Learning styles.

Learning styles

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“The sufferings of this present

time are not worth comparing

with the glory that is to be

revealed to us.”

—Romans 8:18

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Humor:

Girl Laughing Hysterically Stock Photo ...

Teacher: I hope I didn't see

you looking at Maria's

answers.

Student: I sure hope you

didn't, either!

Use the other language selector

on my home page above to go

through my whole site using any

native language you speak,

then use the video above to see

and listen to the same teaching

topic in text below.

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موقعى باستخدامها . استخدم المؤشر

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my home page above to go to the

search engine site or the social

media site you like.

My YouTube Channel: Click: :

( Mr. / Girgis H. H).

منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا هارون

/Unit 1: (Writers and stories) Lesson: 1

Definition

To apply learning styles theory to English

learning and teaching, we must know what

learning style is. Learning has taken place

when we observe a change of learner

behavior resulting from what has been

experienced. Similarly, we can recognize the

learning style of an individual student only by

observing his overt behavior.

Learning style is a consistent way of

functioning that reflects the underlying causes

of learning behavior Learning styles are

internally basic characteristics of individuals

for the intake or understanding of new

information.

People act differently.

To understand styles and their implications for

education, it is best to view these categories

in conjunction with all the characteristics that

are integrated in the total personality of each

human being.

Education resources:

1-Style is concerned with cognition:

People perceive and gain knowledge

differently.

2-Style is concerned with conceptualization:

People form ideas and think differently.

3-Style is concerned with affect:

People's emotional responses and values

differ.

4-Style is concerned with behavior:

People act differently.To understand styles

and their implications for education, it is best

to view these categories in conjunction with

all the characteristics that are integrated in

the total personality of each human being

People act differently.To understand styles

and their implications for education, it is best

to view these categories in conjunction with

all the characteristics that are integrated in

the total personality of each human being.

Classification

Generally speaking, the learning-styles can be

divided into three major categories: cognitive

learning styles, sensory learning styles, and

personality learning styles.

1-Cognitive learning styles include field-

independent / field-dependent learning styles,

analytic / global l learning styles,

reflective/impulsive learning styles and Kolb

experiential learning model.

2-Sensory learning styles also fall into the

following four sub-styles:

auditory learners,

visual learners,

tactile learners and

kinesthetic learners.

3-Temperament learning styles include Myers-

Briggs temperament styles, tolerance of ambiguity

styles, right-and left-hemisphere learners.

4-Linguisticlearning style:Learners learn

languages through the 4 main language skills

which include: Listening, Speaking, Reading and

writing. Learners listen to vocabulary, speak what

they listened to, read what they listened to and

spoke, then write what they listened to, spoke

and read.

Other classification:

1-Visual: You learn well when aided by images,

pictures, and spatial organization of elements.

2-Auditory: You learn well when aided by music,

sound, rhyme, rhythm, speaking or listening.

3-Reading/Writing: You learn well by reading or

writing the material you want to learn.

4-Kinesthetic: You learn well when you can move

your body, and/or use your hands and sense of

touch. Writing or drawing diagrams are physical

activities that can fall into this category as well.

Other Classification:

1- Visual (spatial):You prefer using pictures,

images, and spatial understanding.

2- Aural (auditory-musical): You prefer using

sound and music.

3- Verbal (linguistic): You prefer using words,

both in speech and writing.

4- physical (kinesthetic): You prefer using your

body, hands and sense of touch.

5-Logical (mathematical): You prefer using logic,

reasoning and systems.

6-Social (interpersonal): You prefer to learn in

groups or with other people.

7-Solitary (intrapersonal): You prefer to work

alone and use self-study.

Teaching the whole story - New Jersey Education Association

1-Cognition: How Do I Know?

Perception, the initial stage of cognition,

involves receiving, obtaining, taking possession

of, and discerning information, ideas, and

concepts. Some of us best perceive what is

real; others clearly see possibilities with their

imaginations.

Some people see parts of a whole, separating

ideas from their context, while others see the

whole, not unlike the difference between seeing

the forest or the tree .

People get information in different ways. Some

people use abstract sources, reading about

things and listening to others' descriptions.

Others need concrete experiences.

The concrete person often will depend directly

on the senses for information: "I see it; now I

know what it is."

Some people have to touch something or

see it operate before they accept it as real,

while others can imagine a vivid reality without

needing to experience it.

These different ways of getting information

and gaining knowledge reflect distinct personal

styles.

2-Conceptualization:

How Do I Think?

People also exhibit differences in what they do

with the knowledge they gain: how they process

information and how they think. Some people are

always looking for connections and ways to tie

things together. Others are more divergent: One

thought, idea, or fact triggers a multitude of new

directions.

Others organize their thoughts in clusters and

random patterns. Some people think aloud; they

verbalize ideas as a way of understanding them.

Others concentrate on understanding concepts

and experiences privately in their own minds.

Some people think quickly, spontaneously, and

impulsively; others are deliberate and reflective..

3-Affect: How Do I Decide

Differences in motivation, judgments, values, and

emotional responses also characterize individual

style. Some people are motivated internally; others

seek external rewards.

Some people actively seek to please others: children

to please their parents and teachers, adults to and

spouses. Some people simply are not attuned to

others' expectations, and still others will rebel

against any such demands.

Some people make decisions logically, rationally,

objectively, and coolly. Others decide things

subjectively, focusing on their own and others'

perceptions and emotions.

Some people seek frequent feedback on their

ideas and work; some are crushed by slight

criticism. Others welcome analytical comments,

and still others would never ask an outsider for a

critique.

4-Behavior: How Do I Act?

We recognize a variety of differences in how

people learn and how these basic styles affect the

individual learner's behavior. Reflective students

are slow to respond to questions and need to think

through a response carefully. Impulsive learners

respond quickly and blurt out their thoughts.

The step-by-step person learns best when each

stage is clear and the transitions are spelled out.

Another kind of learner makes intuitive leaps.

After several weeks of struggling with division of

fractions, this student may suddenly announce,

"I've got it!"

This same intuitive learner also will be impatient

with sounding out parts of a word and doing

phonetic worksheets when she has already

grasped the essence of a story.

Role of the teacher:

To provide an equal opportunity for all students to

be successful in school, educators must first

develop a deep understanding of individual

differences in learning.

The research and theories on culture and learning

style adequately document learning differences

among individuals. While these theories are

familiar to many educators, and generally

accepted, their application is relatively shallow.

For example, many teachers know that it is

important to provide a "visual" learner with visual

information. But if the visual is words on an

overhead projector mimicking the words spoken

orally, this is superficial accommodation of the

learner's style.

Far more significant would be an image, symbol,

or visual representation of the information so that

the visual learner could learn through his or her

strengths.

Here Are Charlotte Area's Best, Worst Schools, According To State Grades | WFAE 90.7 - Charlotte's NPR News Source

Role of Experiences:

Many teachers know that the active learner needs

hands-on experiences. A deeper understanding of

these learners tells us that the experiences should

come early in the process while the initial

understanding of the concepts and skills are being

developed, not just during practice time. Yet many

times these learners are asked to "understand" first,

then "do" later.

Not all learners who share a certain label are alike.

A "visual' learner who is also "concrete sequential"

seeks visual order and would benefit from a linear

diagram of material.