Learning Styles

1. Learning Styles Dr. Tahra S. Al-Mahdi Associate Professor SOM-AUW

2. Plan Introduction (15min) Small exercise (15min) What are LS (15min) LS models (45min) Critique of LS models (15min) Practical applications of LS (30min) How LS are assessed (15min) Discussion of exercise (30min) Conclusion & wrap-up (30min)

3. What is YOUR LS? Please answer the following question by marking the letter representing the description that best expresses how you usually handle each situation:

4. 1. When you SPELL Do you try to see the word? Sound out the word, or use a phonetic approach? Write the word down to find if it feels right?

5. 2. When you TALK Talk sparingly, but dislike listening for too long? Do you favor words such as see, picture, and imagine? Enjoy listening, but are impatient to talk? Use words such as hear, tune, and think? Gesture and use expressive movements? Use words such as feel, touch, and hold?

6. 3. When you VISUALIZE Do you see vivid, detailed pictures? Think in sounds? Have few images, all involving movement?

7. 4. When you CONCENTRATE Do you become distracted by untidiness or movement? Become distracted by sounds or noises? Become distracted by activity around you?

8. 5. When you MEET someone again Do you forget names, but remember faces? Remember where you met? Forget faces, but remember names? Remember what you talked about? Remember best what you did together?

9. 6. When you CONTACT peopleon business Do you prefer direct, face-to face, personal meetings? Prefer the telephone? Talk with them while walking or participating in an activity?

10. 7. When you RELAX Do you prefer to watch TV, a play, or movie? Prefer to listen to the radio, music, or read? Prefer to play games or work with your hands?

11. 8. When you TRY to interpretsomeone�s mood Do you primarily look at facial expressions? Listen to tone of voice? Watch body movement?

12. 9. When you READ Do you like descriptive scenes? Pause to imagine the action? Enjoy dialogue and conversation, or hear the characters talk? Prefer action stories or are not a keen reader?

13. 10. When you DO somethingnew at work Do you like to see demonstrations, diagrams, slides or posters? Prefer verbal instructions or talking about it with someone else? Prefer to jump right in and try it?

14. 11. When you PUT somethingtogether Do you look at the directions and the picture? Like to talk with someone or find yourself talking out loud as you work? Ignore the directions and figure it out as you go along?

15. 12. When you NEED help with a computerapplication Do you seek out pictures or diagrams? Call the help-desk, ask a neighbor, or yell at the computer? Keep trying to do it or try it on another computer?

16. 13. When you TEACH someone Do you prefer to show them? Prefer to tell them? Do it for them and let them see how it�s done or ask them to try it?

17. WHAT DO YOU THINK LS ARE?

18. The idea of individualized "learning styles" originated in the 1970s, and has gained popularity in recent years. Learning styles are, various approaches or ways of learning. They involve educating methods, particular to an individual, that are presumed to allow that individual to learn best. Learning style has been defined as an individual's characteristic method of responding to and processing learning events as he or she experiences them.

19. LS Theories

20. Studies of individual differences indicate that people have different styles of thinking and different methods of representing information About 71 different theories/models of learning style were advanced to explain the concept These different models provide different perspectives for understanding and explaining a person's preferred or dominant thinking and learning style, and strengths: Kolb�s learning styles model VAK model Gardner�s Multiple inelegancies model

21. Kolb�s learning styles model According to Kolb (1984) "learning is the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it."

22. Kolb's learning model Is based on two continuums that form a quadrant: Processing Continuum: Our approach to a task, such as preferring to learn by doing or watching: Mechanism by which we grasp the experience. Perception Continuum: Our emotional response, such as preferring to learn by thinking or feeling: Mechanism by which transform the experience.

24. Kolb�s four-stage learning cycle Kolb�s theory offers both a way to understand individual people's different learning styles, and also an explanation of a cycle of experiential learning that applies to us all. Kolb described a four-stage cycle of learning, in which 'immediate or concrete experiences' provide a basis for 'observations and reflections�, These 'observations and reflections' are absorbed and refined into 'abstract concepts' producing new suggestions for action which can be 'actively tested' in turn creating new experiences.

26. LE: Riding a bicycle: Reflective observation - Thinking about riding and watching another person ride a bike. Abstract conceptualization - Understanding the theory and having a clear grasp of the biking concept. Concrete experience - Receiving practical tips and techniques from a biking expert. Active experimentation - Leaping on the bike and have a go at it.

