Learning Styles Essay

1. What I in campaign to doIn this assignment I entrust aim to discuss the computes which raft affect accomplishment for a savant. Incorporated in this I leave behind discuss theories of uplifting modal values, equivalence and contrasting them and try to identify verbalisms which roll in the hay impact upon my practice. I both in entrust for disassemble my experience inform tr annul and that of early(a)s to see how the theories dope be applied and in any case assess my own success in face-off the take of the savants.1.1 Why?The breeding provided in this assignment will pass on me a better understanding of the variety of shipway a student flock catch out. This will impact on my future as it will all in ac intimacy me to become a more(prenominal) successful classroom practician and allow me to recognise and cater for a variety of styles in my commandment resulting in more enth dod, adapted and satisfied students.2. Definition of tuition forwards vir tuoso can discuss concepts of nurture and breeding styles, an understanding of the endpoint is necessary. discipline is defined by the Encarta dictionary as 1. Acquiring of friendship the acquisition of fellowship or skill 2. Acquired familiarity acquaintance or skill gained by dint of with(predicate) education3. Change in knowledge a relatively permanent change in, or acquisition of, knowledge, understanding, or doings program line occurs dupeeout life as more and more randomness is carryd, definition two focuses on knowledge through education, this is obviously the detailor which I will focus on during this assignment, however I snarl the inclusion of the opposite definitions was primary(prenominal), the first links comfortably to the second, and the third is important to understand to allow the implementation of the first two. The third definition highlights that non all accepting comes in a school based environs and that figureing occurs at all times in all dissimilar ways, in effect it highlights that learning can occur in well-nigh styles.3. Factors affecting learningLearning is composite plant it can be bear upon by numerous factors which can reduce the effectiveness of learning. Some of these factors can be controlled, others cannot, it is the job of the teacher to accommodate control of as many an(prenominal) aspects of the learning as possible to ensure students achieve. Maslows original Hierachy of needs incorporates the perceived basic needs of a pupil and their motivation, of which or so, if not all need to be met to allow learning to be successfulOf the factors mentioned by Maslow, only some can be controlled by the teacher much(prenominal) as safety, stability etc just many argon down to the youngsters home life. The factors which a teacher can be in control of can be managed by providing a safe, warm teaching environment so that scholars argon comfortable the teacher should build plus relationships with t he learners to support them and enhance learning and also allow for operationing in groups within the class. A clear structure and procedure in the lesson will provide stability and rewarding verifying acts will give the learner a common sense of achievement and help to build a positive reputation, leading to personal growth. The factors which be beyond our control can arguably suck in a greater effect on the success of learning.Learning style theoriesThe idea of learning styles or different approaches to learning emphasizes the fact that privates perceive and mathematical operation reading in very different ways. The idea that students learn in different ways implies that how much an individual learns can be affected by teaching method, therefore intelligence service needs to be recognised in a different way, kinda of is this student intelligent, the question an educator should ask is how is this student intelligent. The concept of learning styles is rooted in the classif ication of psycho licit types Basically, through research, it has been present that individuals learn in different ways due to upbringing, heredity and the environment, it has also been demonstrated that different individuals have a endureency to both perceive and execute information differently The different ways of doing so argon for the approximately partclassified as1.Concrete and abstract perceiversConcrete perceivers absorb information through direct experience, by doing, acting, sensing, and feeling. Abstract perceivers, however, take in information through analysis, observation, and opinion. 2.Active and reflective processorsActive processors make sense of an experience by forthwith apply the advanced information. Reflective processors make sense of an experience by reflecting on and thinking almost it. Schooling generally focuses on active voice and reflective processors however concrete and abstract perceivers are becoming more and more catered for. Learning styl es theories impact education through the plan, instruction and assessment.The curriculum must assign emphasis on intuition, feeling, sensing, and imagination, in addition to the tralatitious skills of analysis, reason, and sequential problem solving. In the instruction, teachers should design their instruction methods to connect with all four learning styles, utilise various combinations of experience, watching, conceptualization, and experimentation. Finally, in assessment teachers should engage a variety of assessment techniques, focusing on the take aimment of tout ensemble brain capacity and each of the different learning styles (http//www.funderstanding.com/content/learning-styles)Learning theories have been grouped into five clusters4.1 behavioristic psychology learning surmiseBehaviourism is a have that operates on a principle of stimulus-response., in other words all behaviour is in some way caused by an external stimulus and it is the association between the stimu lus and response which leads to a change in behaviour. This theory can be explained without reference to sentience or ones internal mental state. I have seen this theory in action through lesson observations, for example the Head of Science. The teacher has clear routines in the lesson, along with positive reinforcement, rewards system, praise and a firm but median(a) view on behaviour. The method works very well for the teacher in question as the classes are engaged, enthused and make progress in lesson. (http//www.learning-theories.com)4.2 Cognitivism learning theoryCognitivism involves recall or recognition of key facts, it in effect views the mind as an information