Learning styles

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Learning styles are, simply put, various approaches or ways of learning[1]. They involve educating methods, particular to an individual, that are presumed to allow that individual to learn best. It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information.[citation needed] Based on this concept, the idea of individualized "learning styles" originated in the 1970s, and has gained popularity in recent years.[citation needed] It has been proposed that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style[2] [3]. The alleged basis for these proposals has been extensively criticized.[citation needed]

Contents

[edit] Model

[edit] David Kolb's Model

The David Kolb styles model is based on the Experiential Learning Theory, as explained in David A. Kolb's book Experiential Learning: Experience as the source of learning and development (1984). The ELT model outlines two related approaches toward grasping experience: Concrete Experience and Abstract Conceptualization, as well as two related approaches toward transforming experience: Reflective Observation and Active Experimentation. According to Kolb’s model, the ideal learning process engages all four of these modes in response to situational demands. In order for learning to be effective, all four of these approaches must be incorporated. As individuals attempt to use all four approaches, however, they tend to develop strengths in one experience-grasping approach and one experience-transforming approach. The resulting learning styles are combinations of the individual’s preferred approaches. These learning styles are as follows:

  1. Converger;
  2. Diverger;
  3. Assimilator;
  4. Accomodator;[4].

Convergers are characterized by abstract conceptualization and active experimentation. They are good at making practical applications of ideas and using deductive reasoning to solve problems[4].

Divergers tend toward concrete experience and reflective observation. They are imaginative and are good at coming up with ideas and seeing things from different perspectives[4].

Assimilators are characterized by abstract conceptualization and reflective observation. They are capable of creating theoretical models by means of inductive reasoning[4].

Accommodators use concrete experience and active experimentation. They are good at actively engaging with the world and actually doing things instead of merely reading about and studying them[4].

Kolb’s model gave rise to the Learning Style Inventory, an assessment method used to determine an individual's learning style. An individual may exhibit a preference for one of the four styles – Accommodating, Converging, Diverging and Assimilating – depending on his approach to learning via the experiential learning theory model.[5]

[edit] Anthony Gregorc's Model

Dennis W. Mills, Ph.D., discusses the work of Anthony F. Gregorc and Kathleen A. Butler in his article entitled “Applying What We Know: Student Learning Styles”. Gregorc and Butler worked to organize a model describing how the mind works[6]. This model is based on the existence of perceptions—our evaluation of the world by means of an approach that makes sense to us. These perceptions in turn are the foundation of our specific learning strengths, or learning styles.

In this model, there are two perceptual qualities 1) concrete and 2) abstract; and two ordering abilities 1) random and 2) sequential[6].

Concrete perceptions involve registering information through the five senses, while abstract perceptions involve the understanding of ideas, qualities, and concepts which cannot be seen.

In regard to the two ordering abilities, sequential involves the organization of information in a linear, logical way and random involves the organization of information in chunks and in no specific order[6].

Both of the perceptual qualities and both of the ordering abilities are present in each individual, but some qualities and ordering abilities are more dominant within certain individuals.

There are four combinations of perceptual qualities and ordering abilities based on dominance: 1) Concrete Sequential; 2) Abstract Random; 3) Abstract Sequential; 4) Concrete Random. Individuals with different combinations learn in a different ways—they have different strengths, different things make sense to them, different things are difficult for them, and they ask different questions throughout the learning process[6].

[edit] Sudbury Model of Democratic Education

Some critics of today's schools, of the concept of learning disabilities, of special education, and of response to intervention, take the position that every child has a different learning style and pace and that each child is unique, not only capable of learning but also capable of succeeding.

Sudbury Model democratic schools assert that there are many ways to study and learn. They argue that learning is a process you do, not a process that is done to you. That is true of everyone; it's basic.[7] The experience of Sudbury model democratic schools shows that there are many ways to learn without the intervention of teaching, to say, without the intervention of a teacher being imperative. In the case of reading for instance in the Sudbury model democratic schools, some children learn from being read to, memorizing the stories and then ultimately reading them. Others learn from cereal boxes, others from games instructions, others from street signs. Some teach themselves letter sounds, others syllables, others whole words. Sudbury model democratic schools adduce that in their schools no one child has ever been forced, pushed, urged, cajoled, or bribed into learning how to read or write; and they have had no dyslexia. None of their graduates are real or functional illiterates, and no one who meets their older students could ever guess the age at which they first learned to read or write.[8] In a similar form students learn all the subjects, techniques, and skills in these schools.

Describing current instructional methods as homogenization and lockstep standardization, alternative approaches are proposed, such as the Sudbury Model of Democratic Education schools, an alternative approach in which children, by enjoying personal freedom thus encouraged to exercise personal responsibility for their actions, learn at their own pace and style rather than following a compulsory and chronologically-based curriculum.[9][10][11][12] Proponents of unschooling have also claimed that children raised in this method learn at their own pace and style, and do not suffer from learning disabilities.

