Learning Styles Models PDF

W4: Learning Styles Models others cannot focus unless they have music > habitual manner in which learners receive and perceive playing information, process it, underst...

W4: Learning Styles Models others cannot focus unless they have music > habitual manner in which learners receive and perceive playing information, process it, understand it, value it, store it, and recall it > way a person processes, internalizes studies, interprets, and Emotional people work best when motivated and changes new and challenging materials encouraged Memletic Learning Style Model Sociological number of people need to work alone when > Recognizes that each of us prefers to learn in different ways tackling a new and difficult subject, while others learn best when working with Learning Other Term Description Area of the colleagues Style Brain Responsible Physiological people prefer to study at night, accomplishing more in a quiet environment; still others find it Visual Spatial pictures, Occipital easier to complete tasks in the morning as images, lobes and apart of the daily routine graphs, parietal lobes charts, logic Psychological Global learners prefer to work in an puzzles environment with soft lighting and informal seating. Analytic learners prefer to work in an Aural Auditory-Musi sound and Temporal environment with bright lighting and formal cal music lobe Right seating. (music) Verbal Linguistic words, both Temporal and Bloom’s Learning Model in speech frontal lobes > AKA: Bloom’s Taxonomy and in writing > Set of Three hierarchical models used to classify educational learning objectives into levels of complexity and specificity Physical Kinesthetic body, hands, Cerebellum > Three List: and sense of and motor 1. Cognitive: mental and knowledge touch cortex 2. Affective: feelings, emotions, attitude, self 3. Psychomotor Domains: manual/physical Logical Mathematical logic, Left parietal reasoning, lobes and systems Honey and Mumford Learning Style Model > effective learners, individuals must know about their learning Social Interpersonal learn in Frontal and styles or preferences and find ways to learn using those methods groups or temporal > Honey and Mumford (1992) use different terms for each stage of with other lobes and the learning cycle and each of the learning styles people limbic system A. Acitvist - Learn by doing, and happy to jump in Solitary Intrapersonal work alone Frontal and and use temporal - Enjoy the challenge of new experiences, without self-study lobes and bias limbic system - Do not learn well from teaching, theory, reading or analyzing data - Puzzles, Competitions, Role-play, Kolb’s Learning Style Brainstorming, Problem-solving > depicts learning as 4 stage cycle beginning with an intermediate B. Theorists concrete experience during which the person makes observations - Like to understand the theory behind actions and reflections - Enjoy models, concepts and facts 4 Abilities to be Effective: - Analyze and synthesize testable hypotheses 1. Concrete Experience (CE) abilities: Leaning from actual - Not good in situations that involve 'feelings' or experience when objectives or instructions are ambiguous 2.Reflective Observation (RO) abilities: Learning by observing - Models, Statistics, Stories, Quotes, Applying others theories 3.Abstract Conceptualization (AC) abilities: Creating theories to C. Pragmatists explain what is seen - Need to be able to see how they apply their 4.Active Experimentation (AE) abilities: Using theories to solve learning to the real world problems. - Enjoy trying new theories and techniques - Abstract concepts are useless if they cannot see Dunn and Dunn Learning Style Model how it is applicable > Most people can learn, and each individual has his own unique - Do not happily engage when objectives and ways of mastering new and difficult subject matter instructions are unclear, or when it is heavy in theory Strand Examples - Thinking about how to apply theories to reality, Case studies, problem-solving Environmental people study in a cool and quiet room, while  D. Reflectors Matching Learning Styles to Instructions - Learn through observation and reflecting on > Some studies have shown increased levels of student results achievement when learners with a strong preference for a certain - Prefer to watch from the sidelines style were matched with a similar teaching or testing style - Take information in from multiple perspectives > Some studies have shown more student satisfaction when the and work to a conclusion teacher matches the student’s learning style, but some have not - Reflectors are not good at leading activities or being rushed, with no preparation Generatiom of Learners - Observing activities, Feedback from others, 1. TRADITIONALISTS Coaching, Interviews - Born between 1922-1945 - old-time morals, safety, security, and Vark Learning Style Model consistency > Flemming and Mills (1992) suggest four modalities that - respect for brick-andmortar educational seemed to reflect the experiences of the students and teachers institutions and traditional lecture formats > VARK stands for Visual, Aural, Read/Write, and Kinesthetic - formal with their communication style and are sensory less motivated by informal communication or > Visual, Auditory, Read and Write, and Kinesthetic learning styles 2. BABY BOOMERS TYPES OF LEARNERS - Born between 1946-1964 1. Social/Accomodator Learners - Strong-willed and are not afraid to do a hard day - Leaders of work - learn best by analyzing and solving a problem - Self-assured, independent, competitive, as a group using their own intuition and goalcentric, resourceful, mentally