i learn best when... (note things about the environment, the time of day, the topics, people,...
TRANSCRIPT
I learn best when... (Note things about the environment, the
time of day, the topics, people, feelings)
I have the most trouble learning when...
My own learning experience
Learning Styles and Preferences
Sheryll T. Reyna
Today’s Roadmap
What are learning styles? Learning Style Models
Dunn and Dunn Learning Style Model Kolb Learning Style Inventory Multiple Intelligences
Conclusion
Kaleidoscope of Theories•Learning styles research began in the early years of the 20th century•71 models of learning styles• Over 650 published books•Over 4500 articles in scholarly publications•26,000 websites
Coffield, et. Al., 2004; L. Howles
Defining Learning Style
Cognitive Style
Learning Style
Learning Preferences
Defining Learning Style
Cognitive Styles
•are individual differences in processing that are integrally linked to a person’s cognitive system
•are partly fixed, relatively stable and possibly innate preferences
•top-down (internal to external) fashion
Cognitive Styles
•are individual differences in processing that are integrally linked to a person’s cognitive system
•are partly fixed, relatively stable and possibly innate preferences
•top-down (internal to external) fashion
Learning Styles
•are individual’s preferred ways of responding (cognitively and behaviorally) to learning tasks which change depending on the environment or context
•are malleable
•bottom-up processes
Learning Styles
•are individual’s preferred ways of responding (cognitively and behaviorally) to learning tasks which change depending on the environment or context
•are malleable
•bottom-up processes
Evans, 2010; Cassidy, 2004
Learning Preferences
•are expressed personal preferences favoring one type of learning environment, method of teaching or instruction over another
Learning Preferences
•are expressed personal preferences favoring one type of learning environment, method of teaching or instruction over another
The Popularity of Learning Style
Extensive range of empirical research Natural appeal Responsibility
Dunn & Dunn Learning Style Model
Developed by Kenneth and Rita Dunn Individual’s learning style is a
combination of biological and developmental personal characteristics that make identical instruction effective for some and ineffective for others
Lovelace, 2005
Dunn & Dunn Learning Style Model
Learning styles are “ways in which each learner begins to concentrate on,
process, absorb, and retain new and difficult information”
Lovelace, 2005
Learning styles are “ways in which each learner begins to concentrate on, process, absorb, and retain new and
difficult information”
Dunn & Dunn Learning Style Model
Cognitive Styles
•are individual differences in processing that are integrally linked to a person’s cognitive system
Cognitive Styles
•are individual differences in processing that are integrally linked to a person’s cognitive system
Learning Styles
•are individual’s preferred ways of responding (cognitively and behaviorally) to learning tasks which change depending on the environment or context
Learning Styles
•are individual’s preferred ways of responding (cognitively and behaviorally) to learning tasks which change depending on the environment or context
Dunn & Dunn Learning Style Model
Dunn & Dunn Learning Style Model
Environmental Elements
Sound
Do you concentrate
best with sound in the background or a in quiet
environment?
Do you study or work best when when the lights are bright or softly
illuminated and indirect?
Light
Do you concentrate
and stay focused longer
when the temperature
is warmer or cooler?
Temperature
Do you concentrate best when sitting at a desk with a straight-backed chair or
more informal seating?
Seating
Dunn & Dunn Learning Style Model
Emotional Elements
Positive feedback
from others (externally motivated)
Positive feedback
from yourself (internally motivated)
Motivation
Do you prefer completing one task before
beginning another?
Do you prefer to work on
several tasks at the same
time?
Persistence
Do you prefer to do things the way you think they should be
done?
Do you prefer to do things
the way others think they should be done?
Conformity
Do you like others to provide
procedures for you to follow?
Do you prefer
to create your own
procedures?
Structure
Dunn & Dunn Learning Style Model
Sociological Elements
Are you more productive when you work alone or with one other person, in a small group of 3 people, or in a large team?
Team Interaction
Do you work well with a
person who is an expert in his field?
Are you less effective when
someone is looking over
your shoulder when you work
or study?
Authority
Do you prefer routine work using proven
methods?
Do you become bored
when you have to do the
same thing over and
over?
Variety
Dunn & Dunn Learning Style Model
Physiological Elements
Physiological Elements
At what time of day are you most effective and
efficient:
Early Morning?
Late Morning/Early Afternoon?
Late Afternoon?
Evening?
Time of Day
Do you focus your attention best when you
snack while you work or study or snack after
you are finished?
Intake
When you stay in one place for
too long, do you become restless and
fidgety?