27. Kolb�s LS Kolb theorized that the four combinations of perceiving and processing determine one of four learning styles of how people prefer to learn. His learning theory sets out four distinct learning styles (or preferences), which are based on the four-stage learning cycle.

28. A typical presentation of Kolb's two continuums is that the east-west axis is called the Processing Continuum (how we approach a task), and the north-south axis is called the Perception Continuum (our emotional response, or how we think or feel about it). The learning styles are the combination of two lines of axis (continuums) each formed between what Kolb calls 'dialectically related modes' of 'grasping experience' (doing or watching), and 'transforming experience' (feeling or thinking).

29. Put another way Our learning style is a product of two choice decisions: How to approach a task - 'grasping experience' - preferring to (a) watch or (b) do , Our emotional response to the experience - 'transforming experience' - preferring to (a) think or (b) feel. The combination of these two choices produces a preferred learning style.�

31. Diverging (concrete, reflective) Emphasizes the innovative and imaginative approach to doing things. Views concrete situations from many perspectives and adapts by observation rather than by action. Interested in people and tends to be feeling-oriented. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback.

32. Assimilating (abstract, reflective) Pulls a number of different observations and thoughts into an integrated whole. Likes to reason inductively and create models and theories. Likes to design projects and experiments. This learning style is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.

33. Converging (abstract, active) Emphasizes the practical application of ideas and solving problems. Likes decision-making, problem-solving, and the practical application of ideas. Prefers technical problems over interpersonal issues. People with a Converging learning style are best at finding practical uses for ideas and theories A Converging learning style enables specialist and technology abilities.

34. Accommodating (concrete, active) Is 'hands-on�, relies on intuition rather than logic. Good at adapting to changing circumstances; solves problems in an intuitive, trial-and-error manner, such as discovery learning. People with an Accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent and useful in roles requiring action and inventiveness. People with an Accommodating learning style prefer to work in teams to complete tasks.

35. Howard Gardner's model Howard Gardner theorized that there are multiple intelligences, and that we all use one or two for the most effective learning. Our culture teaches, tests, reinforces and rewards primarily two kinds of intelligence: verbal/linguistic and logical/mathematical. His theory proposes that there are at least seven other kinds of intelligence that are equally important.

36. They are "languages" that most people speak, and that cut through cultural, educational, and ability differences. The mind is not comprised of a single representation or a single language of representations. Rather, we harbor numerous internal representations in our minds. The multiple intelligences theory represented/represents a definition of human nature, from a cognitive perspective, ie., how we perceive; how we are aware of things.

37. Howard Gardner's model of the seven Multiple Intelligences Linguistic Logical-Mathematical Musical Bodily-Kinesthetic Spatial-Visual Interpersonal Intrapersonal

38. Verbal Linguistic intelligence Sensitive to the meaning and order of words as in a poet: Use activities that involve hearing, listening, spontaneous or formal speaking, tongue twisters, humor, oral or silent reading, documentation, creative writing, spelling, journal, poetry.

39. Logical-mathematical intelligence Able to handle chains of reasoning and recognize patterns and orders as in a scientist: Use activities that involve abstract symbols/formulas, outlining, graphic organizers, numeric sequences, calculation, interpreting codes, problem solving.

40. Musical intelligence Sensitive to pitch, melody, rhythm, and tone as in a composer: Use activities that involve audio tape, music recitals, singing on key, whistling, humming, environmental sounds, percussion vibrations, rhythmic patterns, music composition, tonal patterns.

41. Spatial intelligence Perceive the world accurately and try to re-create or transform aspects of that world as in a sculptor or airplane pilot: Use activities that involve art, pictures, sculpture, drawings, sketching, mind mapping, patterns/designs, color schemes, active imagination, imagery, block building.

42. Bodily Kinesthetic intelligence Able to use the body skillfully and handle objects capably, as in an athlete or dancer: Use activities that involve role playing, physical gestures, drama, inventing, ball passing, sports games, physical exercise, body language, dancing.

43. Interpersonal intelligence Understand people and relationship as in a salesman or teacher and think by bouncing ideas of each other: Use activities that involve group projects, division of labor, sensing others' motives, receiving/giving feedback, collaboration skills.

