Upload
brendan-morgan
View
52
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Learning Style Preferences. 王立非 [email protected]. Outline:. Definition of learning style Value of learning style Types of learning styles. Ellis (1985) Strategy: method Style: manner. Learning Style Preferences. The learners’ typical preferences for approaching learning. - PowerPoint PPT Presentation
Citation preview
22
Outline:Outline:
Definition of learning styleDefinition of learning styleValue of learning styleValue of learning styleTypes of learning stylesTypes of learning styles
33
Ellis (1985)Ellis (1985)
Strategy: methodStrategy: methodStyle: mannerStyle: manner
44
Learning Style Learning Style PreferencesPreferences
The learners’ typical The learners’ typical preferences for approaching preferences for approaching learning. learning.
While style preferences are While style preferences are relatively stable, style-relatively stable, style-stretching is possible.stretching is possible.
55
Values of Learning Style Values of Learning Style
Strategy is closely related with Strategy is closely related with style.style.Style affects learning outcome.Style affects learning outcome.
(Wang Lifei 1998)(Wang Lifei 1998)
66
Cognitive Cognitive Executive Executive Affective Affective
Six Aspects:Six Aspects:
77
Social Social Physiological Physiological behavioralbehavioral
88
Types of Learning Style
visual visual –– relying relying more on the sense more on the sense of sight and learn of sight and learn best through visual best through visual means (e.g., books, means (e.g., books, video, charts, video, charts, pictures). pictures).
99
auditoryauditory –– preferring listening preferring listening and speaking and speaking activities (e.g., activities (e.g., discussions, discussions, debates, debates, audiotapes, role-audiotapes, role-plays, lectures). plays, lectures).
1010
hands-onhands-on –– benefiting benefiting from doing projects, from doing projects, working with objects working with objects and moving around.and moving around.
1111
extrovertedextroverted –– enjoying a wide enjoying a wide
range of social, interactive range of social, interactive learning tasks (e.g., games, learning tasks (e.g., games, conversations, debates, role-conversations, debates, role-plays, simulations).plays, simulations).
1212
introvertedintroverted –– preferring more preferring more
independent work (e.g., independent work (e.g., studying or reading by studying or reading by oneself or learning with the oneself or learning with the computer) or enjoying computer) or enjoying working with, say, one other working with, say, one other person.person.
1313
abstract-intuitiveabstract-intuitive –– future- future-oriented, enjoying abstract oriented, enjoying abstract thinking, and happy thinking, and happy speculating about speculating about possibilities. possibilities.
1414
concrete-sequentialconcrete-sequential –– present-oriented, preferring present-oriented, preferring one-step-at-a-time activities one-step-at-a-time activities and wanting to know where and wanting to know where they are going in their they are going in their learning at every moment.learning at every moment.
1515
keeping all options openkeeping all options open –– enjoying discovery learning enjoying discovery learning where information is picked where information is picked up naturally and where up naturally and where learning doesn’t involve a learning doesn’t involve a concern for deadlines or concern for deadlines or rules. rules.
1616
closure-orientedclosure-oriented –– focusing focusing
carefully on all learning tasks carefully on all learning tasks and seek clarity, meeting and seek clarity, meeting deadlines, planning ahead for deadlines, planning ahead for assignments and staying assignments and staying organized, and wanting organized, and wanting explicit directions and explicit directions and decisions.decisions.
1717
more particular more particular ––
focusing more on details focusing more on details and remembering specific and remembering specific information about a topic information about a topic well. well.
1818
more globalmore global – –
enjoying getting the main enjoying getting the main idea and comfortable idea and comfortable communicating even communicating even without knowing all the without knowing all the words or concepts.words or concepts.
1919
more synthesizing more synthesizing –– summarizing material well summarizing material well and noticing similarities and noticing similarities quickly. quickly.
2020
more analytic more analytic ––
pulling ideas apart, doing pulling ideas apart, doing well on logical analysis and well on logical analysis and contrast tasks, and tending contrast tasks, and tending to focus on grammar rules.to focus on grammar rules.