focused, information from other people teamoriented, and disciplined - look for new experiences; often take risks and - “Workaholics” employ hands on methods to accomplish their 3. GENERATION X goals - Born between 1960-1980 - actively accomplish things often using - Independent, skeptical problem-solvers, trial-anderror methods to solve problems resourceful and self-sufficient - may be impatient with other people and act on - Value freedom and responsibility in the intuition and are a risk taker workplace 2. Creative/Diverger Learners - Dislike being micro-managed and embrace a - Imaginative hands-off management philosophy - have an open mind to new ideas and offer 4. MILLENNIALS multiple perspectives - AKA: Generation Y - value brainstorming with a group although they - Born between 1980-2000 often listen and observe sharing their own ideas - Most salient characteristic of this generation is - rely on concrete examples to learn, and trust its comfort with technology their own feelings when making decisions - “digital natives” - excel in imagination and awareness of meaning - impatient and easily distracted - feeling oriented and people oriented and likes - Expects instant gratification or constant working in groups feedback 3. Intellectual/Assimilator Learners 5. GENERATION Z - organized, logical and precise - Born between 1990-2000 - earn from lectures, reading, and contemplation - Digital natives - find facts, ideas, and information fascinating and - Wanted to stay engaged in the learning process challenging to people and emotions through multiple learning channels - scientific than artistic - Motivated by experiential learning, yet they still - strengths are in inductive reasoning, creating need classroom discussion and application theoretical models and integrating ideas 6. GENERATION ALPHA - prefer playing with ideas to actively and applying - Born between 2010-2025. it - First generation entirely born within the 21st - more concerned with ideas than with people century. 4. Practical/Converger Learners - AKA: iGeneration - both thinkers and doers - Children of the Millennials - those who learn through experimentation, - Highly immersed in technologies seeking out new ideas, and discovering practical - Born with a tech thumb and can very well applications for them navigate a gadget before starting to read. - focus intently on selected subjects - favor technical challenges to interpersonal matters - goal-oriented and make decisions easily - good at decision making and problem solving L3: UNDERSTANDING STUDENT LEARNING > New information is subsumed into existing thought and memory structures Teaching d. Rumelhart, 1980 > Refers to the process of imparting knowledge and skills from a > concept of schema or schemata teacher to a learner. > Schemata - knowledge structures that store > Educating or instructing | Act or experience concepts, and the knowledge of how to use them in memory Learning Theories > Provides a basis to understand how people learn and a way to 3 Kinds of Learning Based on Schema Theory explain, describe, analyze, and predict learning 1. Accretion - learning of facts 1. Behaviorism/ Behaviorist Learning/ Classical - new information is added to existing schemata Conditioning - no changes are made to existing knowledge - a reflexive or automatic type of learning in which a 2. Tuning (Schema Evolution) stimulus acquires the capacity to evoke a response that - existing schema evolve or refined throughout the was originally evoked by another stimulus lifespan as new situations and issues are - earliest formal theories for learning, used for children encountered - studying thoughts and feelings, fears and phobia 3. Restructuring (Schema Creation) - Theorists: - development if new schemata by copying an old a. John Watson schema and adding new elements that are > defined behavior as a muscle movement different to create a new schema > began studying behaviour because it is more objective 2. Cognitivism | Operant Conditioning b. Watson and Guthrie - process that attempts to modify behavior through the use > contiguity theory of positive and negative reinforcement > believed that even a skill such as walking is learned through a series of conditioned Other Theories/Models of Information Processes responses 1. Level of Processing Theory c. Thorndike and Skinner - processed sequentially, from perception to > reinforcement theory attention- to labelling and meaning > proposed that stimulus-response bonds are 2. The Parallel Distributing Model strengthened by reinforcements such as reward - processed by different parts of the memory or punishment system simultaneously rather than sequential 3. Connectionist Model 2. Cognitivism - stored in any places throughout the brain, - response to behaviorism where learning involves storing forming network of connections and connecting symbols in a meaningful and memorable 4. Stage Theory of Information Processing way - relates to memory activity a. Cognitive Science - 3 stages: > a study of how our brains work in the process a. Sensory Memory: Fleeting or passing of perceiving, thinking, remembering and swiftly learning b. Short-Term Memory: Needs interest, b. Information Processing Retain indefinitely if rehearsed or > used to describe a subset of this field of study meaningful to us > explains the way that information is handled c. Long-Term Memory: Use of mnemonic once it enters the sensed and how it is device organized and stored c. Learning (in cognitive perspective) > an active process in which the learner constructs meaning based on prior knowledge and view of the world Common Concepts of Cognitive Theories - Theorists: 1. Learning