processor. It places emphasis of the use of goods and services of prior knowledge and being able to convert information from short term memory to long term memory. This theory counteracts that of behaviourism by saying that the benignant mind is not pre-programmed to respond only to external stimuli and that it requires active fight in order to learn The cognitivism theory views the brains learning as much(prenominal) InformationProcessingOutcomeI have observed this style in a humanities lesson on the Olympics, key ideas were constantly referred to and displayed on handouts, students were encouraged to link the information they were given to experiences they had had and link into different scenarios to allow the students to recognise and understand the key ideas of the lesson. This is probably the theory I use most, I try to engage students by getting them to use their own experiences and thoughts when discussing tallnessics in science to allow better understanding and drill.4.3 Constructivism learning theoryConstructivism uses the idea that all learners need to construct their knowledge from their previous knowledge and the new information presented to them. The learning also incorporates problem solving as the new information can conflict what they already knew, leading to a solution being sought and found. Constructivism is subjective i.e. based on the learners opinion. Constructivism is a key area to focus on in the development of glass activities, if a learner uses previous knowledge consequently a methamphetamine hydrochloride must incorporate what they already know to allow them to build upon this and acquire new knowledge.In science, misconceptions are often found in a students prior knowledge, evidence provided in lesson, often in the form of experimental results can conflict previous knowledge, necessitating the need for the problem solving aspect of constructivism to allow the knowledge to be acquired. I have observed this theory in practice through the use of self assessment and fellow assessment within the Science department. This allows students to give and receive feedback on their opinions allowing them to develop their individual knowledge.4.4 Social learning theoryThis theory suggests that learning is most successful when dealt with in a so cial dance orchestrating. The theory works on the principle that people can learn solely from observations. I have observed this in science lessons through the teacher demonstrating a functional to the students originally they attempted the practical themselves, I have also seen it in group work where one student models an idea and others observe then copy to advance learning.5. Stages of learningLearning is not an immediate process learners typically will not immediately go from no knowledge to full understanding, usually a learner will advance through a series of learning full stops. One theory is that there are four stages1.Unconscious IncompetenceI dont know that I dont know how to do this. This is the stage of blissful ignorance before learning begins.2. Conscious IncompetenceI know that I dont know how to do this, yet. This is the most difficult stage, where learning begins, and where the most judgments against self are formed.3. Conscious CompetenceI know that I know how to do this. This stage of learning is easier than the second stage, but it is hush up uncomfortable and self-conscious.4. Unconscious CompetenceWhat, you say I did something well? The terminal stage of learning a skill is when it has become a indispensable part of us we dont have to think about it. This is a simple model for learning, however it doesnt always garb with how a student will learn in a classroom environment as other skills are asked of students such as application of knowledge. Another theory which does incorporate this is the learning hierarchy (Haring, Lovitt, Eaton, & Hansen,1978) has four stages, these are acquisition, fluency, generalization, and adaptation 1.Acquisition The student has begun to learn how to complete the target skill properly but is not yet faithful or fluent in the skill. The intention in this phase is to improve accuracy 2.Fluency The student is able to complete the target skill accurately but works slowly.The goal of this phase is to incr ease the students speed of responding (fluency). 3.Generalisation The student is accurate and fluent in using the skill but cannot apply it to other suitable websites, the focus of this stage is to encourage the use of the skill in the widest possible range of settings and situations. 4.Adaptation The student is accurate and fluent in using the skill and can use it in many situations or settings. The student still cannot adapt the skills to fit novel tasks-demands or situations. The focus of this stage is for the student to identify previously learned skills and adapt them to new situations.If a teacher can accurately identify which stage the learner is at then that teacher can select ideas that are more in all likelihood to be successful in meeting the students learning needs (Differentiation). The stages are also important to consider when introducing a new topic, especially one which is unlikely to be familiar to the learner. The lesson plan needs to be chunked to allow each le arning stage to be met, a learner cannot be asked to apply knowledge before they have acquired it in the first place6. What are learning styles?The learning styles movement in the UK began in 1982 with the tack of the passion and Mumford questionnaire (to be discussed later).The basic idea of learning styles is that students learn in different ways. It is said that everyone has a preffered style to learn in and that this style can be tested for to give the teacher information on how best to support a students learning and accommodate them in the learning environment. (http//www.tes.co.uk/article.aspx?storycode=2153773)6.1 David Kolbs learning styles model and experiential learning theory (ELT) In 1984, Kolb published his learning styles model, it focussed on four distinct learning styles, however, Kolbs model allows a learner to touch on all four categories in a cycle kind of than sit in just one, however thelearner will have a pet style of learning..The four Kolbs learning styl es are as follows1.Diverging (feeling and reflection CE/RO) These learners prefer to watch a scenario rather than be touch on in it, gathering information and using imagination to solve problems. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. This type of learner prefers to work in groups and get word with an open mind they also enjoy receiving personal feedback. 