Gerald Coles asserts that there are partisan agendas behind the educational policy-makers and that the scientific research that they use to support their arguments regarding the teaching of literacy are flawed. These include the idea that there are neurological explanations for learning disabilities.[13]

[edit] Other models

Aiming to explain why aptitude tests, school grades, and classroom performance often fail to identify real ability, Robert J. Sternberg listed various cognitive dimensions in his book Thinking Styles (1997). Several other models are also often used when researching learning styles. This includes the Myers Briggs Type Indicator (MBTI) and the DISC assessment.

One of the most common and widely-used[citation needed] categorizations of the various types of learning styles is Fleming's VARK model which expanded upon earlier Neuro-linguistic programming (VAK) models[14]:

  1. visual learners;
  2. auditory learners;
  3. reading/writing-preference learners;
  4. kinesthetic learners or tactile learners[1].

Fleming claimed that visual learners have a preference for seeing (think in pictures; visual aids such as overhead slides, diagrams, handouts, etc.). Auditory learners best learn through listening (lectures, discussions, tapes, etc.). Tactile/kinesthetic learners prefer to learn via experience—moving, touching, and doing (active exploration of the world; science projects; experiments, etc.).

Jackson's neuropsychological hybrid model of learning in personality argues Sensation Seeking provides a core biological drive of curiosity, learning and exploration. A high drive to explore leads to dysfunctional learning consequences unless cognitions such as goal orientation, conscientiousness, deep learning and emotional intelligence re-express it in more complex ways to achieve functional outcomes such as high work performance. Evidence for this model is allegedly impressive[15][16][17][18]. It is a new model of learning and therefore remains in need of verification by independent research. Siadaty & Taghiyareh (2007)[19] report that training based on Conscientious Achievement increases performance but that training based on Sensation Seeking does not. These results strongly support Jackson's model since the model proposes that Conscientious Achievement will respond to intervention whereas Sensation Seeking (with its biological basis) will not.

[edit] Assessment Methods

[edit] Learning Style Inventory

The Learning Style Inventory (LSI) is connected with Kolb’s model and is used to determine a student’s learning style[2]. The LSI diagnoses an individual’s preferences and needs regarding the learning process. It does the following: 1) allows students to designate how they like to learn and indicates how consistent their responses are; 2) provides computerized results which show the student’s preferred learning style; 3) provides a foundation upon which teachers can build in interacting with students; 4) provides possible strategies for accommodating learning styles; 5) provides for student involvement in the learning process; 6) provides a class summary so students with similar learning styles can be grouped together[2].

[edit] Other Methods

Other methods (usually questionnaires) used to identify learning styles include Fleming's VARK Learning Style Test, Jackson's Learning Styles Profiler (LSP), and the NLP meta programs based iWAM questionnaire. Many other tests have gathered popularity and various levels of credibility among students and teachers.

[edit] Critiques: Evidence or Lack of Evidence?

Learning-style theories have been criticized by many.

Some psychologists and neuroscientists have questioned the scientific basis for these models and the theories on which they are based. Writing in the Times Educational Supplement Magazine (29 July 2007), Susan Greenfield said that "from a neuroscientific point of view [the learning styles approach to teaching] is nonsense".

Many educational psychologists believe that there is little evidence for the efficacy of most learning style models, and furthermore, that the models often rest on dubious theoretical grounds.[20] According to Stahl,[21] there has been an "utter failure to find that assessing children's learning styles and matching to instructional methods has any effect on their learning."

[edit] The critique made by Coffield, et al.

A non-peer-reviewed literature review by authors from the University of Newcastle upon Tyne identified 71 different theories of learning style.[22] This report, published in 2004, criticized most of the main instruments used to identify an individual's learning style. In conducting the review, Coffield and his colleagues selected 13 of the most influential models for closer study, including most of the models cited on this page. They examined the theoretical origins and terms of each model, and the instrument that was purported to assess types of learning style defined by the model. They analyzed the claims made by the author(s), external studies of these claims, and independent empirical evidence of the relationship between the 'learning style' identified by the instrument and students' actual learning. Coffield's team found that none of the most popular learning style theories had been adequately validated through independent research, leading to the conclusion that the idea of a learning cycle, the consistency of visual, auditory and kinesthetic preferences and the value of matching teaching and learning styles were all "highly questionable."