2121
more field-independentmore field-independent – – able to keep a sense of the able to keep a sense of the whole while handling all the whole while handling all the individual parts as well individual parts as well without being distractedwithout being distracted
2222
more field-dependent – more field-dependent – needs context in order to needs context in order to focus and understand focus and understand something; takes each something; takes each language part one at a time language part one at a time and may have difficulty and may have difficulty handling all of the parts at handling all of the parts at one time. one time.
2323
Field Field dependencdependencee
Field Field independencindependencee
1) Personal 1) Personal orientationorientation
1) Impersonal 1) Impersonal orientationorientation
2) Holistic2) Holistic 2) Analytic2) Analytic3) 3) DependentDependent
3) 3) IndependentIndependent
4) Socially 4) Socially sensitivesensitive
4) Not socially 4) Not socially awareaware
2424
more reflectivemore reflective – – processes material at a low processes material at a low speed with high accuracy; speed with high accuracy; avoids risks and guessing avoids risks and guessing
2525
more impulsivemore impulsive – – processes material at a processes material at a high speed with low high speed with low accuracy; often takes risks accuracy; often takes risks and guesses and guesses
2626
Summary Table of Selected Summary Table of Selected Learning Style PreferencesLearning Style Preferences
visual visual auditory auditory hands on hands on
extrovertedextroverted introverted introverted
abstract-intuitive abstract-intuitive concrete-sequential concrete-sequential
open open closure-oriented closure-oriented
global global particular particular
synthesizing synthesizing analyticanalytic
field-dependent field-dependent field-independentfield-independent
reflective reflective impulsiveimpulsive
2727
A A Learning Style Survey: Learning Style Survey: Assessing Your Own Learning StylesAssessing Your Own Learning Styles by Andrew D. Cohen, Rebecca L. Oxford, & Julie C. Chi by Andrew D. Cohen, Rebecca L. Oxford, & Julie C. Chi
(2001) – downloadable from the CARLA website at:(2001) – downloadable from the CARLA website at:
http://carla.acad.umn.edu/profiles/http://carla.acad.umn.edu/profiles/CohenPapers/Style_Survey.htmlCohenPapers/Style_Survey.html
2828
The teacher is more The teacher is more analytic, reflective, and analytic, reflective, and auditory, while the learner auditory, while the learner is more global, impulsive, is more global, impulsive, and visual.and visual.
Teacher-Learner Style Teacher-Learner Style Conflicts in the ClassroomConflicts in the Classroom
2929
The teacher is more open-The teacher is more open-oriented, while the learner oriented, while the learner is more closure-oriented.is more closure-oriented.
3030
The teacher is more The teacher is more concrete-sequential, concrete-sequential, while the learner is more while the learner is more random-intuitive.random-intuitive.
3131
The teacher is more The teacher is more concrete-sequential, visual, concrete-sequential, visual, and reflective, while the and reflective, while the learner is more random-learner is more random-intuitive, auditory, and intuitive, auditory, and impulsive.impulsive.
3232
The teacher is more The teacher is more extroverted and hands-on, extroverted and hands-on, while the learner is more while the learner is more introverted and visual. introverted and visual.
3333
Ways to avoid or resolve such Ways to avoid or resolve such conflicts:conflicts:
Assess students' and Assess students' and teachers' styles and use this teachers' styles and use this information in information in understanding classroom understanding classroom activities.activities.
3434
Ways to avoid or resolve such Ways to avoid or resolve such conflicts:conflicts:
Change the teacher's Change the teacher's instructional style.instructional style.
Stretching students’ style.Stretching students’ style.
3535
Ways to avoid or resolve such Ways to avoid or resolve such conflicts:conflicts:
Change the way group work is Change the way group work is done in the classroom.done in the classroom.
Change the curriculum.Change the curriculum. Change the way style conflicts Change the way style conflicts
are viewed.are viewed.
3636
Thank You!Thank You!