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learningstyle•Objectives•Discusstheimportanceofconsideringstudents'learningstyleswhendesigninglessons•Evaluatethelearningstyleofyourstudents•Assessyourownlearningstyle•Designlessonsthattakeintoaccountdifferencesinstudents'learningstylesDefinitionoflearnerstyle•Styleisatermthatreferstoconsistentandratherenduringtendenciesorpreferenceswithinanindividual.Stylesarethosegeneralcharacteristicsofintellectualfunctional(andpersonalitytype,aswell)thatpertaintoyouasanindividual,andthatdifferentiateyoufromsomeoneelse.Forexample,youmightbemorevisuallyoriented,moretolerantofambiguity,ormorereflectivethansomeoneelse—thesewouldbestylesthatcharacterizeageneralpatterninyourthinkingorfeeling”(Brown,2000,p.113).•Aperson'slearningstylehastodowiththewayheorsheprocessesinformationinordertolearnitandthenapplyit.•Nooneapproachorstyleismoreorlesseffectivethananyother.Whatdoesmatteriswhetheritissuitedtoaparticulareverydaytaskoracademicsituation.•Byunderstandingdifferent'learningstyles'teachermaygaininsightsintowaysofmakingacademicinformationmoreaccessibletoourdiversegroupsoflearners.•Moststudentslearnbestwhenthestyleofpresentationisinagreementwiththeirpreferredlearningstyle.•Learningstyleistheapplicationofaparticularcognitivestyletoalearningactivity.Itisseenasrelativelyfixed.Background•Studentshavedifferent“learningstyles”•LearningstylesdescribehowstudentsprefertoandarebestabletoreceiveandprocessinformationBackground•Learningstylesindicatepreferencesfor:–Factsanddata–Theoriesandmodels–Visualpresentation–picturesanddiagrams–Verbalpresentation–writtenandspoken–Activeandinteractivelearning–IntrospectiveandindividuallearningValuesofLearningStyleStrategyiscloselyrelatedwithstyle.Styleaffectslearningoutcome.(WangLifei1998)ImportanceofKnowingStudentsLearningStyles•Studentsprocessinformationdifferently•Ifeducatorsteachexclusivelytoonestylestudent’scomfortlevelmaybediminished•Ifonlytaughtinonestylestudentsmaylosementaldexteritytothinkindifferentways•Meetthelearningneedsofallstudents•ORIGINSOFOURLEARNINGSTYLES•Formanyofus,ourlearningstylepreferenceresultsfromthekindofprocessingourbrain“specializes”in.•LeftBrainProcessing–concentratesmoreontasksrequiringverbalcompetence,suchasspeaking,reading,thinking,andreasoning.•Perceptuallearningstyles•visual,aural/auditory,andhaptic(kinesthetic&tactile)•VisualLearnersTheytendtoprefersittingatthefrontoftheclassroomtoavoidvisualobstructions(e.g.people'sheads).Theylearnbestfromvisualdisplaysincluding:diagrams,illustratedtextbooks,overheadtransparencies,videos,andhand-outs.Duringalectureorclassroomdiscussion,visuallearnersoftenprefertotakedetailednotestoabsorbtheinformation.EncourageVisualLearnersto:•usegraphicstoreinforcelearning.•colorcodetoorganizenotesandpossessions.•usecolortohighlightimportantpointsintext.•takenotes.•illustrateideasasapicturebeforewritingthemdown.•askforwrittendirections.•useflowchartsanddiagramsfornotetaking.•visualizespellingofwordsorfactstobememorized.•studyinaquietplaceawayfromverbaldisturbances.Auditorylearners•Theylearnbestthroughverballectures,discussions,talkingthingsthroughandlisteningtowhatothershavetosay.Auditory•learnersinterprettheunderlyingmeaningsofspeechthroughlisteningtotoneofvoice,pitch,speedandothernuances.Written•informationmayhavelittlemeaninguntilitisheard.Theselearnersoftenbenefitfromreadingtextaloudandusingataperecorder.EncourageAuditoryLearnersto:•readaloud.•reciteinformationtolearn.•usetunesorrhymesasmnemonicdevices.•readaloudandtapetestquestionsordirections.•dictatetosomeoneelseandhavethatpersonwritedownthethoughts.•useverbalanalogiesandstorytellingtodemonstratetheirpoint.•Tactile/Kinestheticlearners•Tactile/Kinestheticpersonslearnbestthroughahands-onapproach,activelyexploringthephysicalworldaroundthem.Theymayfindithardtositstillforlongperiodsandmaybecomedistractedbytheirneedforactivityandexploration.EncourageKinestheticLearnersto:•makemodels,dolabwork,orroleplaytophysicallyexperiencelearning.•tracelettersandwordswithapenortheindexfingerwhenreadingandstudying.•skimthroughreadingmaterialbeforereadingitindetail.•annotatetextandwritequestionswhilereading.•translateinformationintodiagramsorothervisualstudytools.•recitealistofitemsbycountingonfingers.•memorizeordrillwhilewalkingordancing.•listentomusicwhilestudying.Cognitivelearningstyles:1)field-independencevs.field-dependence2)reflectivityvs.impulsivity3)right-braindominancevs.left-braindominance4)toleranceofambiguity•Cognitivelearningstyles(1):field-independencevs.field-dependence–Fieldindependent(FI)learnerspickouthiddenfiguresinacomplicateddrawingmorequickly.Theytendtoperceiveelementsindependentlyofacontextorfieldandfocusondetails.Theyaremoreanalytical.–Fielddependent(FD)learnersaremoreinclinedtoseethewholedrawingandhavedifficultyseparatingitintoparts.Theytendtoperceivethewholefieldorsituationandfocusongeneralmeaning.Theyaremorerelational.•Cognitivelearningstyles(1):field-independencevs.field-dependenceResearchfindings:–FIisrelatedtoclassroomlanguagelearningthatinvolvesanalysis,attentiontodetails,andmasteringof