One of the most widely-known theories assessed by Coffield's team was the learning styles model of Dunn and Dunn, a VAK model.[23] This model is widely used in schools in the United States, and 177 articles have been published in peer-reviewed journals referring to this model [22]. The conclusion of Coffield et al. was as follows:

Despite a large and evolving research programme, forceful claims made for impact are questionable because of limitations in many of the supporting studies and the lack of independent research on the model.[22]

In contrast, a 2005 report provided evidence confirming the validity of Dunn and Dunn's model, concluding that "matching students’ learning-style preferences with complementary instruction improved academic achievement and student attitudes toward learning." This meta-analysis, made by one of Rita Dunn's students, does not take into account the previous criticism of the research.[24]

[edit] Coffield's critique of Gregorc's Style Delineator

Coffield's team claimed that another model, Gregorc's Style Delineator (GSD), was "theoretically and psychometrically flawed" and "not suitable for the assessment of individuals."

[edit] The critique regarding Kolb's model

Mark K. Smith compiled and reviewed some critiques of Kolb’s model in his article, “David A. Kolb on Experiential Learning”. According to Smith’s research, there are six key issues regarding the model. They are as follows: 1) the model doesn’t adequately address the process of reflection; 2) the claims it makes about the four learning styles are extravagant; 3) it doesn’t sufficiently address the fact of different cultural conditions and experiences; 4) the idea of stages/steps doesn’t necessarily match reality; 5) it has only weak empirical evidence; 6) the relationship between learning processes and knowledge is more complex than Kolb draws it[4].

[edit] Other critiques

Coffield and his colleagues and Mark Smith are not alone in their judgements. Demos, a UK think tank, published a report on learning styles prepared by a group chaired by David Hargreaves that included Usha Goswami from Cambridge University and David Wood from the University of Nottingham. The Demos report said that the evidence for learning styles was "highly variable", and that practitioners were "not by any means frank about the evidence for their work." [25]

Cautioning against interpreting neuropsychological research as supporting the applicability of learning style theory, John Geake, Professor of Education at the UK's Oxford Brookes University, and a research collaborator with Oxford University's Centre for Functional Magnetic Resonance Imaging of the Brain, commented that

We need to take extreme care when moving from the lab to the classroom. We do remember things visually and aurally, but information isn't defined by how it was received.[26]

[edit] Applications: Learning Styles in the Classroom

Various researchers have attempted to provide ways in which learning style theory can take effect in the classroom. Two such scholars are Dr. Rita Dunn and Dr. Kenneth Dunn.

In their book, Teaching Students Through Their Individual Learning Styles: A Practical Approach, they give a background of how learners are affected by elements of the classroom and follow it with recommendations of how to accommodate students’ learning strengths. Dunn and Dunn write that “learners are affected by their: (1) immediate environment (sound, light, temperature, and design); (2) own emotionality (motivation, persistence, responsibility, and need for structure or flexibility); (3) sociological needs (self, pair, peers, team, adult, or varied); and (4) physical needs (perceptual strengths, intake, time, and mobility) ” [2].

They analyze other research and make the claim that not only can students identify their preferred learning styles, but that students also score higher on tests, have better attitudes, and are more efficient if they are taught in ways to which they can more easily relate. Therefore, it is to the educator’s advantage to teach and test students in their preferred styles[2].

Although learning styles will inevitably differ among students in the classroom, Dunn and Dunn say that teachers should try to make changes in their classroom that will be beneficial to every learning style. Some of these changes include room redesign, the development of small-group techniques, and the development of Contract Activity Packages[2]. Redesigning the classroom involves locating dividers that can be used to arrange the room creatively (such as having different learning stations and instructional areas), clearing the floor area, and incorporating student thoughts and ideas into the design of the classroom[2].

Small-group techniques often include a “circle of knowledge” in which students sit in a circle and discuss a subject collaboratively as well as other techniques such as team learning and brainstorming[2]. Contract Activity Packages are educational plans that facilitate learning by using the following elements: 1) clear statement of what the students needs to learn; 2) multisensory resources (auditory, visual, tactile, kinesthetic) that teach the required information; 3) activities through which the newly-mastered information can be used creatively; 4) the sharing of creative projects within small groups of classmates; 5) at least 3 small-group techniques; 6) a pre-test, a self-test, and a post-test[2].

Another scholar who believes that learning styles should have an effect on the classroom is Marilee Sprenger, as evidenced by her book, Differentiation through Learning Styles and Memory.

Sprenger bases her recommendations for classroom learning on three premises: 1) Teachers can be learners, and learners can be teachers. We are all both. 2) Everyone can learn under the right circumstances. 3) Learning is fun! Make it appealing[3].

She details various ways in which teachers can teach so that students will remember. She categorizes these teaching methods according to which learning style they fit—visual, auditory, or tactile/kinesthetic.

Methods for visual learners include ensuring that students can see words written down, using pictures when describing things, drawing time lines for events in history, writing assignments on the board, using overhead transparencies/handouts, and writing down instructions[3].

