Learning Styles Essay

1. What I int terminus to doIn this assignment I allow for aim to discuss the factors which can affect acquire for a student. Incorporated in this I will discuss theories of skill personal manners, comparing and contrasting them and drive to identify aspects which can impact upon my practice. I will take apart my birth teaching style and that of others to see how the theories can be applied and withal tax my own victor in meeting the ineluctably of the students.1.1 Why?The teaching provided in this assignment will allow me a better understanding of the mutation of ship canal a student can check out. This will impact on my future as it will allow me to become a more happy classroom practitioner and allow me to recognise and cater for a variety of styles in my teaching resulting in more enth enforced, able and satisfied students.2. Definition of trainingBefore one can discuss concepts of discipline and learning styles, an understanding of the term is necessary. Learni ng is defined by the Encarta dictionary as 1. Acquiring of acquaintance the acquisition of crawl inledge or cleverness 2. Acquired knowledge knowledge or readiness gained through education3. Change in knowledge a comparatively permanent change in, or acquisition of, knowledge, understanding, or behaviour Learning oversteps throughout life as more and more information is acquired, definition cardinal revolve aboutes on knowledge through education, this is obviously the factor which I will focus on during this assignment, however I felt the inclusion of the other definitions was important, the outgrowth links well to the sec, and the third is important to understand to allow the implementation of the first two. The third definition highlights that not all learning comes in a school based environment and that learning occurs at all times in all different ways, in effect it highlights that learning can occur in many styles.3. Factors affecting learningLearning is complex it can be affected by numerous factors which can reduce the effectiveness of learning. nigh of these factors can be controlled, others cannot, it is the job of the teacher to grow control of as many aspects of the learning as possible to ensure students achieve. Maslows original Hierachy of inevitably incorporates the perceived basic needs of a bookman and their motivation, of which to the highest degree, if not all need to be met to allow learning to be successfulOf the factors mentioned by Maslow, lone(prenominal) somewhat can be controlled by the teacher such as safety, stability etcetera scarcely many atomic number 18 down to the childs root word life. The factors which a teacher can be in control of can be managed by providing a safe, warm teaching environment so that learners are comfortable the teacher should develop positive relationships with the learners to support them and enhance learning and as well as allow for working in groups within the class. A clear social o rganization and procedure in the lesson will provide stability and rewarding positive acts will give the learner a sense of achievement and help to build a positive reputation, leading to personal growth. The factors which are beyond our control can arguably have a greater effect on the success of learning.Learning style theoriesThe idea of learning styles or different approaches to learning emphasizes the fact that individuals perceive and process information in very different ways. The idea that students learn in different ways implies that how much an individual learns can be affected by teaching method, therefore 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 demonstrated that individuals learn in different ways due to upbringing, here dity 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 generallyclassified as1.concrete and abstract perceiversConcrete perceivers absorb information through direct beat, by doing, acting, sensing, and feeling. Abstract perceivers, however, take in information through analysis, observation, and thinking. 2.Active and reflective processorsActive processors make sense of an experience by immediately using the new information. Reflective processors make sense of an experience by reflecting on and thinking about it. Schooling generally focuses on active and reflective processors however concrete and abstract perceivers are becoming more and more catered for. Learning styles theories impact education through the class, instruction and assessment.The curriculum must place emphasis on intuition, feeling, sensing, and imagination, in addition to the tradition al skills of analysis, reason, and sequential problem solving. In the instruction, teachers should design their instruction methods to connect with all quad learning styles, using various combinations of experience, reflection, conceptualization, and experimentation. Finally, in assessment teachers should employ a variety of assessment techniques, focusing on the development of whole brain capableness and each of the different learning styles (http//www.funderstanding.com/content/learning-styles)Learning theories have been grouped into five clusters4.1 Behaviourism learning hypothesisBehaviourism is a put one over that operates on a principle of stimulus-response., in other words all behaviour is in some way caused by an external stimulus and it is the association mingled with the stimulus and response which leads to a change in behaviour. This theory can be explained without reference to consciousness or ones internal mental state. I have seen this theory in action through le sson observations, for example the Head of Science. The teacher has clear routines in the lesson, along with positive reinforcement, rewards system, praise and a firm but fair view on behaviour. The method works very well for the teacher in question as the classes are engaged, enthused and make progress in lesson. (http//www.learning-theories.com)4.2 Cognitivism learning theoryCognitivism involves recall or recognition of key facts, it effectively views the mind as an information processor. It places emphasis of the role of prior knowledge and