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Most of us learn using a variety of input modalities (visual, auditory, kinesthetic), multiple types of intelligences, and multiple forms of cognitive styles. Together these form natural preferences or strengths that are very individualized.
Various researchers have developed models that explain how individuals learn.
We will introduce three of them here: VAK (Visual, Auditory and Kinesthetic), Kolb's Learning Styles Inventory, and Gardner's Multiple Intelligences Theory.
As an instructor, understanding individual learning preferences is important because it will encourage you to:
After you learn about the different models of the learning process, you should be able to:
Remember
all learning models are guides, not rules
Defining learning styles through sensory modalities is
easy
but probably oversimplifies things
most adult learners use all modalities to some degree or another
Presenting using PowerPoint with audio recording by itself does not guarantee that you are stimulating visual or auditory learning
But...
if well designed... it can speak to all three modalities
Other subjects, however, can benefit from visual thinking
Do something different.
Anything.
Get students out of the "classroom"
create assignments that involve field trips, interviews, research
Physically draw something or do something in a video
Assign students "to do something"
during your lecture
try something for themselves
take notes
stretch
David Kolb's four learning styles can be displayed in a quadrant
to show how people perceive and process information.
Kolb elaborates upon these basic stages
and proposes a . . .
Learning from logical analysis of ideas,
systematic planning, acting on an intellectual understanding
Learning by using an ability to get things done, risk taking, and influencing people and events through action.
Learning from specific experiences,
relating to people, and
having sensitivity to feelings and people
Learning from observation before making a judgment, viewing things from different perspectives, and looking for the meaning of things.
Another aspect of the model is the necessary tension between certain modes of processing and perception.
It's hard to do and watch at the same time.
It's hard to feel and think simultaneously.
Combining these learning modes and dialectics, Kolb identifies . . .
For more information about these and other learning styles, visit these and other resources:
howardgardner.com
thomasarmstrong.com
learningfromexperience.com
Know your learners through more sensitive observation
Provide multiple ways for your learners to access your content
Make adjustments to your presentation style
Make suggestions to a learner who might be having difficulties
logical
linguistic
learning.
Traditional education emphasizes
and
"intelligences"
Howard Gardner argues that there are other
we should consider when presenting and testing material.
Abstract
Conceptualization
Reflective
Observation
Active
Experimentation
questioning
research and manipulate data
online quizzes
tangible inquiry
pattern recognition
timelines
charts and graphs
use calculator
problem solving
exploration
homework problems
Concrete
Experience
Add dimension by using visual or kinesthetic language
As an instructor make sure your presentations, assignments and discussions are well-balanced
Create a picture in the learner's mind with descriptive language
Use background music to set a mood, change pace, or provide some levity
Use variation in tone and inflection
multimedia lectures
mneumonic and "jingle" study group projects
listening assignments
pattern recognition exercises
music in the background
relating music topic, i.e. lyrics to poetry, musical patterns to math
music in context of the subject
video taped presentations
body movements
building projects
drag and drop activities
athletic activities
field trips & reports
interactions
Define the components of the key models
explanations
text lectures
term definitions
Explain how the parts of the models interact
slide design for multimedia lectures: highlight key words
descriptions
discussion assignments
readings
written assignments
Compare the similarities between
the learning models
Some subjects are naturally visual
drag and drop matching
cataloguing
collections
scrap books
field trips
classification
research projects
Find the edges where there are differences
between the models
drawing by Cory Buckley
corysportfolio.wordpress.com
Concrete Experience / Reflective Observation
Concrete experience / Active experimentation
Any change of movement that is deliberate
brainstorming
without being distracting
can add kinesthetic value to a presentation
open mindedness
team work
self-paced activities
individual work
original discussion posts
self-reflection tasks
information gathering
independent research projects
opinion pieces
blogging
group work
intuitive
hands on
multiple perspectives
concise
practical applications
imagination
risk taker
theoretical
broad interests
ideas
action-oriented
technical tasks
solving problems
readings
lectures
abstract concepts
simulations
logical
narrow interests
experimentation
Abstract Conceptualization / Active Experimentation
Abstract Conceptualization / Reflective Observation
leadership
interviewing subject matter experts
group work
discussion and response assignments
chat and discussion
peer editing
puzzles
creative activities
drag and drop visual elements
portfolio
multimedia lectures
design projects
use of a white board
camera, video or recording assignments
Think about including a variety of
learning opportunities
that appeal to not only a broad spectrum of students, but a broad spectrum of needs within any one single learner.