Mobility
Dunn & Dunn Learning Style Model
Psychological Elements
Analytic
assimilate and process information best when it is presented sequentially and the information builds toward a conceptual understanding.
Global
assimilate and process information best when humor and metaphors are used and they need to understand the concept before the details make sense.
Psychological Elements
Impulsive learners prefer less detail when making decisions and solving problems.
When taken to the extreme, impulsive people want others to be brief, be bright, and be gone!
Reflective learners take time to weigh their options before making decisions and solving problems.
When taken to the extreme, thisapproach leads to analysis paralysis!
Reflective Impulsive
Dunn & Dunn Learning Style Model
2 ActivitiesIdentify students’ preferencesUse the diagnosis to plan and implement learning activities where they can work on their strong preferences and avoid their low preferences
John’s Learning Style Profile
Jane’s Learning Style Profile
Dunn & Dunn Learning Style Model
Strengths Weaknesses
• affirms the learning potential
• self-limiting behavior and beliefs
• encourages teacher to respect differences
• lack of independent evaluation of the instrument
• a lot of support from practitioners
Coffield, et al., 2004
Kolb’s Experiential Learning
Developed by David Kolb in 1971 Emphasizes the central role that
experience plays in the learning process
Learning Style Inventory
4 Stages of Learning Stage 1 - Concrete ExperienceThe learner actively involves himself to new
experiences. “What is it?” Stage 2 – Reflective ObservationThe learner consciously reflects back on that
experience.“What does it mean?”
4 Stages of Learning Stage 3 – Abstract ConceptualizationThe learner attempts to conceptualize a theory or
model of what is observed.“What follows on?” Stage 4 – Active ExperimentationThe learner is trying to plan how to test a model or
theory or plan for a forthcoming experience. “What if….?” or “How does it function?”
Kolb’s Experiential Learning Model
Processing Continuum
Perc
epti
on C
onti
nuum
Concrete Experience (feeling)
Abstract Concept (thinking)
Active Experimentation
(doing)
Reflective Observation(watching)
Intersection=Learning Style
Reflective Observation
Active Experimentation
Concrete Experience
Abstract Concept
Concrete Reflectivefeel and watch
Diverging
Abstract Reflectivethink and watchAssimilating
Abstract Activethink and doConverging
Concrete Activefeel and do
Accommodating
Processing Continuum
Perc
epti
on C
onti
nuum
Experiential Learning StylesLearning style Learning
characteristicQuestio
n
Converging Abstract conceptualization + Active experimentation
HOW?
Diverging Concrete experience + Reflective observation
WHY?
Assimilating Abstract conceptualization + Reflective observation
WHAT?
Accommodating Concrete experience + Active experimentation
WHAT IF?
Multiple Intelligence Theory
Developed by Howard Gardner in 1983
People possess a number of distinct intelligences
What is Intelliegence?
Gardner defines intelligence as
“the capacity to solve problems or to fashion products that are valued in one
or more cultural setting"
Multiple Intelligences
Verbal-Linguistic Ability to use words and language
Logical-Mathematical Capacity for inductive and deductive thinking and reasoning, use of numbers, recognition of abstract patterns
Visual-Spatial Ability to visualize objects and spatial dimensions, and create internal images and pictures
Body-Kinesthetic Wisdom of the body; ability to control physical motion
Multiple IntelligencesMusical-Rhythmic Ability to recognize tonal patterns
and sounds, sensitivity to rhythms and beats
Interpersonal Capacity for person-to-person communications and relationships
Intrapersonal Spiritual, inner states of being, self-reflection, awareness
Existential The appreciation of spirituality and understanding questions about life
Naturalistic Ability to appreciate, categorize, classify, explain, and connect to things encountered in nature.
Learning Style and Multiple Intelligence
MULTIPLE INTELLIGENCES LEARNING STYLES
• It focuses on what an individual can learn (product).
• It focuses on how an individual can learn (process).
• It suggests changing education by drawing upon students’ abilities.
• It suggests changing education by drawing upon students’ learning styles.
• It argues that some students learn intuitively. .
• It argues that some students are intuitive, while other are not, and that they need structure and supervision.
Learning Style and Multiple Intelligence
MULTIPLE INTELLIGENCES LEARNING STYLES
• Multiple intelligences proponents advocate making changes in the methodology used in the classroom, but most emphasize using students’ talents in the same way, at the same time, and in the same amount of time.
• They argue for the need to exploit different educational resources in harmony within what students with different learning styles learn best.
• It is not different for kinesthetic and tactile students.
• It differs for kinesthetic and tactile students, arguing for a different teaching for them.
• There is limited empirical research.
• There are researches based on strong evidence.
Animal School