Theory of learning styles and practical applications E-Book

Monika E. König

• Herausgeber: GRIN Verlag
• Sprache: Englisch

Veröffentlichungsjahr: 2005

Beschreibung

Essay from the year 2005 in the subject Didactics - Common Didactics, Educational Objectives, Methods, grade: A, ( Atlantic International University ), language: English, abstract: This essay is dealing with the practical implications the knowledge of students’ learning styles has got for the educator. To do so, some information about learning styles in general is provided, a selection of theories is introduced as are tests to determine a particular student’s learning style. On the basis of this implications are finally discussed.

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Contents

Abstract

Learning Styles – Practical Applications

Introduction

Learning Styles

1. People tend to develop learning styles at all.

2. Developed learning styles are pretty constant over time.

3. Optimising own learning style is possible.

4. Several learning style theories and affiliated instruments are compatible i.e. the results for a certain student are corresponding.

Learning Styles – selection of theories

1. Felder & Silverman (1988, 1993)

3. The Jungian psychological/learning dimensions

4. Gardner’s seven (or even more) intelligences (1983)

Determining student’s personal learning style preference

1. The VAK (Visual Auditory Kinesthetic) chart

2. The MBTI (Myers Briggs Type Indicator)

3. The Index of Learning Styles Questionnaire (ILS)

4. More Interactive tests (self-assessment) on the internet

From theory to practice

1. Finding your peace as an instructor/educator

2. Differentiating instruction

3. More appropriate student counselling

4. More meaningful support of student’s learning process and personal development

Discussion

1. Role of environment

2. Types of Learning Styles

3. Validity, reliability and sound theoretical basis

Conclusion

1. To make use of personal learning style some background knowledge is essential

2. There is no good or bad learning style

3. Learning styles are (just) points on a scale

References

1 Abstract

 This essay is dealing with practical implications the knowledge of students’ learning styles has got for the educator. To do so, some information about learning styles in general is provided, a selection of theories is introduced as are tests to determine a particular student’s learning style. On the basis of this implications are finally discussed.

2 Learning Styles – Practical Applications

2.1 Introduction

 “A large amount of responsibility for analyzing content and selecting learning strategies falls upon the students and their skills in this area are in short supply.” (Moore 2004). Though the student him- or herself being responsible for his or her own learning and personal development there are possibilities for the educator to support the process of finding out which way/which ways are working best, introducing unknown and uncommon ways of gaining knowledge which may suit especially for this very student and helping the student to become more effective in learning. To do so a framework about student’s possible learning styles, how to assess them and how to use gained information from this best is possibly a very helpful tool. Such framework shall be proposed via a selection of different learning style theories which are the ones introduced by Felder & Silverman, Jung, Kolb and Gardner. A lot more (besides also very good ones are existing though some of the more popular ones were selected to be introduced into them for this essay.

2.2 Learning Styles

“Think about what you do when you have to learn something new. You probably approach the task in a similar fashion each time. That is, over time you have developed a pattern of behaviour that you use for new learning. This pattern is called a learning style.”[1] Or by using some more academic terms: “characteristic cognitive, affective, and psychological behaviours that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment.” (Keefe 1979).

There is no single theory of learning styles but various ones (some of which are listed in the following chapter) almost all of them are compatible and having several criteria in common. Those criteria are at least four:

1. People tend to develop learning styles at all.

According to Kolb (1981) as “a result of our hereditary equipment, our particular past life experience, and the demands of our present environment, most of us develop learning styles that emphasize some learning capabilities over others.” (237) Why this is so, O’Connor (1997) explains: “people rely on personally constructed filters to orient their relationships toward the world. These filters are responsive to a variety of factors: age, experience, internal psychodynamics, maturity, cognition, physiology, biochemistry, and so on. Since no one is capable of switching endlessly between all of these filters, it seems obvious that each individual has a unique approach he or she uses to perceive, understand, and plan his or her interactions.” As having developed a certain style was a process having taken part over a long time and is occurring all the time, learning styles are pretty constant over time:

2. Developed learning styles are pretty constant over time.