44. Intrapersonal intelligence Possess access to one's emotional life as a means to understand oneself and others, exhibited by individuals with accurate views of themselves: Use activities that involve emotional processing, silent reflection methods, thinking strategies, concentration skills, higher order reasoning, meta-cognitive techniques.

45. VAK model The VAK learning style uses the three main sensory receivers: Visual, Auditory, and Kinesthetic (movement) to determine the dominant learning style. It is sometimes known as VAKT (Visual, Auditory, Kinesthetic, & Tactile). It is based on modalities -- a channel by which human expression can take place and is composed of a combination of perception and memory. This model seems to be about the most popular model nowadays due to its simplicity.

46. Visual learners They have two sub-channels - linguistic and spatial. Learners who are visual-linguistic like to learn through written language, such as reading and writing tasks. They remember what has been written down, even if they do not read it more than once. Learners who are visual-spatial usually have difficulty with the written language and do better with charts, demonstrations, videos, and other visual materials. They easily visualize faces and places by using their imagination and seldom get lost in new surroundings

47. Auditory learners They often talk to themselves. They also may move their lips and read out loud. They may have difficulty with reading and writing tasks. They often do better talking to a colleague or a tape recorder and hearing what was said.

48. Kinesthetic learners They do best while touching and moving. It also has two sub-channels: kinesthetic (movement) and tactile (touch). They tend to lose concentration if there is little or no external stimulation or movement. When listening to lectures they may want to take notes for the sake of moving their hands. They typically use color highlighters and take notes by drawing pictures, diagrams, or sketching.

49. Critique The assumed benefits of identifying LS has been extensively criticized. Some psychologists and neuroscientists have questioned the scientific basis for these models and the theories on which they are based. Many educational psychologists believe that there is little evidence for the efficacy of most learning style models, and furthermore, that the models often rest on dubious theoretical grounds.

50. In Practice Students appear to be substantially different in terms of intelligence, ability, talents, attitudes and experience. A typical class of 25 to 30 students will present to the instructor a range of these qualities as well as a diversity of learning styles and cognitive methods. This means that instructors must incorporate in their class enough material, & methods of delivery to address the need of each and all students.

51. This can be achieved by developing a comprehensive knowledge of students learning styles. Knowing a person's (and your own) learning style enables learning to be orientated according to the preferred method

52. Learning Styles in the Classroom Some researchers claim that students score higher on tests, have better attitudes, and are more efficient if they are taught in ways to which they can more easily relate. Teachers should try to make changes in their classroom that will be beneficial to every learning style. Some of these changes include room redesign & the development of small-group techniques.

53. Assessment Methods

54. Learning Style Inventory (LSI) LSI is connected with Kolb�s model and is used to determine a student�s learning style. The LSI diagnoses an individual�s preferences and needs regarding the learning process.

55. LSI does the following: Allows students to choose how they like to learn and indicates how consistent their responses are; Provides computerized results which show the student�s preferred learning style; Provides a foundation upon which teachers can build in interacting with students; Provides possible strategies for accommodating learning styles; Provides for student involvement in the learning process; Provides a class summary so students with similar learning styles can be grouped together

56. Other Methods Other methods (usually questionnaires) used to identify learning styles include: Fleming's VARK Learning Style Test, Jackson's Learning Styles Profiler (LSP), and the NLP meta programs based iWAM questionnaire. Many other tests have gathered popularity and various levels of credibility among students and teachers.

57. Analysis of the earlier Qs Many responses probably fell in one column, with several in a second column, and very few in the third. The column that represents your actions best is your primary processing style. The second most is your auxiliary style.

58. If you are a visual learner Draw pictures in the margins. Look at the diagrams and then read the text explaining them. Try to envision the topic and people acting out the subject matter.

59. If you are an auditory learner Listen closely to the words you read. Verbalize the questions. Develop an internal dialogue between yourself and the text. Don�t be embarrassed to read aloud or talk through the information.

60. If you are a kinesthetic or tactile learner Take out a highlighter and a pencil to take notes. Walk around as you read. Hold the paper in your hand, instead of placing it on the table. Transfer information from the text to another medium such as a keyboard or a tablet. Feel the words and ideas. Move along both mentally and physically.

61. Conclusion It is believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. The different models provide different perspectives for understanding and explaining a person's preferred or dominant thinking and learning style, and strengths. Teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style. There is no enough evidence on the role of LS in enhancing learning.