2.Converging (doing and thinking AC/AE) This type of learner is a problem solver they use their learning to find solutions to practical problems. Convergers are more interested in a task where there is a single answer and respond well in this situation. Convergers like to experiment with new ideas and find practical uses for ideas and theories. Convergers tend to be relatively unemotional and would rather deal with things than people, in this sense they are opposite to Divergers.3.Assimilating (watching and thinking AC/RO) This type of learner requires a clea r explanation rather than an opportunity to practice it themselves. An assimilating learner seeks a concise and logical approach, favouring ideas and concepts over people. An assimilator likes to structure information into a logical format, as such they excel in information and scientific careers. An assimilator likes a formal learning situation, with readings, lectures, an opportunity to search analytical models, and the time to think things through.4.Accommodating (doing and feeling CE/AE) This type of learner enjoys practical learning which relies on intuition rather than logic. An accommodator tends not to do their own analysis but will rely on information from others. Accommodators are risk takers and work on a runnel and error basis, they excel in team work and like to set targets and actively work to achieve them. These models, as stated before, are not needfully distinct, i.e. it is still possible for an accommodator to work in a convergers environment, but learning is l ikely to be less successful. Kolb also said that it is possible to change a learning style but it takes a great effort to do so.6.2 Honey & MumfordIn 1982, Honey and Mumford developed a model of learning styles using Kolbs work as a basis. The model is a variation of Kolbs using the termsActivist, reflecting telescope, Theorist and Pragmatist to represent each stage rather than Kolbs terms. Below is a table defining the stages. Learning StyleCorresponding Kolb Learning StylePreferred means Of Learning Activist (Do)AccommodatingDoing things, carrying out activities, act first before considering consequences Reflector (Review)DivergingCollect and analyse data, stand back and observe Theorist (Conclude)AssimilatingThink in logical musical notes, create theories from information, disciplined, aim to fit things into a rational order Pragmatist (Plan)ConvergingApplication of knowledge to a specific problem, Keen to put theories and techniques into practice http//www.mftrou.com/honey-mum ford.htmlhttp//www.businessballs.com/kolblearningstyles.htmBelow is a brief description of the learner and a table displaying in which situation that learner will learn well and which situations the learner may not thrive in. 1. Activists- These learners are open minded and enthusiastic about new ideas, they enjoy doing an activity, especially in a new situation. Activists enjoy works in groups but like being in limelight Activists learn best whenActivists learn less whenInvolved in new experiences, problems and opportunitiesListening to lectures or long explanations Working with others e.g. team work, role playReading, writing or thinking on their own Being thrown in the deep end with a difficult taskAbsorbing and understanding data Leading/chairing discussionsFollowing precise instruction to the letter http//www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 2. Reflectors- Reflectors like to stand back fro m a situation and view it from different perspectives. A reflector will gather data and analyse it before coming to a conclusion. Reflectors enjoy observing and listening to others.Reflectors learn best whenReflectors learn less whenObserving individuals or groups at workActing as a leader or role playing in forepart of others Given opportunity to review what has happened and think about what they have learntDoing things with no time to prepare Produce analysis and reports without tight deadlinesBeing thrown in at the deep endBeing rushed or crazy by deadlineshttp//www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 3. Theorists- Integrate observations into theories, problems are worked through on a step by step basis, tend to be detached and analytical rather than emotive and subjective. Theorists learn best whenTheorists learn less whenGiven integrated situations with clear purposeActivity is unstructured or poorly briefed Put in complex situations where they have to use their skills and knowledgeHave to partake in activities which involve emotion or feelings Given the chance to question or probe ideas behind thingsHave top do things without knowing the principles or concepts involved Offered ideas or concepts not necessarily immediately relevantFeel they are out of tune with other participants http//www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 4. Pragmatists- These are needlelike to try things out, they enjoy working with concepts which can be applied to situations they encounter. Pragmatists tend to be impatient with long discussion and prefer to be practical.Pragmatists learn best whenPragmatists learn less whenThere is an obvious link between the topic and the jobThere is no obvious or immediate benefit that they can recognise Have the chance to try out techniques with feedback There is no practic e or guidelines on how to do it They are shown techniques with obvious advantages e.g. miserliness timeThere is no apparent payback or reward They are shown a model they can copy e.g. a film or a respected bossThe learning is all theory http//www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 6.3 VAKVAK is a multi-sensory approach to teaching and learning. It is split into tercet distinct groups Learning styleDescriptionVisualSeeing and readingAuditoryListening and speakingKinaestheticTouching and doingVisual- This can be incorporated into a lesson using pictures, observation, handouts, demonstration, videos, flip-charts etc. Auditory- This can be incorporated into a lesson by the use of spoken word, sounds, noises etc. Kinaesthetic- This can be incorporated into lessons by the use of practical, hands on activities-touching, feeling, holding, doing, role play etc. According to VAK, most people will have a dominant style of learning however it is possible for some people to have a relatively balanced mixture of the three styles. A persons learning style is a reflection of their mix of intelligences. It is also a reflection of their brain type and dominance.