Learning Styles and Strategies

Current EventsPeter, Ryan, Laura J, Allison, Laura B

Kolb - Learning

Styles

Two facets:

Experiential Learning Cycle

Learning Styles

Kolb - Experiential Learning

Best learning happens through use of all four

Basic steps:

Experience

Reflection

Conceptualize

Test

Kolb - Learning Styles

Two continuums:

Perception

Feeling vs. Thinking

Processing

Doing vs. Watching

Most people are a combination of all, with some more predominant

Examples

Ms. Davis went to school in the 1960s, and was taught in a traditional way wherein the teacher lectures from the front of the room and students take notes. Because of this, she chooses to teach in the same way. Many of her students are struggling in her class because they rely more on concrete experiences and active experimentation to learn effectively. Ms. Davis simply attributes their lack of understanding to laziness. [Laura]

An example of this would be when learning about different habitats. The students could experience a habitat and see what plants and animals live in that environment. Students could then have the opportunity to reflect on their experience in the environment to further their understanding of the habitat. Using this knowledge, students could think about what they might observe in a similar habitat, for example; a meadow to a forest. Then students could apply it to the new habitat using what they have already experienced. [Ryan]

ExamplesMrs. Thomas wanted her class to learn about wetlands in a way that connected with everyone. She knew she had a vast array of learning styles in the room, and needed everyone to be involved. After brainstorming as a class, watching an infomative video, and looking at pictures in magazines, they developed a plan as a class for what they would do when they got there. She took inventory of the learning styles in the class, and helped assign duties for the project where everyone could be utilized and involved to the best of their ability. [Peter]

Opinions

I feel that Kolb’s theories make sense to me. I believe that they are simply another way of stating what has been proposed by numerous other theorists, such as Gardner with his eight intelligences. I also see evidence of the practical applications and implications of Kolb’s theories in my everyday life and in my experiences with students. [Laura]

Kolb’s theories seem to me to be already understood by educators. But the complete idea that these have to exist can sometimes provide a crutch for learners who don’t feel motivated for other reasons that other theories explain. It’s hard to find a concrete way to dispute these from either direction, but careful consideration to them when planning instruction is still necessary because the needs of the students should always be at the forefront. [Peter]

Opinions

I agree with the concept and ideals of learning styles. I believe that each individual student is motivated differently based on the presentation of content. Instructors should provide multiple opportunities for students of different learning styles to display their understandings. In my own teaching, I try to differentiate both my instruction and assessment based on process and product.

I try to give my students choices in how to access the content (i.e. on the web vs. text, listening to a story vs. reading). In addition, I try to provide opportunities for assessments to meet multiple learning styles (i.e. illustrations, reports, acting it out, etc.) [Ryan]

Felder & Soloman: Learning

Styles and Strategies

Focuses on eight learning styles

Grouped in bipolar pairs

Provides tips for learners in each category

Dichotomous Pairings & How to Help Yourself

Active & Reflective Active:

Study in a group

Incorporate problem-solving

Reflective:

Think of possible questions

Write short summaries

Sensing & IntuitiveSensing:

Ask for specific examples

Discover practical applications

Intuitive:

Make interpretations to link facts

Take time to read carefully

Visual & VerbalVisual:

Find diagrams, sketches, etc.

Color-code notes

Verbal:

Write summaries of material

Work in groups

Sequential & GlobalSequential:

Consult references to fill in skipped steps

Outline lecture material

Global:

Skim before detailed reading

Relate material to prior knowledge

Examples

Students are required to study a concept (water cycle) through whatever means they desire, and can then present by any means they desire. They then will present to the class and can use any technology or props they feel contribute to the experience. [Peter]

Students take a learning styles quiz on the first day of class. They then are given a different strategy each week to utilize in their classes to attempt to help themselves overcome the deficits in their learning styles. This would provide students with a variety of skills and the ability to determine what works best for them. [Laura]

Examples

In a remedial math course, all students are taught that there is only one way to solve the problem and all other methods/strategies are marked incorrect. Students may not stray from the algorithm or include any supplemental understandings to support their thinking. [Ryan]

Opinions

The article itself seems intuitive to anyone in the educational setting. Although the actual groupings involved were a bit more detailed than most others have agreed with. This just gives more targets for the teacher to hit when categorizing students, and to help specialize education for everyone. [Peter]

This article would be very helpful for college students or students in a learning environment which does not provide them with supports. Additionally, it helps students to identify the type of learner they are, as long as students are able to reflect on their own experiences and relate to one of the descriptions listed. I found the article to align closely with Gardner’s multiple intelligences, and believe that the strategies are a step above just identifying one’s learning style. [Laura]

OpinionsI believe that these differences in learners is evident only if the learner is self aware of metacognitive strategies. For younger students, it is more difficult for the learner to be aware of what they already know and how they learn best. As a result, the instructor must facilitate a variety of strategies to best meet the needs of students in the classroom. For older students, the instructor can design instruction to best meet the needs of individual students based on preferences, learning style and ability. [Ryan]