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- Navigate this page:
- Elements of Learning Style
- Major Learning Styles--Barsch
- STRATEGIES
- Auditory Learners
- Tactile/Kinesthetic Learners
- LEARNING STYLES SUMMARY
- BRAIN MATTERS
- ADULT LEARNERS
- Characteristics
- Motivations
- OTHER LEARNING STYLES
- Energy Source
- Taking in Information
- Making Decisions
- Everyday Living
Module Five—Learning Styles DefinitionLearning style is the way individuals concentrate on, absorb, and retain new or difficult information or skills. It is NOT the materials, or strategies that people use to learn: those are the resources that complement each person’s style. Style comprises a combination of environmental, emotional, sociological, physical, and psychological elements that permit individuals to receive, store, and use knowledge or abilities. Each person learns differently, at a different rate, using different learning styles. Everyone has a learning style, just as everyone has a preferred hand for writing. One’s learning style, when accommodated, can result in improved attitudes toward learning and an increase in academic achievement by lessening frustration and improving understanding. By identifying an individual’s learning style, one can become a better learner—“study smarter, not harder”. Learning styles do not reflect levels of achievement or academic ability. No one style is better than the other. Elements of Learning StyleThese factors can influence learning style in both positive and negative ways. Once a dominant learning style has been determined the components of these elements should be taken into consideration as a means to empower the learner to achieve greater success. Environmental: sound, light, temperature, room design Emotional: motivation, persistence, responsibility Sociological: self, pair, peers, team, adult, varied Physical: perceptual, intake, time, mobility Psychological: global/analytic, right brain/left brain, impulsive/reflective Major Learning Styles--BarschVisual: Learners with this as their dominant learning style learn best when information is presented visually and in a picture or design format. In a classroom setting, they benefit from instructors who use visual aids such as film, video, maps, charts, notes written on a board or overhead, or even PowerPoint presentations. They often like to work in a quiet room and may not like to work in study groups. Visualization helps memory and retention for these learners. They are often list makers and generally have good organizational skills. They are sometimes distracted by movement or action in the classroom, but tend to be unaware of noise. They may remember faces but will forget names. Auditory: Learners with this style learn best when information is presented in an oral language format. In a classroom setting, they benefit from listening to lecture and participating in discussions. Audiotapes, reading material out loud, and oral recitation of material work well for memory and retention. These learners do well working out solutions or problems by talking them out or role-playing. They are easily distracted by noise and often need to work where it is relatively quiet. They may remember names but forget faces. Tactile/Kinesthetic: These learners work best when they are physically engaged in a “hands-on” activity. In the classroom, they benefit from lab settings, demonstrations, or projects where materials can be manipulated to discover and learn new information. These students often have high energy levels; they think better while moving. They may take notes, but often need to draw or doodle to remember and retain information. Field trips are a must for these learners. They probably will not remember faces or names unless there has been a physical association, such as shaking hands or playing on the same team. These are the “movers and shakers” of learners. STRATEGIESVisual Learners
Auditory Learners
Tactile/Kinesthetic Learners
LEARNING STYLES SUMMARYVisual Auditory Kinesthetic 1. Absorbs Reading & watching Conversing and Movement, primary hearing touching, information by: experience 2. Learns by: Being shown, Listening, hearing Hands-on, demonstrations, instructions direct action written information
heard over & over repeatedly 4. Remembers by: Recalled images Recalling facts What was of the word; and names (rote done (not graphics memorization) what was said or seen) Visual Auditory Kinesthetic 5. Distracted by: Visual disorder Random sounds Inability to move
situation: examines the pros and cons read any situation instructions 7. Places Written work Spoken word Actions and particular feelings emphasis on: BRAIN MATTERSThe brain is composed of two hemispheres, the left and the right. The corpus collosum integrates the left side and the right side providing a communication path for the transmission of learning and memory. The right hemisphere controls left motor and sensory activity and is the location of spatial relationships, artistic expression and visualization. The left hemisphere controls the right motor and sensory activity and is the location of reacting, language, and handwriting. The left hemisphere also has the centers for speech and hearing. Each side has particular characteristics: Left Hemisphere--Rational Right Hemisphere—Intuitive 1. Responds to verbal instructions 1. Responds to demonstrations 2. Problem solves by logically and 2. Problem solves with hunches sequentially looking at the parts looking for patterns and of things; processes from parts configurations; processes to whole from whole to parts 3. Looks at differences 3. Looks at similarities 4. In planned and structured 4. Is fluid and spontaneous 5. Prefers established, certain 5. Prefers elusive, uncertain information information 6. Prefers talking and writing 6. Prefers drawing and manipulating objects 7. Prefers multiple choice tests 7. Prefers open-ended questions 8. Controls feelings 8. Free with feelings 9. Prefers ranked authority 9. Prefers collegial authority structures structures 10. Reality-based; must have 10. Fantasy-oriented; desire to and know rules and con- change all situations; often sequences; sees the world not aware of problems; as black or white creative; sensitive
ADULT LEARNERSAs the workforce needs change in today’s society, more adults are attending college either as first-time students or as returning students needing additional skills. While the three basic learning styles still apply, adults have additional learning styles based on the characteristics, motivations, and barriers to education of adult learners. Adult learners learn best in a democratic, participatory and collaborative environment. Their chief motivation to learn comes from within. They simply are not young learners in a grown-up form. Most adult learners must see relevance in what they are studying; they want material that is self-directed and problem-centered. Tutors need to take adult characteristics and motivations in mind as they plan and conduct tutoring sessions.
Characteristics
Motivations
Barriers
OTHER LEARNING STYLESKOLB—Learning styles develop along a continuum that one moves through over time, running from:
Some suggested activities for working with students with these learning styles are:
GARDNER’S Multiple Intelligences—Seven areas that affect learning and their chief characteristics:
MYERS-BRIGGS—Incorporates four main areas with two categories under each area:
Extraversion (E) Introversion(I) Prefers action/interaction over reflection Prefers reflection over action Talks things over to gain understanding Thinks things through to gain understanding Prefers oral communication Prefers written communication Takes initiative in social/work situations Likes working alone or with only one or two others Gets involved in social activities to Spends time alone to re-energize re-energize
Sensing (S) Intuition (N) Gathers facts and details Looks for patterns and Relationships Focuses on five senses Focuses on what lies beneath the surface Present-oriented Future-oriented Comfortable with routine Comfortable with complexity Concentrates on specific details Concentrates on the big picture
Thinking (T) Feeling (F) Bases decisions on logical analysis Bases decisions on personal values Analytical Sympathetic Perceived as reasonable Perceived as compassionate Guided by cause-effect reasoning Guided by personal beliefs Wants things to be fair Wants things to be harmonious
Judging (J) Perceiving (P) Makes decisions in order to obtain Takes in all available infor- closure mation before deciding Scheduled and systematic Spontaneous and casual Completes one project before Enjoys working on several Beginning another projects simultaneously Commits quickly to plans/decisions Flexible, likes to keep options open Often finishes tasks before deadline Often finishes tasks right at deadline, or needs extension SUMMARYIt is important for tutors (and students) to have a fundamental understanding of learning styles. This foundation will help you:
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