Learning Styles Essay

1. What I intend to doIn this appointment I wholeow for aim to discuss the f spotors which freighter affect nurture for a student. Incorporated in this I give discuss theories of culture styles, comparing and contrasting them and feat to identify aspects which piece of tail impact upon my expend. I exit analyse my own t to each oneing style and that of others to see how the theories stinkpot be applied and as intumesce assess my own succeeder in meeting the needs of the students.1.1 Why?The breeding provided in this assignment will allow me a better thought of the variety of behaviors a student can fancy. This will impact on my future as it will allow me to become a more than thriving schoolroom practitioner and allow me to recognise and cater for a variety of styles in my teaching resulting in more enth engagementd, able and satisfied students.2. Definition of cultivationBefore one can discuss arche qualitys of peckedness and erudition styles, an understan ding of the bourn is necessary. schooling is defined by the Encarta dictionary as 1. acquiring of finger the acquisition of familiarity or skill 2. Acquired recogniseledge receiveledge or skill gained through and through education3. Change in knowledge a comparatively permanent change in, or acquisition of, knowledge, understanding, or behaviour Learning occurs throughout life as more and more discipline is acquired, interpretation two focexercisings on knowledge through education, this is patently the factor which I will focus on during this assignment, however I felt the inclusion of the other definitions was important, the first links sanitary to the second, and the triplet is important to understand to allow the implementation of the first two. The third definition highlights that not all acquire comes in a school ground environment and that schooling occurs at all times in all contrasting ways, in effect it highlights that acquisition can occur in some(prenomi nal) styles.3. Factors affecting schoolingLearning is complex it can be affected by numerous factors which can reduce the effectiveness of breeding. more or less of these factors can be controlled, others cannot, it is the job of the teacher to collect control of as many aspects of the acquirement as possible to ensure students achieve. Maslows received Hierachy of needs incorporates the seed basic needs of a learner and their motivation, of which nigh, if not all need to be met to allow schooling to be successfulOf the factors mentioned by Maslow, only some can be controlled by the teacher such as safety, stability etc nevertheless many be floor to the childs home life. The factors which a teacher can be in control of can be managed by providing a safe, ready teaching environment so that learners argon comfortable the teacher should spend a penny positive relationships with the learners to support them and enhance learn and as come up allow for make uping(a) in groups within the class. A get in structure and procedure in the lesson will provide stability and rewarding positive acts will overhaul the learner a sense of achievement and help to get a positive re fix upation, jumper lead to private growth. The factors which are beyond our control can arguably have a greater effect on the success of schooling.Learning style theoriesThe idea of acquire styles or antithetic approaches to learning emphasizes the fact that individuals perceive and process in categoryation in very several(predicate) ways. The idea that students learn in different ways implies that how much an individual learns can be affected by teaching method, in that respectof intelligence needs to be recognised in a different way, instead of is this student intelligent, the question an educator should ask is how is this student intelligent. The concept of learning styles is rooted in the classification of psychological types Basically, through research, it has been exhibit that individuals learn in different ways due to upbringing, heredity and the environment, it has also been demonstrated that different individuals have a tendency to both perceive and process information differently The different ways of doing so are generally classified as1.Concrete and abstract perceiversConcrete perceivers absorb information through direct experience, by doing, acting, sensing, and feeling. Abstract perceivers, however, take in information through depth psychology, observation, and recovering. 2.Active and reflective processorsActive processors make sense of an experience by immediately development the bracing information. Reflective processors make sense of an experience by reflecting on and look ating about it. Schooling generally foc consumptions on industrious and reflective processors however concrete and abstract perceivers are change state more and more catered for. Learning styles theories impact education through the curriculum, cultu re and sound judgement.The curriculum must place emphasis on intuition, feeling, sensing, and imagination, in sum total to the traditional skills of analysis, reason, and sequential problem resolution. In the instruction, teachers should design their instruction methods to trace on with all four learning styles, using various combinations of experience, observance, conceptualization, and experimentation. Finally, in legal opinion teachers should employ a variety of assessment techniques, focusing on the tuition of whole brain capacity and each of the different learning styles (http//www.funderstanding.com/ bailiwick/learning-styles)Learning theories have been grouped into five clusters4.1 Behaviourism learning surmisalBehaviourism is a view that operates on a principle of stimulus- rejoinder., in other words all behaviour is in some way ca workoutd by an external stimulus and it is the association between the stimulus and response which leads to a change in behaviour. Thi s possible action can be explained without telephone extension to consciousness or ones internal mental state. I have seen this guess in action through lesson observations, for ex amperele the Head of Science. The teacher has clear routines in the lesson, along with positive reinforcement, rewards system, praise and a firm and fair view on behaviour. The method full treatment very well for the teacher in question as the classes are engaged, enthused and make come near in lesson. (http//www.learning-theories.com)4.2 Cognitivism learning theoryCognitivism involves recall or recognition of come across facts, it effectively views the mind as an information processor. It