HISTORY OF TYPES OF LEARNING

DO WE LEARN IN THE SAME WAY? Learning styles refer to a range of competing and contested theories that aim to account for differences in individuals' learning. These theories propose that all people can be classified according to their 'style' of learning, although the various theories present differing views on how the styles should be defined and categorized. A common concept is that individuals differ in how they learn.

WHEN THIS THEORY STARTED TO BE POPULAR? The idea of individualized learning styles became popular in the 1970s, and has greatly influenced education despite the criticism that the idea has received from some researchers.

DAVID A. KOLB

INFO ABOUT THIS REASERCHER David A. Kolb (born 1939) is an American educational theorist whose interests and publications focus on experiential learning, the individual and social change, career development, and executive and professional education. He is a Professor of Organizational Behavior in the Weatherhead School of Management, Case Western Reserve University, Cleveland, Ohio. Kolb earned his BA from Knox College in 1961 and his MA and Ph.D. from Harvard University in 1964 and 1967 respectively, in social psychology.

WHAT DOES HIS THEORY SAY? Kolb's model outlines two related approaches toward grasping experience:  Concrete Experience and Abstract Conceptualization, as well as two related approaches toward transforming experience: Reflective Observation and Active Experimentation.

KOLB’S THEORY

According to Kolb's model, the ideal learning process engages all four of these modes in response to situational demands. They form a learning cycle from experience to observation to conceptualization to experimentation and back to experience.

In order for learning to be effective, Kolb postulated, all four of these approaches must be incorporated.

Four types of learners: 1 Four types of learners: 1.- Accommodator = Concrete Experience + Active Experiment: strong in "hands-on" practical doing (e.g., physical therapists) 2.- Converger = Abstract Conceptualization + Active Experiment: strong in practical "hands-on" application of theories (e.g., engineers) 3.- Diverger = Concrete Experience + Reflective Observation: strong in imaginative ability and discussion (e.g., social workers) 4.- Assimilator = Abstract Conceptualization + Reflective Observation: strong in inductive reasoning and creation of theories (e.g., philosophers)

KOLB FOUR LEARNING STYLES The LSI is designed to determine an individual's learning preference.

Accommodators - (Concrete experience/Active experimenter) Concrete experience: being involved in a new experience Reflective observation: watching others or developing observations about one’s own experience Abstract conceptualization: creating theories to explain observations Active experimentation: using theories to solve problems, make decisions Accommodators - (Concrete experience/Active experimenter) These teaching methods would work well for an Accommodator: Anything that encourages independent discovery is probably the most desirable. Accommodators prefer to be active participants in their learning. The instructors working with this type of student might expect devil's advocate type questions, such as "What if?" and "Why not?"

Assimilator - (Abstract conceptualization/Reflective observer) Instructional methods that suit Assimilators include: Lecture method (or video/audio presentation)--followed by a demonstration. Exploration of a subject in a lab, following a prepared tutorial (which they will probably stick to quite closely) and for which answers should be provided. These learners are perhaps less instructor intensive than some other learning styles. They will carefully follow prepared exercises.

Convergers - (Abstract conceptualization/Active experimenter)  Instructional methods that suit Convergers include:  Instruction should be interactive, not passive. Computer-assisted instruction is a possibility. Problem sets or workbooks can be provided for students to explore.

Divergers (Reflective observer/Concrete Experience) Instructional methods that suit Divergers include: Lecture method--focusing on specifics such as the strengths, weaknesses and uses of a system. Hands-on exploration of a system. The instructor would be best to mingle with the students, answering questions and making suggestions.  Ready reference guides provide handy, organized summaries for this kind of learner.

WHAT DO THE PROPONENTS HAVE TO SAY IN FAVOR? Proponents recommend that teachers assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style.  WHAT DO THE OPPONENTS HAVE TO SAY AGAINST? Critics say there is no evidence that identifying an individual student's learning style produces better outcomes.

The VAK/VARK Model A frequently-mentioned learning style model is the VAK/VARK model proposed by Neil Fleming in 1992, which divides people into visual, auditory, read/write or kinesthetic learners. Neil D. Fleming (born 1939) is a teacher from New Zealand. He has taught in universities, teacher education centers and high schools. Before working for eleven years in faculty development at Lincoln University, he was for nine years a senior inspector for the over 100 high schools in the South Island of New Zealand.

Neil D. Fleming https://www.youtube.com/watch?v=3_bQUSFzLI4

DEBATE. A student will learn best if taught in a method deemed appropriate for the student's learning style. True or false?

SOURCES: https://en.wikipedia.org/wiki/Learning_styles https://en.wikipedia.org/wiki/David_A._Kolb https://en.wikipedia.org/wiki/Neil_Fleming https://www.youtube.com/watch?v=3_bQUSFzLI4 http://web.cortland.edu/andersmd/learning/Kolb.htm