Methods for auditory learners include repeating difficult words and concepts aloud, incorporating small-group discussion, organizing debates, listening to books on tape, writing oral reports, and encouraging oral interpretation[3].

Methods for tactile/kinesthetic learners include providing hands-on activities (experiments, etc.), assigning projects, having frequent breaks to allow movement, using visual aids and objects in the lesson, using role play, and having field trips[3]. By using a variety of teaching methods from each of these categories, teachers are able to accommodate different learning styles.

[edit] See also

Thinking portal

[edit] References

  1. ^ a b LdPride. (n.d.). What are learning styles? Retrieved October 17, 2008 [1]
  2. ^ a b c d e f g h i Dunn, R, & Dunn, K (1978). Teaching students through their individual learning styles: A practical approach. Reston, VA: Reston Publishing Company.
  3. ^ a b c d e Sprenger, M. (2003). Differentiation through learning styles and memory. Thousand Oaks, CA: Corwin Press
  4. ^ a b c d e f Smith, M. K. (2001). David A. Kolb on experiential learning. Retrieved October 17, 2008, from: http://www.infed.org/biblio/b-explrn.htm
  5. ^ David Kolb (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
  6. ^ a b c d Mills, D. W. (2002). Applying what we know: Student learning styles. Retrieved October 17, 2008, from: http://www.csrnet.org/csrnet/articles/student-learning-styles.html
  7. ^ Greenberg, D. (1987) The Sudbury Valley School Experience Back to Basics.
  8. ^ Greenberg, D. (1987) Free at Last, The Sudbury Valley School, Chapter 5, The Other 'R's.
  9. ^ Greenberg, D. (1992), Education in America, A View from Sudbury Valley, "Special Education" -- A noble Cause Sacrificed to Standardization.
  10. ^ Greenberg, D. (1992), Education in America, A View from Sudbury Valley, "Special Education" -- A Noble Cause Run Amok.
  11. ^ Greenberg, D. (1987), Free at Last, The Sudbury Valley School, Chapter 1, And 'Rithmetic.
  12. ^ Greenberg, D. (1987), Free at Last, The Sudbury Valley School, Chapter 19, Learning.
  13. ^ Gerald Coles (1987). The Learning Mystique: A Critical Look at "Learning Disabilities". Accessed November 7, 2008.
  14. ^ Thomas F. Hawk, Amit J. Shah (2007) "Using Learning Style Instruments to Enhance Student Learning" Decision Sciences Journal of Innovative Education doi:10.1111/j.1540-4609.2007.00125.x
  15. ^ Jackson, C. J. (2005). An applied neuropsychological model of functional and dysfunctional learning: Applications for business, education, training and clinical psychology. Cymeon: Australia
  16. ^ Jackson, C. J. (2008). Measurement issues concerning a personality model spanning temperament, character and experience. In Boyle, G., Matthews, G. & Saklofske, D. Handbook of Personality and Testing. Sage Publishers. (pp. 73 – 93)
  17. ^ Jackson, C. J., Hobman, E., Jimmieson, N., and Martin. R. (2008). Comparing Different Approach and Avoidance Models of Learning and Personality in the Prediction of Work, University and Leadership Outcomes. British Journal of Psychology, 1-30. Preprint. DOI: 10.1348/000712608X322900
  18. ^ O’Connor, P. C. & Jackson, C. J. (2008). Learning to be Saints or Sinners: The Indirect Pathway from Sensation Seeking to Behavior through Mastery Orientation. Journal of Personality, 76, 1 - 20
  19. ^ Siadaty, M. & Taghiyareh, F. (2007). PALS2: Pedagogically Adaptive Learning System based on Learning Styles. Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007)
  20. ^ Curry, L. (1990). One critique of the research on learning styles. Educational Leadership, 48, 50-56.
  21. ^ Stahl, S. A. (2002). Different strokes for different folks? In L. Abbeduto (Ed.), Taking sides: Clashing on controversial issues in educational psychology (pp. 98-107). Guilford, CT, USA: McGraw-Hill.
  22. ^ a b c Coffield, F., Moseley, D., Hall, E., Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning. A systematic and critical review. London: Learning and Skills Research Centre.
  23. ^ Dunn, R., Dunn, K., & Price, G. E. (1984). Learning style inventory. Lawrence, KS, USA: Price Systems.
  24. ^ Lovelace, MK (2005). Meta-Analysis of Experimental Research Based on the Dunn and Dunn Model. Journal Of Educational Research, 98: 176-183.
  25. ^ Hargreaves, D., et al. (2005). About learning: Report of the Learning Working Group. Demos.
  26. ^ Revell, P. (2005). Each to their own. The Guardian.

[edit] External links

Retrieved from "http://en.wikipedia.org/wiki/Learning_styles"
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