a. Breur > Behaviorist: requisition of knowledge an skills that > Learning is a process whereby the novice changes a person’s behavior becomes expert > Cognitive theorists: focuses more on the acquisition b. Feden, 1994 of knowledge than on the resulting behavior > active process which the learner constructs > Feden: Domain-Specific Learning meaning based on prior knowledge and view of 2. Metacognition the world > “thinking about one’s thinking” c. Ausubel, 1963 > process that learners use to gauge or measure their > developed earliest model of cognitive learning thinking while reading, studying or problem-solving > Subsumption Theory of Meaningful Verbal 3. Memory Learning > Sensory, short term and long term  > Chunking: information is clustered into patterns - Learners build knowledge using their previous learnings 4. Transfer as a foundation. > Ability to take information learned in one situation and - Learning is the responsibility of the learner apply it to another Learning Theories Behaviourism Cognitivism Constructivism Social Learning Theory > grew out of cognitivism where learning takes place through Stimuli and Processes the Construct his own observations and sensorial experiences responses lead to received vision of the world a new behaviour information and (based on Social Conditioning seek ways to experiences and > type of learning that occurs when a behavior is observed and understand the knowledge) subsequently mimicked information with the memory > In this theory, people can learn new information and behaviors by watching other people MULTIPLE INTELLIGENCES Key Components of Social Learning Theory - Howard Gardner A. Modeling: Learning occurs as a result of observing other - Self-directed and authenti assessment people’s behavior and its consequences 1. Visual-Spatial - ability to visualize objects and spatial B. Attentional Processes: This determines which modelled dimensions. behavior will be learned 2. Visual Linguistic - refers to a person’s ability to reason, C. Retention Processes: Refer to the ability to retain solve problems, and learn using language. modelled behaviors in permanent memory 3. Interpersonal - The ability to communicate effectively D. Motivation: Motivation through valued outcomes with other people and to be able to develop relationships. (rewards) rather punishing outcomes, Perceived reward 4. Intrapersona l- the ability to understand one’s own is a good motivator emotions, motivations, inner states of being, and self reflection. 8 Types of Gagne’s Conditions of Learning 5. Logical-Mathematical - inductive, deductive thinking and 1. Signal Learning (conditioned response) reasoning abilities, logic, as well as the use of numbers - Simplest level of learning and abstract pattern recognition. - Person develops a general diffuse reaction to a 6. Musical Rhythmic - the ability to master music as well stimulus as rhythms, tones, and beats. 2. Stimulus-Response Learning 7. Body Kinesthetic - the wisdom of the body and the - Developing a voluntary response to a specific ability to control physical motion. stimulus or combination of stimuli 8. Naturalist - involves how sensitive an individual is to 3. Chaining nature and the world - Acquisition of a series of related conditioned responses or stimulusresponse connections HOWS OF TEACHING 4. Verbal Association - Type of chaining A. Strategy - Process of learning medical terminology - Is the art and science of directing and controlling 5. Discrimination Learning the movements and activities of the army. If - The more new chains that are learned, the strategy is good, we can get victory over our easier it is to forget previous chains enemies - To retain large number of chains, you need to - generalized plan for a lesson which includes discriminate among them structure, instructional objectives and an outline 6. Concept Learning of planned tactics, necessary to implement the - Learning how to classify stimuli into groups strategies represented by a common concept 1. Brainstorming - large or small group 7. Rule learning activity that encourages students to - Rule: chain of concepts or a relationship focus on a topic and contribute to the between concepts free flow of ideas - Expressed as “If.... And then..” relationships 2. Case Studies - effective ways to get 8. Problem solving students to practically apply their skills, - Highest level of learning and their understanding of learned - Applying previously learned rules that relate to facts, to a real-world situation situation 3. Debates - structured way of exploring - Process of formulating and testing hypotheses the range of views on an issue 4. Discussion - lets class members work Constructivism actively with the ideas and the - Learners construct their understanding and knowledge of concepts being pursued, and the world, through experiencing things and reflecting on discussion sessions can be an those experiences extremely effective in changing behaviour or attitudes  5. Flipped Classroom - students - (2) Promote meta-cognitive skills (develop complete learning normally covered in problem-solving skills, creativity, etc.), the classroom in their own time (by - (3) Promote student engagement. watching videos and/or accessing B. Conceptual: Involves the learning of specific concepts, resources), and classroom time is the nature of concepts, and the development of logical dedicated to hands-on activities and reasoning & critical thinking interactive, personalized learning, - Choosing and defining the content of a certain leading to deeper understanding discipline to be taught through the use of or 6. Groupwork - is a method of instruction pervasive ideas as against the traditional that gets students to work together in practice of determining content by isolated groups. topics. 