macrocosm able to convert information from short term memory to long term memory. This theory counteracts that of behaviourism by saying that the human mind is not pre-programmed to respond only to external stimuli and that it requires active participation in order to learn The cognitivism theory views the brains learning as such InformationProcessing outgrowthI have observed this style in a humanities lesson on the Olympics, key ideas were c onstantly referred to and displayed on handouts, students were encouraged to link the information they were accustomed 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 acquiring 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 forward knowledge and the new information presented to them. The learning also incorporates problem solving as the new information can conflict what they already knew, leading to a solution being sought and found. Constructivism is subjective i.e. based on the learners opinion. Constructivism is a key area to focus on in the development of starter activities, if a learner uses preceding(prenominal) k nowledge 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 observed this theory in practice through the use of self assessment and peer assessment within the Science department. This allows students to give and receive feedback on their opinions allowing them to develop their individual knowledge.4.4 Social learning theoryThis theory suggests that learning is most successful when dealt with in a social setting. The theory works on the principle that people can learn solely from observations. I have observed this in science lessons through the teacher demonstrating a practical to the students before they attempted the practical th emselves, I have also seen it in group work where one student models an idea and others observe then copy to advance 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 serial of learning stages. 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 blissful 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, but 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 moderate with how a student will learn in a classroom environment as other skills are asked of students such as application of knowledge. other theory which does incorporate this is the learning hierarchy (Haring, Lovitt, Eaton, & Hansen,1978) has four stages, these are acquisition, fluency, generalization, and adaptation 1.Acquisition The student has begun to learn how to complete the target skill correctly but is not yet accurate or smooth in the skill. The goal in this phase is to improve accuracy 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 speed 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 s ituations. 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 knowledge 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 Honey and Mumford questionnaire (to be discussed later).The basic id ea 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 trump out to support a students learning and oblige 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 distinguishable learning styles, however, Kolbs model allows a learner to touch on all four categories in a cycle rather than sit in just one, however thelearner 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 rather than be involved in it, gathering information and using imagination to solve problems. They are interested 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 enjoy receiving personal feedback. 2.Converging (doing and thinking AC/AE) This type of learner is a problem solver they use their learning to insure solutions to practical problems. Convergers are more interested in a task where there is a single answer 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 rather 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 practice it themselves. An assimilating learner seeks a concise and logical approach, favouring ideas and concepts over people. An assimilator likes to structure information into a logical format, as such they excel in information and s cientific careers. An assimilator likes a formal learning situation, with readings, lectures, an opportunity to explore analytic 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 stated 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 termsActivist, 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 data, 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 special(prenominal) problem, Keen to put theories and techniques into practice http//www.mftrou.com/honey-mumford.htmlhttp//www.businessballs.com/kolblearningstyles.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 minded and enthusiastic ab out 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(p) whenActivists learn less whenInvolved in new experiences, problems and opportunitiesListening to lectures or long explanations Working with others e.g. team work, role playReading, writing or thinking on their own Being thrown in the trench end with a difficult taskAbsorbing and understanding data Leading/chairing discussionsFollowing 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 different 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 whenObserving 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 poorly briefed put up in complex situations where they have to use their skills and knowledge stimulate to partake in activities which involve emotion or feelings Given the chance to question or probe ideas undersurface thingsHave top do things without knowing the principles or concepts involved Offered ideas or concepts not necessarily immediately relevantFeel they are out of tune 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 bang-up 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 whenThere 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 how to do it They are shown techniques with obvious advantages e.g. saving timeThere is no apparent retribution 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 however it is possible for some people to have a relatively balanced pranceture 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.