Learning and Thinking Styles Educational Psychology Report PDF

learning and thinking styles EDUCATIONAL PSCYHOLOGY REMART ANTONINO FHEONNA MAY SERASPE Lesson 01 What is Learning and Thinking Outlin Styles 02 Three Sets of Styles e Criticisms of Learning and 03 Thinking Styles  What I...

learning and thinking styles EDUCATIONAL PSCYHOLOGY REMART ANTONINO FHEONNA MAY SERASPE Lesson 01 What is Learning and Thinking Outlin Styles 02 Three Sets of Styles e Criticisms of Learning and 03 Thinking Styles  What Is Learning and preference on how to use their abilities Are not abilities but an individual thinking (Sternberg, 1994) styles? Children approach learning in various ways, and teachers themselves vary in their learning and thinking styles. None of us has a single learning and thinking style: each has a profile of many styles, which may vary by subject matter.  Three Sets of 01 Styles Impulsive/Reflective Styles 02 Deep/Surface Styles 03 Optimistic/Pessimistic Styles 01 Impulsive/Reflective styles also referred to as conceptual tempo. It involves a student's tendency either to act quickly and impulsively or to take time to respond and reflect on the accuracy of an answer. Reflective students are more likely than impulsive students to do well at remembering structured information, reading comprehension and text interpretation, and problem-solving and decision Impulsive/Reflective styles Although children learn better when they are reflective rather than impulsive, some children are simply fast, accurate learners and decision-makers. Some reflective students ruminate forever about problems and have difficulty finishing tasks  02 deep/surface styles Involve the extent to which students approach learning materials in a way that helps them understand the meaning of the materials or simply what needs to be learned. Surface learners fail to tie what they are learning into a larger conceptual framework. Deep learners are more likely to actively construct what they learn and give meaning to what they need to remember. 03 Optimistic/pessimistic styles Involve having either positive (optimistic) or negative (pessimistic) expectations of the future. In The Optimistic Child, Martin Seligman (2007) describes how parents, teachers, and coaches can instill optimism in children, which he argues helps to make them more resilient, less likely to become depressed,  This concept emphasizes that academi positive academic outcomes will occur if teachers... c 0 Believe they can make a optimis difference in their student’s 1 academic achievement; m Trusts students and parents to 0 cooperate in this objective; and 2 Believe in their ability to 0 overcome problems and be 3 resilient in the face of difficulties criticisms of learning and thinking styles A survey of researchers in the field of learning and thinking styles revealed that the three most common criticisms of these styles involve 1. low reliability of the styles (lack of consistency when they are assessed 2. low validity of styles (whether the tests that are used actually measure the styles purportedly being assessed) 3. confusion in the definition of styles  Two research reviews supported these criticisms, finding that scientific support for learning style theories is lacking. Moreover, there is strong evidence that matching instructions to student’s learning styles of preferences does NOT improve learning Some educators believe that the concept of learning and thinking styles is valuable. The three styles that were selected to be discussed here - impulsive and reflective, deep and surface, and optimistic and pessimistic - were selected because they likely have more meaningful applications to helping students lear more effectively than do That’s all, Thanks! especially to Beyonce for being our inspiration. ACTIVITY TIME!!! LIGHTS, CAMERA, ACTION!  In this activity, you have to explore and demonstrate different learning styles by acting out scenarios that responds based on a specific learning style. Each group will be assigned two learning styles and a scenario. your task is to act out a solution to the situation that aligns with the assigned learning styles and compare them with each other.