1. 胡 梅 99 華文網路種子師資培訓班 線上課程進階班 第二梯次 9/11/20151Learning Styles-- M. Dewhirst

2. Conceptions of learning styles: 1. Deep processors vs. Surface processors (Craik and Lockhart ; 1972) 2. Field dependent vs. Field independent" (Witkin and Goodenough, 1981). 3. Multiple intelligences 9/11/20152Learning Styles-- M. Dewhirst

3. What the learning styles are: Visual (spatial)Visual (spatial): using pictures, images, and spatial understanding. Aural (auditory-musicalAural (auditory-musical: using sound and music. Verbal (linguistic)Verbal (linguistic) : using words, both in speech and writing. Physical (kinesthetic)Physical (kinesthetic): using your body, hands and sense of touch. Logical (mathematical)Logical (mathematical) : using logic, reasoning and systems. Social (interpersonal)Social (interpersonal).: learn in groups or with other people. Solitary (intrapersonal)Solitary (intrapersonal) : work alone and use self-study. 9/11/20153Learning Styles-- M. Dewhirst

4. How do you know yours? 1.Use inventory (quiz, questionnaire, test) 2.Online questionnaire-- free 3.Result in one minute 4.Scores and graphs 5.Compare with peers 9/11/20154Learning Styles-- M. Dewhirst My report --Score and Graph

5. Why Learning Styles? Researchers using brain- imaging technologies have been able to find out the key areas of the brain responsible for each learning style. They change the way we internally represent experiences, the way we recall information, and even the words we choose. 9/11/20155Learning Styles-- M. Dewhirst

6. Does everyone have one? Yes. Regardless of intelligence or socio-economic status. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. 9/11/20156Learning Styles-- M. Dewhirst

7. Is it predetermined? Yes. The elements of individual learning style are genetically predetermined: 1. the type of information processing (the dominance of the left/right hemisphere of human brain), 2. perceptual strengths (the level of the development of auditory, visual, tactile, kinaesthetic sensory canals) (Milgram, 2000; Dunn, 1998; Griggs, 1991). 9/11/20157Learning Styles-- M. Dewhirst

8. Is it stable? Yes. But, motivation, responsibility for learning and social preferences can be changed as a result of maturation and strong personal efforts. Such factors as age, achievement level, gender and culture can influence on individual learning style and his/her achievements of learning (Ebel, 1999; Milgram & Price, 2003; Cavanaugh, 2002; Grebb, 1999). 9/11/20158Learning Styles-- M. Dewhirst

9. What factors influences on learning styles: 1. Gender; 2. age; 3. level of education; 4. Educational specialization; 5. culture. 9/11/20159Learning Styles-- M. Dewhirst

10. Which factor has more strong impact? 1. Educational specialization, 2. culture, 3. gender, 4. education level 5. then the age.(Joy & Kolb; 2007) 9/11/201510Learning Styles-- M. Dewhirst

11. Does Gender play a factor? Males tend to be more kinaesthetic, tactual, visual, need more mobility in a more informal environment, are more nonconforming and peer motivated than females. Yes. But it is mixed. 9/11/201511Learning Styles-- M. Dewhirst

12. Females tend to be auditory, self- and authority-motivated, need significantly more quiet atmosphere while learning, and are more conforming than males (Marcus, 1999; Pizzo, 2000). 9/11/201512Learning Styles-- M. Dewhirst

13. Are there cultural differences in learning style? Yes. But, how strong the impact of culture on learning styles? The findings are inconsistent. Japanese manages were more concrete and reflective compared to American manages who are more abstract and active. (Yamazake and Kayes; 2005) Chinese students tended to be abstract and reflective when their Australian counterpart were concrete and active. USA and Mexico accountants were significantly different in their preference for abstraction over concreteness. Quebec and German students did not show any significant difference in Reflective Observation 9/11/201513Learning Styles-- M. Dewhirst

14. Rural and Urban secondary students? Yes. Students in rural schools appear to be more concerned and engaged in the educational process than urban students. Rural students were found to be significantly higher in the serious, analytical and active, practical learner characteristics than their urban counterparts. (Cox, Sproles; 1988) 9/11/201514Learning Styles-- M. Dewhirst

15. Benefits? For teachers: suggest a range of alternatives and those most likely to succeed. Teaching strategies can be best utilized to take advantage of learners' preferences. For Students: who are taught in the modes in which they are most comfortable are likely to feel more confident and competent. 9/11/201515Learning Styles-- M. Dewhirst

16. Side effects? Yes. Some students who have been labeled as having a particular style feel that they can only learn from a certain kind of teaching. Students who believe they have a particular style that cannot be changed are likely to give up when taught by a teacher whose method doesn't match their style. Having classified the students into particular learning styles, a teacher often feels that the problem of learner differences has been solved. Some teachers become devotees of one or another learning style. 9/11/201516Learning Styles-- M. Dewhirst

17. Should we fit our teaching to student’s learning styles? Yes. It may be helpful. But, students always encounter many situations that are not adaptd to their own preferences. 9/11/201517Learning Styles-- M. Dewhirst

18. Teaching Strategies! help students develop the skills and strategies needed for learning effectively from teachers who do not match their preferred learning ”style.” 9/11/201518Learning Styles-- M. Dewhirst