LEARNING STYLES
Everyone learns differently, that’s nothing new. However, over
the years the different styles of learning have usually been cut down to
visual, physical (learn-by-doing), or audible. Truth is, we could probably
dissect each of these learning three styles down even further and arrive at a
handful of sub-levels.
Learning is a complicated concept as everyone is unique in their
own way, and learns in their own way as well. That said, it is still very much
possible to classify a learning style into one of seven categories. Perhaps you
fall into one of the following:
1.
Visual: These people prefer to use pictures, images, diagrams,
colors, and mind maps.
2.
Physical: These are the “learn by doing” people that use their body
to assist in their learning. Drawing diagrams, using physical objects, or role
playing are all strategies of the Physical learner.
3.
Aural: People who prefer using sound (obviously), rhythms, music,
recordings, clever rhymes, and so on.
4.
Verbal: The verbal learner is someone who prefers using words,
both in speech and in writing to assist in their learning. They make the most
of word based techniques, scripting, and reading content aloud.
5.
Logical: The people who prefer using logic, reasoning, and
“systems” to explain or understand concepts. They aim to understand the reasons
behind the learning, and have a good ability to understand the bigger picture.
6.
Social: These people are the ones who enjoy learning in groups or
with other people, and aim to work with others as much as possible.
7.
Solitary: The solitary learner prefers to learn alone and through
self-study.
In reality, we all probably fall into each category, depending
on the learning that is taking place. Some topics lend themselves better to
select styles, and a combination of multiple styles helps to solidify the
learning that takes place. When possible, you should always strive to create
learning that engages a variety of these styles. Not only will it be helpful
for the learner, but it also will go a long way in learning retention.
Using an online learning approach that includes videos, reading,
audio, exercises, social forums, and the like is a great way to hit on multiple
learning styles. If you create learning for a living as an instructional
designer or teacher, then blending your learning approaches is an effective way
to make your learning stick.
TEACHER’S ROLE IN CHANGING,
STRENGTHENING AND SUSTAINING LEARNING STYLES
There is a small
belief that learning profiles do not exist or, if they do exist, they have no
place in classrooms. The truth is that every teacher witnesses students
learning in different ways. For example, when I’m learning about effective or how not to
overcook salmon, I will turn to a
variety of resources. I’ll watch videos, read articles, talk to different
experts via social networking, and look over models that make sense to me. I
have a better chance of learning when I use a combination of these learning
modalities rather than using just one.
We all have similar
experiences when learning. Some learning approaches simply work better for us
than others. If we learn through a variety of ways, then so do students.
Therefore, our lesson planning should reflect a variety of ways to offer entry
to learning by all students. If you know that a student builds understanding
best when she can watch a demonstration and then dialog about the content and
its implications, you should provide that experience. While each student has different
approaches to learning, learning preferences do overlap in groups of students.
The result is activities that are accessible for small and large student
groups.
We can start using learning profiles
when we know the various ways that each of our students makes sense of content.
The more we understand our students, the more efficient
we can ensure their learning successes. When
we have in-depth understanding for how our students learn, there is a major
impact on diagnosing student needs and planning effective supports. Multiple
intelligences and thinking styles inventories can be effective tools for
gathering data about students. Here are samples of approaches to find what fits
your instructional belief system:
As soon as this
learner data is collected, you can start differentiating lessons in ways that
intentionally and strategically improve student learning.
Cross-Train Learning
Everyone learns
through a variety of approaches. Placing learners into a single learning style
container ignores the reality of the whole person. Teachers need to cross-train
students by using two or more approaches to thinking styles profiles when
planning differentiation. The more we know about our students, the more we can
be effectively strategic in meeting everyone’s needs. This is where learning
profile cards, student profile surveys, and student learning perceptual quick
surveys can provide detailed insight about students that spans across multiple
thinker processing categories.
Learning
profile cards: Completed by students, these cards can give teachers rich
detail to inform instructional planning of content,
process, and product based on interests
and learning profiles. I’ve found this tool to be the best for managing
differentiation with large numbers of students.
Student profile
survey: Families or guardians complete this survey about their child. Involving
the child in the conversation creates a richer response for teachers to support
them. When we’ve completed such surveys for our kids, my wife and I have formed
a deeper appreciation for those teachers because they demonstrated their
commitment to truly meet our children’s learning needs. Here’s an example from
Alberta Education.
The student
learning perceptual quick survey is a simple and quick five to 15-minute activity to
get a classroom view of the students’ learning styles. Students appreciate when
the results are posted in a location where they can reflect on them anytime.
Plan Three-Dimensional
Lessons
Three-dimensional
lessons incorporate a variety of different experiences in a lesson. For
example, revise a lesson to teach content in three different ways. This will
help all students find ways to connect and delve into key concepts and
skills. Here’s one lesson format example:
1.
Content: Show a video that gives an overview.
2.
Process: Summarize the video’s key points in student groups of
three, and then share out.
3.
Content: Jigsaw an article or chapter reading while completing a
graphic organizer. Groups share their findings.
4.
Process: Use think-pair-share to reinforce student
understanding.
5.
Product: Provide three ways to apply the content, such as in a RAFT, Think, or Tearing
via Readiness.
Embed Choices
When using learning
profiles, one guarantee is that all learners fall somewhere on the learning
styles range. Design versions of an activity or product that incorporates
different aspects of a learning profile. For example, use Sternberg’s MI to
create three product options that reflect analytical, practical, and creative.
Let students decide which pathway option they want to take. Sometimes, students
will choose an option that may not "align” with their learning profiles.
This is okay because they are making the choice. Consider letting students
design products based on modes of their own choosing. This approach signals to
students that their input matters.
The belief that
learning profiles have no place in education fails to understand formative
assessment data, absent
assessment fog, that shows how not
all students are achieving. For challenges like large class sizes, high-stakes
testing, and intense focus on teacher and administrative accountability,
increasing success by all students means we must engage them into the learning
dialog. The mindful use of learning profiles keeps the light on and the door
open for them to learn.
QUESTIONS FOR PRACTICE
- Define Learning.
- What is Metacognition?
- What is meant by learning style?
- Define kinesthetic learning.
- List out the principles of Learning.
- Narrate the factors that affecting learning.
- List out the elements of Metacognition.
- Write down the teacher’s role in changing learning styles.
- Enumerate the educational implications of learning theories.
- Explain connectionism and its educational implications.
- Brief account on classical conditioning and its educational implications.
- Explain Skinner’s theory of learning and its educational implications.
- Brief account on Reinforcement theory of learning and its educational implications.
- Explain the instructional strategies of metacognition.
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