A Model of Learning Styles - Assignment Example

 Outline One Model of Learning Styles Abstract Learning style is unique for every individual. Understanding the concept of learning style on the basis of Gardner’s multiple intelligences model, this paper outlines one model of learning style, visual learning style; it implies to understand the strengths and developmental areas of people with this learning style. It outlines strategies that can help these learners to adopt a balanced approach by converting other learning styles to their advantage. Further, a review of my learning style and current practices has been outlined following identification of challenges involved in achieving effective learning. Strategies chosen that can help in overcoming these challenges have been listed. Learning style MacKeracher (2004; 71) defines learning style as ‘the characteristic cognitive, affective, social, and psychological behaviours that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment.’ Understanding learning styles from the model of Gardner’s theory of multiple intelligences that views learning to include a unique blend of intelligences, resulting from one’s distinctive abilities, challenges, experiences, and training (Carter, Bishop & Kravits, 2007; 39) can provide substantial help in analyzing one’s learning style and making improvements to enhance the learning. In this regard, Honigsfeld and Dunn (2006), as cited by Seckel (n.d; 1), explain that learning style will differ among learners based on how they concentrate on, process, internalize, and recall content. The most fundamental factor governing the effectiveness of learning is the mode of communication that has a reason and revolves around what, why, when, who, where, and how; and, this can happen through words, pictures, thoughts, feelings (verbal, visual, nonverbal, kinesthetic), sounds, numbers etc (Ryan & Cooper ; 72). Learning process is very comprehensive and depends upon the characteristics of the learner, secondly on teaching, and characteristics of those who help the learner to learn. Thus, a thorough analysis and understanding of multiple intelligences and qualities possessed will help in formulating strategies that will help in better learning, memory, and more active usage of knowledge in any academic or workplace situation. Knowing how to learn will also help in setting goals for positive change in areas that may be difficult and using strategies in a manner that will be most effective achieving the goals (Carter, Bishop & Kravits 2007; 49). Effective learning involves a systematic, analytical, strategic and reflective approach towards studies (Chambers & Northedge 1997; 17). All of these approaches can be applied to any learning style, i.e., visual, auditory, kinesthetic, and tactile. Or, strategies involving each of these learning styles can be adopted by a student possessing one particular learning style. For example, some people learn better by reading (visual), or by doing things (kinesthetic or tactile), or by listening (auditory). Considering one model of learning style, the visual learning, approaches and strategies have been formulated in the following content that will come to aid for effective learning. Human beings start learning by observation, reading, and visualization from early childhood onwards. For some, this style of learning becomes stronger as they progress ahead in life. This is due to a tendency to form relationships between things observed or read, thus forming impressions through imaginations that get registered in their minds (Freedman, 2003; 64). This tendency also helps in reproducing the facts when the time arises by relate to things observed or read. Few approaches adopted by a visual learner include focusing on ‘what is signified,’ for example author’s arguments or the concepts applicable for problem solving; relating previous knowledge to new knowledge; relating knowledge from different courses; relating theoretical ideas to everyday experiences; organizing and structuring content into a coherent whole and many such activities (Arskey & Harris 2007; 70) The visual learners possess an ability to understand spatial relationships, and tend to perceive and create images in the form of visual arts, graphic design, charts, maps etc (Gregory & Chapman, 2006; 24). These learners tend to relate instructions and explanations more often to any of these suitable visual forms. Research has proven that learners possess unique learning styles. Seckel (n.d; 1) notes that the more the learning style matches with the instructions, higher will be the learning. Practically, it may not be possible for all students to learn particular course content with the same effectiveness. Effective learning can be attained by adopting specific strategies by the students that can match their learning style and help in better understanding, remembering, relating to facts and better reproducibility. Academic teaching can happen verbally, with pictures, experimenting in the lab or in the field, or all of them simultaneously. To achieve effective and optimum learning for visual learners, specific strategic approaches including practices such as usage of flashcards for making notes that emphasize on main learning points clearly demarcated, making use of visual aids, pictures, graphics, maps, etc as appropriate to understand and remember the subject can be adopted (Lobb, 2003; 112). Research has proved that note taking, in any form, promotes retention of information (Dodge, 1995; 44). Systematic approach may be adopted by a methodical understanding of instruction material, awareness of material available for study