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A learning style is our natural learning strengths, gifts, or bents. It is our own individual way of inputting, processing, concentrating, remembering, understanding, storing, and processing information.
Created by Dr. Mary Askew Learning for Life Resource Center http://www.hollandcodes.com © 2002 - 2010 Definition A learning style is our natural learning strengths, gifts, or bents. It is our own individual way of inputting, processing, concentrating, remembering, understanding, storing, and processing information. Learning for Life © 2002 - 2010 Learning Style Overview Modalities Perception Ordering Learning Information Processing Learning for Life © 2002 - 2010 Learning Styles The first factor involved in learning styles is information processing. Information processing styles refer to the way in which the child concentrates, absorbs, and retains information. There are two learning processing styles - • Analytic • Global Learning for Life © 2002 - 2010 Analytic and Global Learners Analytic Learners prefer details. Global Learners prefer the big picture. Learning for Life © 2002 - 2010 Analytic and Global Learners • Analytic learners prefer details, step by step approaches, fact by fact modes, focused approaches, consistency, as well as logical, objective, and organized presentations of the facts. • Global learners prefer seeing the broad view (the big picture), using intuition, seeing the interrelationship between things, doing group activities, and completing multiple tasks. Learning for Life © 2002 - 2010 Auditory, Visual, Tactual, and Kinesthetic Learners Visual Kinesthetic Auditory Tactual Learning for Life © 2002 - 2010 Auditory, Visual, Tactual, and Kinesthetic Learners • The next learning factor is perceptual ability. • Perception is the method we use to take in information to observe our world. • A perceptual factor of learning refers to the child’s preferred way of learning. Perceptual strength relates to auditory, visual, tactual, or kinesthetic learning. Learning for Life © 2002 - 2010 Auditory, Visual, Tactual, and Kinesthetic Learners (2) • The auditory individuals learn as a result of hearing, verbalizing, and listening. • The visual children input information by reading, seeing, and watching. • Tactual learners acquire knowledge using feeling, touching, handling, or manipulation. • Kinesthetic learning comes through experience and involvement. Learning for Life © 2002 - 2010 Concrete and Abstract Learners The third learning style model deals with the perceptual processes of knowing or cognitive abilities. The perceptual process deals with the way in which we view our environment. The two perceptual patterns are - • Concrete • Abstract Learning for Life © 2002 - 2010 Concrete and Abstract Learners (2) • Concrete learners use information received from their five senses of sight, smell, touch, taste, and hearing. • Concrete learners’ time orientation is in the present. • Concrete learners view things in a tangible, factual and literal way. • Abstract learners prefer studying relationships and unseen ideas. • Abstract learners use intuition and imagination. Learning for Life © 2002 - 2010 Sequential and Random Learners • Cognitive abilities include ordering learning styles. • Ordering is understanding, using, and storing new information in accomplishing a goal or task. • Two types of ordering styles are - • Sequential • Random Learning for Life © 2002 - 2010 Sequential and Random Learners (2) • Sequential learners organize information in a step by step manner. • Sequentials like logical and linear thinking. • Random learners are spontaneous. Learning for Life © 2002 - 2010 Concrete, Abstract, Sequential, and Random Learners • Perceptual and ordering abilities are interrelated. • The relationship between the abilities results in four learning style combinations - • Concrete sequential • Abstract sequential • Concrete random • Abstract random Learning for Life © 2002 - 2010 Multi-Dimensional Model The four learning factors of the Multi-Dimensional Model are - • Learning environment • Emotional preferences • Social needs • Physiological needs Learning for Life © 2002 - 2010 Multiple Intelligences Linguistics Word Smart Visual/Spatial Picture Smart Musical Music Smart Body-Kinesthetic Body Smart Math/Logic Number/Reasoning Smart Interpersonal People Smart Intrapersonal Self Smart Naturalist Nature Smart Learning for Life © 2002 - 2010 Linguistics • Tell me word for word… • Let’s talk later. • The word you’re looking for is… • I hear you but I’m not sure I agree. • Let me spell it out for you. • In other words… Visual • See how this works for you. • I can’t quite picture it. • Let’s draw a diagram or map. • I’d like to get a different perspective. • I never forget a face. • Let’s look at it differently. Auditory-Musical-Rhythmic • That sounds about right. • That rings a bell. • It’s coming through loud and clear. • Tune in to what I’m saying • Clear as a bell. • That’s music to my ears. Physical (Bodily-Kinesthetic) • That feels right to me. • I can’t get a grip on this… • Stay in touch. • Get in touch with… • That doesn’t sit right with me. • I have good feelings about this. • My gut is telling me… • I follow your drift. Logical (Mathematical) • That’s logical. • Follow the process, procedure, or rules. • There’s no pattern to this. • Let’s make a list. • We can work it out. • Quantify it, or prove it! Social (Interpersonal) • Let’s work together on this. • We can work it out. • Tell me what you are thinking. • Help me understand this. • Let’s pull some people together to discuss. • Let’s explore our options. Solitary (Intrapersonal) • I’d like some time to think it over. • This is what I think or feel about that. • I’d like to get away from everyone for a while. • I’ll get back to you on that. Criteria for Selecting A Learning Style Resource • Information provided • Ease of use • Cost • Format – Book, video, or audiotape • Learning style preferences • Age of the child using the resource
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