LEARNING STYLES

o encompass a series of theories suggesting systematic differences in individuals' natural or habitual pattern of acquiring and processing information in learning situations.

o A core concept is that individuals differ in how they learn.

LEARNING STYLE METHODS

David Kolb's model based on the Experiential learning theory.

ELT model outlines two related approaches:1. toward grasping experience:  Concrete

Experience and Abstract Conceptualization

2.toward transforming experience: Reflective Observation and Active

Experimentation

the ideal learning process engages all four of these modes in response to situational demands.

David Kolb’s Experiential Learning Model (ELM)

Concrete Experience Active Experimentation

Reflective Observation

Abstract Conceptualization

GREGORE COGNITIVE STYLES METHODS describes four cognitive styles for perceiving,

processing, and ordering information. The model describes these styles according to four variables: concrete, abstract, random and sequential, creating four styles:

Concrete Sequential (CS)Abstract Sequential (AS)Abstract Random (AR)Concrete Random (CR)

CONCRETE

RANDOM SEQUENTIAL

ABSTRACT

CONCRETE SEQUENTIAL

ABSTRACT SEQUENTIAL

This learner likes:

order logical sequence following directions, predictability getting facts

They learn best when: they have a structured environment they can rely on others to complete this task are faced with predictable situations can apply ideas in pragmatic ways

What's hard for them? Working in groups Discussions that seem to have no specific

point Working in an unorganized environment Following incomplete or unclear directions Working with unpredictable people Dealing with abstract ideas Demands to "use your imagination" Questions with no right or wrong answers

.

This learner likes: his/her point to be heard analyzing situations before making a

decision or acting applying logic in solving or finding

solutions to problems They learn best when:

they have access to experts or references placed in stimulating environments able to work alone

What's hard for them? Being forced to work with those of differing views Too little time to deal with a subject thoroughly Repeating the same tasks over and over Lots of specific rules and regulations "sentimental" thinking Expressing their emotions Being diplomatic when convincing others Not monopolizing a conversation

CONCRETE RANDOM

ABSTRACT RANDOM

This learner likes: experimenting to find answers take risks use their intuition solving problems independently

They learn best when: they are able to use trial-and-error approaches able to compete with others given the opportunity to work through the problems by themselves.

What's hard for them? Restrictions and limitations Formal reports Routines Re-doing anything once it’s done Keeping detailed records Showing how they got an answer Choosing only one answer Having no options

This learner likes: to listen to others bringing harmony to group situations establishing healthy relationships with others focusing on the issues at hand

They learn best when: in a personalized environment given broad or general guidelines able to maintain friendly relationships able to participate in group activities

What's hard for them? Having to explain or justify feelings Competition Working with dictatorial/authoritarian personalities Working in a restrictive environment Working with people who don’t seem friendly Concentrating on one thing at a time Giving exact details Accepting even positive criticism

FIELD INDEPENDENCE

a field-independent learning style is defined by a tendency to separate details from the surrounding context.

Example: Field-independent learners tend to rely less on the teacher or other learners for support.

In the classroom Activities such as extensive reading

and writing, which learners can carry

out alone, are useful for field-

independent learners.

DEPENDENCE MODEL

is the notion that resources flow from a "periphery" of poor and underdeveloped states to a "core" of wealthy states, enriching the latter at the expense of the former.

MATCHING LEARNING STYLE TO INSTRUCTION• Learning is an interactive process, the product of student and

teacher activity within a specific learning environment.

• 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

• As a student characteristic, learning style is an indicator of how a student learns and likes to learn. As an instructional strategy, it informs the cognition, context and content of learning.

THAT’S ALL AND I THANK YOU!!!!!!