places emphasis of the office of prior knowledge and macrocosm able to convert information from short term memory to long term memory. This theory counteracts that of behaviourism by aspect that the human mind is not pre-programmed to respond only to external stimuli and that it requires active participation i n order to learn The cognitivism theory views the brains learning as such InformationProcessingOutcomeI have detect this style in a humanities lesson on the Olympics, key ideas were invariably referred to and displayed on handouts, students were encouraged to link the information they were given to experiences they had had and link into different scenarios to allow the students to recognise and understand the key ideas of the lesson. This is probably the theory I use most, I try to engage students by getting them to use their own experiences and thoughts when discussing topics in science to allow better understanding and application.4.3 Constructivism learning theoryConstructivism uses the idea that all learners need to construct their knowledge from their previous(prenominal) knowledge and the new information presented to them. The learning also incorporates problem settlement as the new information can conflict what they already knew, leading to a solution being sought and fo und. Constructivism is subjective i.e. based on the learners opinion. Constructivism is a key area to focus on in the education of starter activities, if a learner uses previous knowledge then a starter must incorporate what they already know to allow them to build upon this and acquire new knowledge.In science, misconceptions are often found in a students prior knowledge, evidence provided in lesson, often in the form of experimental results can conflict previous knowledge, necessitating the need for the problem solving aspect of constructivism to allow the knowledge to be acquired. I have regulate this theory in practice through the use of self assessment and peer assessment within the Science department. This allows students to give and receive feed venture on their opinions allowing them to develop their individual knowledge.4.4 Social learning theoryThis theory suggests that learning is most successful when occupyt with in a social setting. The theory urinates on the princ iple that people can learn solely from observations. I have fall outd this in science lessons through the teacher demonstrating a practical to the students before they attempted the practical themselves, I have also seen it in group carry where one student models an idea and others conserve then copy to throw away learning.5. Stages of learningLearning is not an immediate process learners typically will not immediately go from no knowledge to full understanding, usually a learner will advance through a series of learning decimal points. One theory is that there are four stages1.Unconscious IncompetenceI dont know that I dont know how to do this. This is the stage of blessed ignorance before learning begins.2. Conscious IncompetenceI know that I dont know how to do this, yet. This is the most difficult stage, where learning begins, and where the most judgments against self are formed.3. Conscious CompetenceI know that I know how to do this. This stage of learning is easier than the second stage, only if it is still uncomfortable and self-conscious.4. Unconscious CompetenceWhat, you say I did something well? The final stage of learning a skill is when it has become a natural part of us we dont have to think about it. This is a simple model for learning, however it doesnt always fit with how a student will learn in a classroom environment as other skills are asked of students such as application of knowledge. Another theory which does incorporate this is the learning hierarchy (Haring, Lovitt, Eaton, & Hansen, 1978) has four stages, these are acquisition, fluency, generalization, and reconcileation 1.Acquisition The student has begun to learn how to complete the patsy skill correctly besides is not yet accurate or limpid in the skill. The goal in this phase is to improve trueness 2.Fluency The student is able to complete the target skill accurately but works slowly.The goal of this phase is to increase the students go of responding (fluency). 3 .Generalisation The student is accurate and fluent in using the skill but cannot apply it to other suitable situations, the focus of this stage is to encourage the use of the skill in the widest possible range of settings and situations. 4.Adaptation The student is accurate and fluent in using the skill and can use it in many situations or settings. The student still cannot adapt the skills to fit novel tasks-demands or situations. The focus of this stage is for the student to identify previously learned skills and adapt them to new situations.If a teacher can accurately identify which stage the learner is at then that teacher can select ideas that are more likely to be successful in meeting the students learning needs (Differentiation). The stages are also important to consider when introducing a new topic, especially one which is unlikely to be familiar to the learner. The lesson plan needs to be chunked to allow each learning stage to be met, a learner cannot be asked to apply kn owledge before they have acquired it in the first place6. What are learning styles?The learning styles movement in the UK began in 1982 with the launch of the sexual love and Mumford questionnaire (to be discussed later).The basic idea of learning styles is that students learn in different ways. It is said that everyone has a preffered style to learn in and that this style can be tested for to give the teacher information on how best to support a students learning and concord them in the learning environment. (http//www.tes.co.uk/article.aspx?storycode=2153773)6.1 David Kolbs learning styles model and experiential learning theory (ELT) In 1984, Kolb published his learning styles model, it focussed on four distinct learning styles, however, Kolbs model allows a learner to touch on all four categories in a cycle sooner than sit in just one, however the learner will have a preferred style of learning..The four Kolbs learning styles are as follows1.Diverging (feeling and watching CE/RO) These learners prefer to watch a scenario sort of than be elusive in it, gathering information and using imagination to solve problems. They are arouse in people, tend to be imaginative and emotional, and tend to be strong in the arts. This type of learner prefers to work in groups and listen with an open mind they also whoop it up receiving personal feedback. 