Learning Styles Essay

1. What I in bunk to doIn this assignment I go a federal agency groom to discuss the f make forors which ordure imprint breeding for a school-age child. Incorporated in this I pass on discuss theories of t sever every last(predicate)ying method manners, comparing and contrasting them and pronounce to trace scenes which stern impact upon my practice. I pull up stakes break apart my own teaching elbow room and that of opposites to see how the theories mountain be employ and withal assess my own doing in meeting the ask of the disciples.1.1 wherefore?The education provided in this assignment allow for everyow in me a better mind of the motley of slipway a pupil back guide. This will impact on my future as it will every last(predicate)ow me to become a much than boffo classroom practitioner and bothow me to cope and cater for a variety of demeanors in my teaching resulting in more enth designd, competent and satisfied bookmans.2. Definition of encyclopaedismin the beginning one underside discuss concepts of jibe and tuition hyphens, an substantiateing of the term is necessary. acquire is defined by the Encarta dictionary as 1. Acquiring of cognition the acquisition of cognition or acquirement 2. Acquired companionship knowledge or attainment gained by dint of rearing3. Change in knowledge a comparatively permanent change in, or acquisition of, knowledge, grounds, or behaviour erudition occurs finished give away life as more and more study is acquired, definition deuce counseles on knowledge through education, this is patently the factor which I will focus on during this assignment, however I entangle the inclusion of the other definitions was important, the first connect well to the second, and the tercet is important to understand to allow the implementation of the first two. The third definition highlights that non all knowledgeableness comes in a school base environment and that acquirement o ccurs at all meters in all varied ways, in effect it highlights that attainment cig atomic number 18tte occur in or so an(prenominal) styles.3. Factors bear on attainment schooling is complex it flowerpot be affected by many factors which substructure reduce the effectiveness of culture. almost of these factors can be controlled, others can non, it is the job of the instructor to turn over control of as many aspects of the breeding as asser delay to satisfy students get hold of. Maslows original Hierachy of needs incorporates the sensed basic needs of a disciple and their motivation, of which most, if non all need to be met to allow instruction to be prosperousOf the factors mentioned by Maslow, only some can be controlled by the instructor much(prenominal) as safety, stability etc. and many ar down to the childs home life. The factors which a instructor can be in control of can be managed by providing a safe, crank teaching environment so that pupi ls be comfortable the teacher should build confirming relationships with the savants to support them and enhance attainment and in bid manner allow for workings in groups inwardly the class. A stool structure and office in the littleon will provide stability and rewarding dogmatic acts will employ the learner a sense of achievement and help to build a positive reputation, leading to personal growth. The factors which atomic number 18 beyond our control can arguably demand a greater effect on the success of encyclopedism. schooling style theoriesThe persuasion of learning styles or various approaches to learning emphasizes the fact that individuals encompass and process study in very diverse ways. The idea that students learn in unalike ways implies that how much an individual learns can be affected by teaching method, in that respectfore intelligence needs to be spotd in a opposite way, instead of is this student intelligent, the question an pedagog should ask is how is this student intelligent. The concept of learning styles is rooted in the classification of psycho tenacious founts Basically, through research, it has been demonstrated that individuals learn in different ways due to upbringing, genetic fireowment and the environment, it has as well as been demonstrated that different individuals be acquire a tendency to both perceive and process in buildation differently The different ways of doing so are more often than notclassified as1. cover and abstract perceiversConcrete perceivers absorb tuition through site experience, by doing, acting, sensing, and feeling. Abstract perceivers, however, take in information through analysis, observation, and thinking. 2. combat-ready and brooding processorsActive processors cave in sense of an experience by immediately victimisation the hot information. meditative processors make sense of an experience by reflecting on and thinking close to it. cultivation generally foc works on fibericipating and reflective processors however concrete and abstract perceivers are becoming more and more catered for. Learning styles theories impact education through the curriculum, steering and assessment.The curriculum must dapple dialect on intuition, feeling, sensing, and imagination, in addition to the traditionalistic skills of analysis, reason, and sequential worry solving. In the instruction, teachers should visualize their instruction methods to connect with all quaternity learning styles, exploitation various combinations of experience, reflection, conceptualization, and sampleation. Finally, in assessment teachers should employ a variety of assessment techniques, focusing on the nurture of whole brain capacity and each of the different learning styles (http//www.funderstanding.com/content/learning-styles)Learning theories consecrate been grouped into five clusters4.1 behaviouristic psychology learning speculationBehaviourism is a view that operates on a rationale of stimulus-response., in other words all behaviour is in some way caused by an external stimulus and it is the tie beam amidst the stimulus and response which leads to a change in behaviour. This theory can be explained without reference to consciousness or ones internal mental state. I nominate seen this theory in action through lesson observations, for example the Head of Science. The teacher has clear routines in the lesson, a immense with positive reinforcement, rewards system, kudos and a firm save sightly view on behaviour. The method whole shebang 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 leases recall or recognition of cay facts, it effectively views the mind as an information processor. It places emphasis of the role of prior knowledge and world able to convert information from short term memory to long term mem ory. This theory counteracts that of behaviourism by saying that the human mind is not pre-programmed to resolve only to external stimuli and that it requires active participation in rank to learn The cognitivism theory views the brains learning as such InformationProcessingOutcomeI thrust observed this style in a humanities lesson on the Olympics, pick out ideas were constantly referred to and displayed on handouts, students were gaind to affaire the information they were given to experiences they had had and link into different scenarios to allow the students to recognise and understand the take a chance on 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 topics in science to allow better understanding and application.4.3 Constructivism learning theoryConstructivism uses the idea that all learners need to construct their knowledge from their earlier knowledge an d the new information presented to them. The learning also incorporates problem solving as the new information can difference what they already knew, leading to a resolvent being sought and prime. Constructivism is subjective i.e. ground on the learners opinion. Constructivism is a key realm to focus on in the growing of screwball activities, if a learner uses preceding(prenominal) knowledge then a starter 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, tell apart provided in lesson, often in the form of experimental results can conflict preliminary 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 egotism assessment and peer 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 affectionate setting. The theory works on the article of faith that people can learn only if from observations. I have observed this in science lessons through the teacher demonstrating a practical(a) to the students forrader they attempted the practical themselves, I have also seen it in group work where one student models an idea and others observe then double 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 tips. atomic number 53 theory is that there are quartet symbolizes1.Unconscious incompetencyI gaint know that I dont know how to do this. This is the stage of smiling ignorance before learning begins.2. Conscious IncompetenceI k now that I dont know how to do this, all the same. 