Learning Styles

Collaborative method - Learning styles 1 For collaboration purposes, three learning styles are typically identified:

Myers-Briggs Type Indicator - Cognitive learning styles 1 The test is scored by evaluating each answer in terms of what it reveals about the taker. Each question is relevant to one of the following cognitive learning styles. Each is not a polar opposite, but a gradual continuum.

Visual thinking - Learning styles 1 The acknowledgement and application of different cognitive and learning styles, including visual, kinesthetic, musical, mathematical and verbal thinking styles, are a common part of many current teacher training courses. Those who think in pictures have generally claimed to be best at visual learning.

Mental image - Training and learning styles 1 Some Learning theory (education)|educational theorists have drawn from the idea of mental imagery in their studies of learning styles

Learning styles 1 'Learning styles' encompass a series of theories suggesting systematic differences in individuals' natural or habitual pattern of acquiring and processing information in learning situations. A core concept is that individuals differ in how they learn. The idea of individualized learning styles originated in the 1970s, and has greatly influenced education.

Learning styles 1 Although there is ample evidence that individuals express preferences for how they prefer to receive information, few studies have found any validity in using learning styles in education

Learning styles - David Kolb's model 1 These learning styles are as follows:

Learning styles - Peter Honey and Alan Mumford's model 1 The Learning Styles Questionnaire, 80-item version

Learning styles - Peter Honey and Alan Mumford's model 1 A MORI survey commissioned by The Campaign for Learninghttp:// learning.org.uk in 1999 found the Honey Mumford LSQ to be the most widely used system for assessing preferred learning styles in the local government sector in the UK.

Learning styles - Anthony Gregorc's model 1 These perceptions in turn are the foundation of our specific learning strengths, or learning styles.

Learning styles - Neil Fleming's VAK/VARK model 1 categorizations of the various types of learning styles is Fleming's VARK model (sometimes VAK) which expanded upon earlier Neuro-linguistic programming (Representational systems (NLP)|VARK) models:Thomas F

Learning styles - Cognitive approach to learning styles 1 Anthony Grasha and Sheryl Reichmann, in 1974, formulated the Grasha-Reichmann Learning Style Scale. It was developed to analyze the attitudes of students and how they approach learning. The test was originally designed for college students. Grasha's background is in cognitive processes and coping techniques. The concepts of various learning styles are as follows:

Learning styles - Cognitive approach to learning styles 1 Aiming to explain why aptitude tests, school grades, and classroom performance often fail to identify real ability, Robert J. Sternberg listed various cognitive dimensions in his book Thinking Styles (1997). Several other models are also often used when researching learning styles. This includes the Myers Briggs Type Indicator (MBTI) and the DISC assessment.

Learning styles - A more recent evidence-based model of learning 1 PALS2: Pedagogically Adaptive Learning System based on Learning Styles

Learning styles - NASSP Learning Style Model 1 Learning style is a gestalt that tells us how a student learns and prefers to learn. Keefe (1979) says that: “Learning styles are characteristic cognitive, affective, and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment.

Learning styles - Learning Style Inventory 1 The Learning Style Inventory (LSI) is connected with Kolb's model and is used to determine a student's learning style.Dunn, R, Dunn, K (1978). Teaching students through their individual learning styles: A practical approach. Reston, VA: Reston Publishing Company. The LSI assesses an individual's preferences and needs regarding the learning process. It does the following:

Learning styles - Learning Style Inventory 1 6. Provides a class summary so students with similar learning styles can be grouped together.

Learning styles - Learning Style Inventory 1 A completely different Learning Styles Inventory is associated with a binary division of learning styles, developed by Felder and Silverman. In this model, learning styles are a balance between four pairs of extremes: Active/Reflective, Sensing/Intuitive, Verbal/Visual and Sequential/Global. Students receive four scores describing these balances. Like the LSI mentioned above, this inventory provides overviews and synopses for teachers.

Learning styles - Other methods 1 Other methods (usually questionnaires) used to identify learning styles include Fleming's VARK Learning Style Test, Jackson's Learning Styles Profiler (LSP), and the Neuro-linguistic programming|NLP meta programs based iWAM questionnaire. Many other tests have gathered popularity and various levels of credibility among students and teachers.

Learning styles - Criticism 1 Guy Claxton has questioned the extent that learning styles such as VARK are helpful, particularly as they can have a tendency to label children and therefore restrict learning.

Learning styles - Critique made by Coffield, et al. 1 Coffield's team found that none of the most popular learning style theories had been adequately validated through independent research, leading to the conclusion that the idea of a learning cycle, the consistency of visual, auditory and kinesthetic preferences and the value of matching teaching and learning styles were all highly questionable.

Learning styles - Critique made by Coffield, et al. 1 One of the most widely known theories assessed by Coffield's team was the learning styles model of Dunn and Dunn, a VAK model.Dunn, R., Dunn, K., Price, G. E. (1984). Learning style inventory. Lawrence, KS, USA: Price Systems. This model is widely used in schools in the United States, and 177 articles have been published in peer-reviewed journals referring to this model. The conclusion of Coffield et al. was as follows:

Learning styles - The critique regarding Kolb's model 1 # the claims it makes about the four learning styles are extravagant;

Learning styles - Other critiques 1 The Demos report said that the evidence for learning styles was highly variable, and that practitioners were not by any means frank about the evidence for their work

Learning styles APS critique 1 The panel concluded that an adequate evaluation of the learning styles hypothesis—the idea that optimal learning demands that students receive instruction tailored to their learning styles—requires a particular kind of study

Learning styles APS critique 1 As disclosed in the report, the panel found that studies utilizing this essential research design were virtually absent from the learning styles literature. In fact, the panel was able to find only a few studies with this research design, and all but one of these studies were negative findings—that is, they found that the same learning method was superior for all kinds of students (e.g., Massa Mayer, 2006).

Learning styles APS critique 1 As a consequence, the panel concluded, at present, there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have strong evidence base, of which there are an increasing number.

Learning styles APS critique 1 The Chronicle of Higher Education reported that Robert Sternberg from Tufts University spoke out against the paper: Several of the most-cited researchers on learning styles, Mr

Learning styles - Learning styles in the classroom 1 Although learning styles will inevitably differ among students in the classroom, Dunn and Dunn say that teachers should try to make changes in their classroom that will be beneficial to every learning style

Learning styles - Learning styles in the classroom 1 Differentiation through learning styles and memory

Learning styles - Learning styles in the classroom 1 Methods for tactile/kinesthetic learners include hands-on activities (experiments, etc.), projects, frequent breaks to allow movement, visual aids, role play, and field trips. By using a variety of teaching methods from each of these categories, teachers cater to different learning styles at once, and improve learning by challenging students to learn in different ways.

Learning styles - Learning styles in the classroom 1 While significant age differences did occur, as well as no experimental manipulation of classroom assignment, the findings do call into question the aim of congruent teaching-learning styles in the classroom.

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