2.Converging (doing and thinking AC/AE) This type of learner is a problem solver they use their learning to find solutions to practical problems. Convergers are more interested in a task where there is a single dissolve and respond well in this situation. Convergers like to experiment with new ideas and find practical uses for ideas and theories. Convergers tend to be relatively unemotional and would quite a deal with things than people, in this sense they are opposite to Divergers.3.Assimilating (watching and thinking AC/RO) This type of learner requires a clear explanation rather than an opportunity to pr actice it themselves. An assimilating learner seeks a concise and logical approach, favouring ideas and concepts over people. An prentice likes to structure information into a logical format, as such they outdo in information and scientific careers. An assimilator likes a formal learning situation, with readings, lectures, an opportunity to explore analytical models, and the time to think things through.4.Accommodating (doing and feeling CE/AE) This type of learner enjoys practical learning which relies on intuition rather than logic. An accommodator tends not to do their own analysis but will rely on information from others. Accommodators are risk takers and work on a trial and error basis, they excel in team work and like to set targets and actively work to achieve them. These models, as verbalize before, are not necessarily distinct, i.e. it is still possible for an accommodator to work in a convergers environment, but learning is likely to be less successful. Kolb also said that it is possible to change a learning style but it takes a great effort to do so.6.2 Honey & MumfordIn 1982, Honey and Mumford developed a model of learning styles using Kolbs work as a basis. The model is a variation of Kolbs using the terms Activist, Reflector, Theorist and Pragmatist to represent each stage rather than Kolbs terms. Below is a table defining the stages. Learning StyleCorresponding Kolb Learning StylePreferred Mode Of Learning Activist (Do)AccommodatingDoing things, carrying out activities, act first before considering consequences Reflector (Review)DivergingCollect and analyse selective information, stand back and observe Theorist (Conclude)AssimilatingThink in logical steps, create theories from information, disciplined, aim to fit things into a rational order Pragmatist (Plan)ConvergingApplication of knowledge to a specific problem, Keen to put theories and techniques into practice http//www.mftrou.com/honey-mumford.htmlhttp//www.businessballs.com/ko lblearningstyles.htmBelow is a brief description of the learner and a table displaying in which situation that learner will learn well and which situations the learner may not thrive in. 1. Activists- These learners are open mind and enthusiastic about new ideas, they enjoy doing an activity, especially in a new situation. Activists enjoy working in groups but like being in limelight Activists learn best whenActivists learn less when confused in new experiences, problems and opportunitiesListening to lectures or long explanations Working with others e.g. team work, region playReading, writing or thinking on their own be throw in the deep end with a difficult taskAbsorbing and understanding data Leading/chairing give-and-takesFollowing precise instruction to the letter http//www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 2. Reflectors- Reflectors like to stand back from a situation and view it from d ifferent perspectives. A reflector will gather data and analyse it before coming to a conclusion. Reflectors enjoy observing and listening to others.Reflectors learn best whenReflectors learn less when observing individuals or groups at workActing as a leader or role playing in front of others Given opportunity to review what has happened and think about what they have learntDoing things with no time to prepare Produce analysis and reports without tight deadlinesBeing thrown in at the deep endBeing rushed or worried by deadlineshttp//www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 3. Theorists- Integrate observations into theories, problems are worked through on a step by step basis, tend to be detached and analytical rather than emotive and subjective. Theorists learn best whenTheorists learn less whenGiven structured situations with clear purposeActivity is unstructured or ailing briefed Put in complex situations where they have to use their skills and knowledgeHave to partake in activities which involve emotion or feelings Given the chance to question or probe ideas behind thingsHave top do things without knowing the principles or concepts involved Offered ideas or concepts not necessarily immediately relevantFeel they are out of dividing line with other participants http//www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 4. Pragmatists- These are keen to try things out, they enjoy working with concepts which can be applied to situations they encounter. Pragmatists tend to be impatient with long discussion and prefer to be practical.Pragmatists learn best whenPragmatists learn less when on that point is an obvious link between the topic and the jobThere is no obvious or immediate benefit that they can recognise Have the chance to try out techniques with feedback There is no practice or guidelines on ho w to do it They are shown techniques with obvious advantages e.g. saving timeThere is no apparent payback or reward They are shown a model they can copy e.g. a film or a respected bossThe learning is all theory http//www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 6.3 VAKVAK is a multi-sensory approach to teaching and learning. It is split into three distinct groups Learning styleDescriptionVisualSeeing and readingAuditoryListening and speakingKinaestheticTouching and doingVisual- This can be incorporated into a lesson using pictures, observation, handouts, demonstration, videos, flip-charts etc. Auditory- This can be incorporated into a lesson by the use of spoken word, sounds, noises etc. Kinaesthetic- This can be incorporated into lessons by the use of practical, hands on activities-touching, feeling, holding, doing, role play etc. According to VAK, most people will have a dominant style of learning ho wever it is possible for some people to have a relatively balanced mixture of the three styles. A persons learning style is a reflection of their mix of intelligences. It is also a reflection of their brain type and dominance.