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• Learning Styles
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Collaborative method - Learning styles
1 For collaboration purposes, three
learning styles are typically identified:
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Myers-Briggs Type Indicator - Cognitive learning styles
1 The test is scored by evaluating each answer in terms of what it reveals about the taker. Each question is relevant to one of the following
cognitive learning styles. Each is not a polar opposite, but a gradual
continuum.
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Visual thinking - Learning styles
1 The acknowledgement and application of different cognitive and
learning styles, including visual, kinesthetic, musical, mathematical
and verbal thinking styles, are a common part of many current
teacher training courses. Those who think in pictures have generally
claimed to be best at visual learning.
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Mental image - Training and learning styles
1 Some Learning theory (education)|educational theorists have drawn
from the idea of mental imagery in their studies of learning styles
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Learning styles
1 'Learning styles' encompass a series of theories suggesting
systematic differences in individuals' natural or habitual pattern of
acquiring and processing information in learning situations. A core concept is that individuals differ in how they
learn. The idea of individualized learning styles originated in the
1970s, and has greatly influenced education.
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Learning styles
1 Although there is ample evidence that individuals express preferences
for how they prefer to receive information, few studies have found
any validity in using learning styles in education
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Learning styles - David Kolb's model
1 These learning styles are as follows:
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Learning styles - Peter Honey and Alan Mumford's model
1 The Learning Styles Questionnaire, 80-
item version
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Learning styles - Peter Honey and Alan Mumford's model
1 A MORI survey commissioned by The Campaign for
Learninghttp://www.campaign-for-learning.org.uk in 1999 found the
Honey Mumford LSQ to be the most widely used system for assessing
preferred learning styles in the local government sector in the UK.
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Learning styles - Anthony Gregorc's model
1 These perceptions in turn are the foundation of our specific learning
strengths, or learning styles.
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Learning styles - Neil Fleming's VAK/VARK model
1 categorizations of the various types of learning styles is Fleming's VARK
model (sometimes VAK) which expanded upon earlier Neuro-
linguistic programming (Representational systems (NLP)|
VARK) models:Thomas F
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Learning styles - Cognitive approach to learning styles
1 Anthony Grasha and Sheryl Reichmann, in 1974, formulated the Grasha-
Reichmann Learning Style Scale. It was developed to analyze the attitudes of
students and how they approach learning. The test was originally
designed for college students. Grasha's background is in cognitive processes and
coping techniques. The concepts of various learning styles are as follows:
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Learning styles - Cognitive approach to learning styles
1 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.
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Learning styles - A more recent evidence-based model of learning
1 PALS2: Pedagogically Adaptive Learning System based on Learning Styles
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Learning styles - NASSP Learning Style Model
1 Learning style is a gestalt that tells us how a student learns and prefers
to learn. Keefe (1979) says that: “Learning styles are characteristic
cognitive, affective, and physiological behaviors that serve as relatively stable indicators of how learners
perceive, interact with, and respond to the learning environment.
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Learning styles - Learning Style Inventory
1 The Learning Style Inventory (LSI) is connected with Kolb's model and is used
to determine a student's learning style.Dunn, R, Dunn, K (1978). Teaching students through their individual learning styles: A practical approach. Reston, VA:
Reston Publishing Company. The LSI assesses an individual's preferences and needs regarding the learning process. It
does the following:
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Learning styles - Learning Style Inventory
1 6. Provides a class summary so students with similar learning styles can be grouped
together.
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Learning styles - Learning Style Inventory
1 A completely different Learning Styles Inventory is associated with a binary division of learning styles, developed by Felder and Silverman. In this model, learning styles are a balance between four pairs of extremes:
Active/Reflective, Sensing/Intuitive, Verbal/Visual and Sequential/Global.
Students receive four scores describing these balances. Like the LSI mentioned
above, this inventory provides overviews and synopses for teachers.
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Learning styles - Other methods
1 Other methods (usually questionnaires) used to identify learning styles include Fleming's
VARK Learning Style Test, Jackson's Learning Styles Profiler (LSP), and the
Neuro-linguistic programming|NLP meta programs based iWAM
questionnaire. Many other tests have gathered popularity and various
levels of credibility among students and teachers.
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Learning styles - Criticism
1 Guy Claxton has questioned the extent that learning styles such as
VARK are helpful, particularly as they can have a tendency to label children
and therefore restrict learning.
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Learning styles - Critique made by Coffield, et al.
1 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
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Learning styles - Critique made by Coffield, et al.
1 One of the most widely known theories assessed by Coffield's team was the
learning styles model of Dunn and Dunn, a VAK model.Dunn, R., Dunn, K., Price, G. E. (1984). Learning style inventory. Lawrence,
KS, USA: Price Systems. 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. The conclusion of Coffield et al. was as
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Learning styles - The critique regarding Kolb's model
1 # the claims it makes about the
four learning styles are extravagant;
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Learning styles - Other critiques
1 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
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Learning styles - 2009 APS critique
1 The panel concluded that an adequate evaluation of the learning
styles hypothesis—the idea that optimal learning demands that
students receive instruction tailored to their learning styles—requires a
particular kind of study
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Learning styles - 2009 APS critique
1 As disclosed in the report, the panel found that studies utilizing this essential research design were
virtually absent from the learning styles literature. In fact, the panel was able to find only a few studies
with this research design, and all but one of these studies were negative
findings—that is, they found that the same learning method was superior for all kinds of students (e.g., Massa
Mayer, 2006).
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Learning styles - 2009 APS critique
1 As a consequence, the panel concluded, at present, there is no adequate evidence base to justify
incorporating learning styles assessments into general
educational practice. Thus, limited education resources would better be
devoted to adopting other educational practices that have
strong evidence base, of which there are an increasing number.
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Learning styles - 2009 APS critique
1 The Chronicle of Higher Education reported that Robert Sternberg from
Tufts University spoke out against the paper: Several of the most-cited researchers on learning styles, Mr
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Learning styles - Learning styles in the classroom
1 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
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Learning styles - Learning styles in the classroom
1 Differentiation through learning styles and memory
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Learning styles - Learning styles in the classroom
1 Methods for tactile/kinesthetic learners include hands-on activities
(experiments, etc.), projects, frequent breaks to allow movement, visual aids, role play, and field trips.
By using a variety of teaching methods from each of these categories, teachers cater to
different learning styles at once, and improve learning by challenging
students to learn in different ways.https://store.theartofservice.com/the-learning-styles-toolkit.html
Learning styles - Learning styles in the classroom
1 While significant age differences did occur, as well as no experimental
manipulation of classroom assignment, the findings do call into
question the aim of congruent teaching-learning styles in the
classroom.
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