and realizing responsibility to utilize the materials appropriate, which can be achieved by proper notes making, highlighting important contents, and/or any other forms of highlighting information that they can relate to. These learners are analytical thinkers who tend to conceptualize by visualization, watching and thinking, creating concepts and models. Classroom lectures and information can have significant impact on their learning depending upon its presentation. When the learning information is presented in diagrams or illustrations to learners who think analytically and imaginatively, will be able to write explanations for the information with ease (Carter, Bishop & Kravits 2007; 47). Strategies to assist in learning mathematical or technical information can be making charts, organizing information in a sequence of steps, drawing series of boxes, each containing appropriate bit of information in sequence that can be used, not only as a teaching mechanism, but carried out as a group effort thus helping the thinkers and adventurers in grasping the concept better. Creation of colourful tables and charts on word processors can bring about effective collaboration and understanding (Stevenson, R L; 2007). Learning can be made more effective by illustration through specific models that the learners will have to work upon. Organizing field work, like in labs, museums, historical sites, etc coupled with theoretical explanation will help in gaining hands-on experience that will foster learning in all personality groups. Similar effect of learning can be achieved by watching television or video that gives an experience of being at the field or site (Chambers & Northedge 1997; 87). With higher inclination towards visual learning, I tend to understand and grasp subjects quickly when observing things or events. While listening to lectures or reading, I tend to relate the content to some form of imaginary pictures or events. However, missing out on some important points while reproducing the learnt content, whether in examinations, quizzes, or doing homework, is a serious challenge. To tackle this, I take notes while listening to lectures and reading (see appendix II a). Field work and lab work enhances my learning. However, absence of theoretical explanation during this form of learning results in missing out certain important points. As a consequence, relating theory to observations also becomes a challenge. For this, I make checklist of important topics (appendix I). Strategies and practices as mentioned earlier will help in assimilating different qualities required to learn effectively and better retention. As a visual learner, I tend to learn objects seen and observed more effectively, but tend to miss out on certain details when listening to a lecture or reading some content. This issue can be tackled by appropriate notes taking (see appendix II, b). In order not to miss out on any details while listening to a lecture, or reading, or observing, I will also make points in a checklist and verify with the checklist as I progress. In my sphere of expertise, learning happens visually, aurally, and kinesthically. To derive maximum out of all these types of learning, appropriate notes taking coupled with a conscious effort towards relating the points in the learnt subject to imagination or observation of objects and events will help. Adopting a few strategies described by Carter, Bishop, and Kravits (2007; 44) that will help me in effective learning are practices such as developing graphic organisers for new material; drawing mind maps; developing charts and graphs; using colour in notes to organise; visualize material, use flow charts to represent procedural or sequential topics (see appendix IV), use symbols while notes taking to recognize relationships between objects (see appendix III); and perceiving and forming objects accurately with some form of sketch, graph, or map. In conclusion, knowing one’s learning style will help to choose study techniques or strategies that capitalize on one’s strengths. These strategies can help in better retention of the learnt content and effective learning. References Arskey, H and Harris, D. (2007). How to Succeed in Your Social Science Degree Sage study skills. Published by SAGE. Carter, C, Bishop, J and Kravits, S.L. (2007). Keys to college studying: becoming an active thinker. Edition 2. Published by Pearson Prentice Hall. Pearson Education Inc. Chambers, E and Northedge, A. (1997). The arts good study guide. Open University Set Book Series. Arts, a foundation course, An introduction to the humanities. Published by Open University Press Worldwide Ltd,. Dodge, J. (1995). The study skills handbook: more than 75 strategies for better learning. Published by Scholastic Inc. Freedman, K. (2003).Teaching visual culture: curriculum, aesthetics, and the social life of art. Published by Teachers College Press. Gregory, G and Chapman, C. (2006). Differentiated instructional strategies: one size doesn't fit all. Edition 2. Published by Corwin Press. Lobb, N. (2003).Learning Strategies for School, Home, and Work. Published by Walch Publishing. MaKeracher, D. (2004). Making sense of adult learning. Edition 2. Published by University of Toronto Press. Ryan, K and Cooper, J.M. (2008). Those Who Can, Teach. Edition 12. Published by Cengage Learning. Seckel, S. (n.d.) Characteristics and responsibilities of successful learners. Journal of Instruction delivery systems Volume 21 No. 2. APPENDICES Appendix I. Checklist and highlighting important topics Appendix II.a) Notes taking Appendix II b) Notes taking Appendix III. Symbols Appendix IV. Flow Chart Read More