7. Questioning - art of asking questions C. Process Writing: treats all writing as a creative act which is at the heart of effective requires time and positive feedback to be done well. In communication and information process writing, the teacher moves away from being exchange, which underpins good someone who sets students a writing topic and receives teaching the finished product for correction without any 8. Simulations - instructional scenarios intervention in the writing process itself where the learner is placed in a "world" - approach which provides students with an defined by the teacher abundance of projects, activities, and instructional designs that allow them to make B. Approach, Method and Technique decisions and solve problems - Approach: the broadest of the three, making technique D. Unified Teaching: This approach lends itself smoothly to the most specific, and the method found in between a unified teaching-learning concept of education. The approach and technique information handler, being a teacher, a student, or - Method: on the other hand, is an organized, orderly, another educational environment, is at the center of this systematic, and wellplanned procedure aimed at educational model. The main inherent characteristics of facilitating and enhancing students’ learning this model are extreme flexibility, integration, ease of - Technique: encompasses the personal style of the interaction, and being evolutional. teacher in carrying out specific steps of the teaching - based on a breakdown of knowledge to process integrated modules of information. The basic level of breakdown is to be used in education to buildup concepts, while the higher ones are to be used to buildup complex concepts of knowledge, including those of experts Types of Teaching Approach Teacher Centered Approach - Direct Instruction: Formal Authority, Expert, Personal | Role of A Teacher Model A. Executive approach: views the teacher as manager of - relies on explicit teaching through lectures and complex classroom processes, a person charged with teacher-led demonstrations bringing about certain outcomes with students through - primary role of teachers to pass knowledge and using the best skills and techniques available information onto their students B. Facilitator approach: it places a high value on what Student Centered Approach students bring to the classroom setting, it places - Inquiry Based Learning: Facilitator, Personal Model, considerable emphasis on making use of students’ prior Delegator experience - focuses on student investigation and hands-on learning C. Liberationist approach: is rooted in notions of liberal - Cooperative Learning: Facilitator, Delegator education, wherein the goal is to liberate the mind to - emphasizes group work and a strong sense of community wonder, to know and understand, to imagine and create, - continuously measured during teacher instruction\ using the full intellectual inheritance of civilized life FOUR METHODS OF PRESENTING THE SUBJECT MATTER | Nature of Learning 1. TELLING METHOD: Lecture method, Discussion A. Discovery: takes place in problem solving situations method, Story telling method and so on. where the learner draws on his own experience and prior 2. DOING METHOD: Project method, Problem solving knowledge and is a method of instruction through which method, Textbook method and so on students interact with their environment by exploring and 3. VISUAL METHOD: Demonstration method, Supervised manipulating objects, wrestling with questions and study method and so on controversies, or performing experiments 4. VISUAL METHOD: Demonstration method, Supervised - refers to various instructional design models study method and so on that engages students in learning through discovery. Usually the pedagogical aims are TECHNIQUES threefold: - a procedure by which new knowledge fixed in the minds - (1) Promote "deep" learning, of students permanently  - activities help the teacher to take shift from one strategy to another INSTRUCTIONAL MEDIA - media encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students' achievement of instructional objectives - may include traditional materials - can facilitate learning or increase understanding - helps students visualize a lesson and transform abstract concepts into concrete, easier to remember concepts TYPES OF INSTRUCTIONAL MEDIA 1. Projected Media: Instructional materials that require projection and electricity in their using process - Slides, filmstrips, and overheads - Allow all students to view the same material at the same time 2. Non-Projected Media: materials that do not require the process of projection before its operation can take place - Photographs, diagrams, and displays - Illustrate concepts ,Enhance direct instruction ,Encourage students to look at data in diverse ways 3. Audio Media: Cassettes and compact discs - Allow students to hear other languages/dialects ,Allow auditory learners to review the lessons ,Encourage creativity through music. 4. Motion Media: Videos, computer mediated instruction, and television - Offer supplemental instruction, Experience concepts in a manner that is not available in “real life”. 5. Hyper Media: Computer networks, software, and the Internet - Offer resources beyond the library, Develop computer and word processing skills ,Offer interactive learning 6. Gaming Media: Computer games - Provide a playful environment for learning, Structure learning through rules, Motivating for tedious or repetitive content ,Uses problem solving skills