and will “try anything once”. They tend to act first and consider the consequences afterwards

Honey and Mumford Learning styles

55
Q

They prefer to think problems through in a step-by-step manner. They like lecctures, systems, case studies, models, and readings.

Honey and Mumford Learning styles

56
Q

They like to put things into practice. Theories and concepts are of no use to them unless thay can see how such things work ‘in real life’.

Honey and Mumford Learning styles

A

Pragmatist

57
Q

Individuals who like to have time for planning and preparation as well as opportunities for review.

Honey and Mumford Learning styles

58
Q

Learn best when:
Involved in new experiences, problems and opportunities.

Honey and Mumford Learning styles

59
Q

Learn best when:
Thrown in at the deep end.

Honey and Mumford Learning styles

60
Q

Learn best when:
Working with others in problem solving, games, role-playing exercises.

Honey and Mumford Learning styles

61
Q

Learn best when:
Able to lead a group.

Honey and Mumford Learning styles

62
Q

Learn least when:
Listening to lectures or reading long explanations.

Honey and Mumford Learning styles

63
Q

Learn least when:
Reading, writing and thinking on their own.

Honey and Mumford Learning styles

64
Q

Learn least when:
Analysing and interpreting lots of data.

Honey and Mumford Learning styles

65
Q

Learn least when:
Following precise instructions.

Honey and Mumford Learning styles

66
Q

Learn best when:
presented with a system, model, concept or theory

Honey and Mumford Learning styles

67
Q

Learn best when:
they can explore methodically links between ideas, events and situations

Honey and Mumford Learning styles

68
Q

Learn best when:
they can question and probe the basic methodology, assumptions or logic

Honey and Mumford Learning styles

69
Q

Learn best when:
they are intellectually stretched

Honey and Mumford Learning styles

69
Q

Learn best when:
they are in structured situations with a clear purpose

Honey and Mumford Learning styles

70
Q

learn least when:
have no apparent context or purpose

Honey and Mumford Learning styles

70
Q

learn least when:
have to participate in situations emphasising emotions and feelings

Honey and Mumford Learning styles

70
Q

learn least when:
are involved in unstructured activities

Honey and Mumford Learning styles

71
Q

learn least when:
are asked to act or decide without a basis in policy, principle or concept

Honey and Mumford Learning styles

72
Q

learn best when:
they are given techniques relevant and applicable to their own work.

Honey and Mumford Learning styles

A

Pragmatist

73
Q

learn best when:
they have a chance to try out what they have learnt;

Honey and Mumford Learning styles

A

Pragmatist

74
Q

learn best when:
they can focus on practical tasks and actions;

Honey and Mumford Learning styles

A

Pragmatist

75
Q

learn best when:
there are obvious practical advantages;

Honey and Mumford Learning styles

A

Pragmatist

76
Q

learn least when:
there are no clear guidelines;

Honey and Mumford Learning styles

A

Pragmatist

77
Q

learn least when:
they feel like they are running round in circles;

Honey and Mumford Learning styles

A

Pragmatist

78
Q

learn least when:
there is no apparent benefit or ‘reward’ from the activity;

Honey and Mumford Learning styles

A

Pragmatist

79
Q

learn least when:
the learning is unrelated to any need that they recognise.

Honey and Mumford Learning styles

A

Pragmatist

80
Q

learn best when:
they are able to watch / think / ponder on activities

Honey and Mumford Learning styles

81
Q

learn best when:
they have time to think before acting

Honey and Mumford Learning styles

82
Q

learn best when:
careful, detailed research can be carried out

Honey and Mumford Learning styles

83
Q

learn best when:
time for review is available

Honey and Mumford Learning styles

84
Q

learn best when:
decisions can be reached without pressure and tight deadlines

Honey and Mumford Learning styles

85
Q

learn least when:
they feel ‘forced’ into the limelight

Honey and Mumford Learning styles

86
Q

learn least when:
there is no time for planning

Honey and Mumford Learning styles

87
Q

learn least when:
they are given insufficient data on which to base a conclusion

Honey and Mumford Learning styles

87
Q

Their styles are based on the stages of the Kolb learning cycle and have evolved. It use different terms of each stage of the learning cycle and for each of the learning styles.

A

Honey and Mumford

88
Q

Concrete experience (CE)

Kolb’s

A

Accommodator

89
Q

Reflective obseervation (RO)

Kolb’s

90
Q

Abstract conceptualization (AC)

Kolb’s

A

Assimilator

91
Q

Active experimentation (AE)

Kolb’s

92
Q

prefer the use of images, maps, and graphic organizers to access and understand new information.

Vark

92
Q

best understand new content through listening and speaking in situations such as lectures and group discussions.

93
Q

use repetition as a study technique and benefit from the use of mnemonic devices.

94
Q

Students with a strong reading/writing preference learn best through words. These students may present themselves as copious note takers or avid readers, and are able to translate abstract concepts into words and essays.

A

Read & Write

95
Q

best understand information through tactile representations of information. These students are hands-on learners and learn best through figureing things out by hand (i.e. understanding how a clock works by putting one together.)

A

Kinesthetic

95
Q

Vark’s types of learners

A
  • Visual
  • Aural
  • Read and Write
  • Kinesthetic
96
Q

stands for Visual, Aural, Read/write, and Kinesthetic sensory modalities
that are used for learning information.

97
Q

suggested four modalities that
seemed to reflect the
experiences of the students and
teachers

A

Fleming and Mills (1992)

PSTMT (13 decks)

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