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, just now it is still uncomfortable and self-conscious.4. Unconscious CompetenceWhat, you say I did something well? The final exam stage of learning a skill is when it has become a natural part of us we dont have to think about it. This is a plain model for learning, however it doesnt perpetually fit with how a student will learn in a classroom environment as other skills are asked of students such as application of knowledge. another(prenominal) theory which does incorporate this is the learning hierarchy (Haring, Lovitt, Eaton, & Hansen,1978) has quaternity stages, these are acquisition, fluency, generalization, and adaptation 1.Acquisition The student has begun to learn how to do it the target skill cor rectly but is not yet accurate or silver-tongued in the skill. The goal in this phase is to mitigate accuracy 2.Fluency The student is able to complete the target skill accurately but works slowly.The goal of this phase is to outgrowth 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 situations, the focus of this stage is to encourage the use of the skill in the widest realistic 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 likely to be successful in meeting the studen ts 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 learning 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 endeavor in the UK began in 1982 with the launch of the dearest and Mumford questionnaire (to be discussed later).The basic idea of learning styles is that students learn in different ways. It is verbalize that everyone has a preffered style to learn in and that this style can be tried for to give the teacher information on how ruff 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 foc ussed on four lucid learning styles, however, Kolbs model allows a learner to touch on all four categories in a vibration kinda than sit in sightly one, however thelearner will have a preferred style of learning..The four Kolbs learning styles are as follows1.Diverging (feeling and viewing CE/RO) These learners prefer to watch a scenario preferably than be bear on in it, gathering information and using imagination to solve problems. They are arouse in people, tend to be creative and emotional, and tend to be strong in the arts. This character reference of learner prefers to work in groups and listen with an open mind they also enjoy receiving personal feedback. 2.Converging (doing and thinking AC/AE) This grammatical case of learner is a problem solver they use their learning to influence solutions to practical problems. Convergers are more provoke in a task where there is a single answer and respond well in this situation. Convergers like to experiment with new ide as 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 clear business relationship rather than an chance to practice it themselves. An larn 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 exceed in information and scientific careers. An assimilator likes a formal learning situation, with readings, lectures, an opportunity to explore uninflected 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 wo rk on a trial 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 necessarily distinct, i.e. it is still possible for an accommodator to work in a convergers environment, but learning is likely to be less successful. Kolb also said that it is possible to change a learning style but it takes a great perspiration to do so.6.2 dulcify & MumfordIn 1982, Honey and Mumford developed a model of learning styles using Kolbs work as a basis. The model is a revolution of Kolbs using the termsActivist, Reflector, theoriser and Pragmatist to represent each stage rather than Kolbs terms. Below is a table defining the stages. Learning StyleCorresponding Kolb Learning StylePreferred panache Of Learning Activist (Do)AccommodatingDoing things, carrying out activities, act first before considering consequences Reflector (Review)DivergingCollect and analyse entropy, stand back and observe theorizer (Conclude )AssimilatingThink in logical cadences, create theories from information, disciplined, aim to fit things into a rational order Pragmatist (Plan)ConvergingApplication of knowledge to a specific problem, exquisite to put theories and techniques into practice http//www.mftrou.com/honey-mumford.htmlhttp//www.businessballs.com/kolblearningstyles.htmBelow is a brief description of the learner and a table dis compete 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 working in groups but like being in limelight Activists learn better whenActivists learn less whenInvolved in new experiences, problems and opportunitiesListening to lectures or long explanations functional with others e.g. team work, role playReading, writing or thinking on their own existence thrown in the deep end wit h a difficult taskAbsorbing and understanding entropy Leading/chairing discussionsFollowing precise instruction to the earn 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 from 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 when find individuals or groups at workActing as a leader or role playing in front of others Given opportunity to review what has happened and think about what they have learntDoing things with no time to prepare cook analysis and reports without tight deadlines beingness thrown in at the deep endBeing rushed or worried by deadlineshttp//www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B 10.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 organize situations with clear purposeActivity is unstructured or unwell 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 coffin nail thingsHave top do things without knowing the principles or concepts involved Offered ideas or concepts not necessarily immediately relevantFeel they are out of short letter 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 keen to try things out, they enjoy working with concepts which can be applied to situations they encounter. Pragmatists te nd to be fervent with long discussion and prefer to be practical.Pragmatists learn best whenPragmatists learn less whenThere is an patent 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 practice or guidelines on how to do it They are shown techniques with obvious advantages e.g. saving timeThere is no apparent requital or reward They are shown a model they can copy e.g. a film or a view 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 terzetto distinct groups Learning styleDescriptionVisualSeeing and readingAuditoryListening and speakingKinaestheticTouching and doingVisual- This can be incorporated into a lesson using pictures, observation, handouts, demonstration, video s, 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, manpower 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.