1 / 36

Learning Style Preferences

Learning Style Preferences. 王立非 philipw@126.com. Outline:. Definition of learning style Value of learning style Types of learning styles. Ellis (1985) Strategy: method Style: manner. Learning Style Preferences. The learners’ typical preferences for approaching learning.

brendan-morgan
Download Presentation

Learning Style Preferences

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Learning Style Preferences 王立非 philipw@126.com

  2. Outline: • Definition of learning style • Value of learning style • Types of learning styles

  3. Ellis (1985) • Strategy: method • Style: manner

  4. Learning Style Preferences • The learners’ typical preferences for approaching learning. • While style preferences are relatively stable, style-stretching is possible.

  5. Values of Learning Style • Strategy is closely related with style. • Style affects learning outcome. (Wang Lifei 1998)

  6. Six Aspects: • Cognitive • Executive • Affective

  7. Social • Physiological • behavioral

  8. Types of Learning Style • visual –relying more on the sense of sight and learn best through visual means (e.g., books, video, charts, pictures).

  9. auditory– preferring listening and speaking activities (e.g., discussions, debates, audiotapes, role-plays, lectures).

  10. hands-on– benefiting from doing projects, working with objects and moving around.

  11. extroverted– enjoying a wide range of social, interactive learning tasks (e.g., games, conversations, debates, role-plays, simulations).

  12. introverted– preferring more independent work (e.g., studying or reading by oneself or learning with the computer) or enjoying working with, say, one other person.

  13. abstract-intuitive– future-oriented, enjoying abstract thinking, and happy speculating about possibilities.

  14. concrete-sequential– present-oriented, preferring one-step-at-a-time activities and wanting to know where they are going in their learning at every moment.

  15. keeping all options open– enjoying discovery learning where information is picked up naturally and where learning doesn’t involve a concern for deadlines or rules.

  16. closure-oriented– focusing carefully on all learning tasks and seek clarity, meeting deadlines, planning ahead for assignments and staying organized, and wanting explicit directions and decisions.

  17. more particular – focusing more on details and remembering specific information about a topic well.

  18. more global – enjoying getting the main idea and comfortable communicating even without knowing all the words or concepts.

  19. more synthesizing –summarizing material well and noticing similarities quickly.

  20. more analytic – pulling ideas apart, doing well on logical analysis and contrast tasks, and tending to focus on grammar rules.

  21. more field-independent – able to keep a sense of the whole while handling all the individual parts as well without being distracted

  22. more field-dependent – needs context in order to focus and understand something; takes each language part one at a time and may have difficulty handling all of the parts at one time.

  23. more reflective – processes material at a low speed with high accuracy; avoids risks and guessing

  24. more impulsive – processes material at a high speed with low accuracy; often takes risks and guesses

  25. Summary Table of Selected Learning Style Preferences visual  auditory  hands on extroverted  introverted abstract-intuitive  concrete-sequential open  closure-oriented global  particular synthesizing analytic field-dependent field-independent reflective impulsive

  26. A Learning Style Survey: Assessing Your Own Learning Styles by Andrew D. Cohen, Rebecca L. Oxford, & Julie C. Chi (2001) – downloadable from the CARLA website at: http://carla.acad.umn.edu/profiles/ CohenPapers/Style_Survey.html

  27. Teacher-Learner Style Conflicts in the Classroom • The teacher is more analytic, reflective, and auditory, while the learner is more global, impulsive, and visual.

  28. The teacher is more open-oriented, while the learner is more closure-oriented.

  29. The teacher is more concrete-sequential, while the learner is more random-intuitive.

  30. The teacher is more concrete-sequential, visual, and reflective, while the learner is more random-intuitive, auditory, and impulsive.

  31. The teacher is more extroverted and hands-on, while the learner is more introverted and visual.

  32. Ways to avoid or resolve such conflicts: • Assess students' and teachers' styles and use this information in understanding classroom activities.

  33. Ways to avoid or resolve such conflicts: • Change the teacher's instructional style. • Stretching students’ style.

  34. Ways to avoid or resolve such conflicts: • Change the way group work is done in the classroom. • Change the curriculum. • Change the way style conflicts are viewed.

  35. Thank You!

More Related