The language of learning styles.

The language of learning styles. TAKE A LOOK AROUND AT THE STUDENTS IN ANY CLASSROOM. YOU WILL FINDSTUDENTS who love to work on group projects and those students whodetest de��test?tr.v. de��test��ed, de��test��ing, de��testsTo dislike intensely; abhor.[French d��tester, from Latin d collaborative efforts. Some students are hoping for looselydefined criteria on assignments so that they can unleash their creativetalents, while other students demand clearly delineated de��lin��e��ate?tr.v. de��lin��e��at��ed, de��lin��e��at��ing, de��lin��e��ates1. To draw or trace the outline of; sketch out.2. To represent pictorially; depict.3. steps on how tocomplete their homework. This diversity among students can challengeteachers as they try to meet the needs of various learners in theirclasses. Consequently, the value of understanding individual learningstyles possessed by students in the classroom is immeasurable. The studyof learning styles has not only resulted in the development of valuableeducational theory, but has also generated practical implications thatcan inform our classroom teaching on a daily basis. Learning style (also known as cognitive style Cognitive style is a term used in cognitive psychology to describe the way individuals think, perceive and remember information, or their preferred approach to using such information to solve problems. ) is "thepreferred or habitual Regular or customary; usual.A habitual drunkard, for example, is an individual who regularly becomes intoxicated as opposed to a person who drinks infrequently. patterns of mental functioning: informationprocessing information processing:see data processing. information processingAcquisition, recording, organization, retrieval, display, and dissemination of information. Today the term usually refers to computer-based operations. and the formation of ideas and judgments" such thatwithin a learner's style, the "patterns of attitudes andinterests influence what a person will attend to in a potential learningsituation" (Provost PROVOST. A title given to the chief of some corporations or societies. In France, this title was formerly given to some presiding judges. The word is derived from the Latin praepositus. and Anchors, 1987, p. 182). There are severalways of assessing a person's learning (or cognitive) style. Inunderstanding learning styles, teachers can understand common learningneeds within groups of students. Student learning styles can impact avariety of areas in the classroom such as environment, student praise orreinforcement, class structure, and teaching methods. Some of the learning theory literature relevant to education had aninteresting start outside of the educational arena. For example, Witkinand associates (1977) identified field dependent and field independentlearning styles based on studies conducted to determine why certainpilots who lost sight of the ground mistakenly flew their planes upsidedown (Garger and Guild, 1984, p. 9, 12). The goal of the research was todetermine how the subjects defined what was upright. Through a series oftests, participants were required to adjust their bodies, or a rod andframe, to maintain an upright position based on the tilt of a room.Witkin and his colleagues (1977) concluded that how one interprets thevisual environment determined their field dependence, or lack thereof. [ILLUSTRATION OMITTED] For some career and technical education (CTE (Coefficient of Thermal Expansion) The difference between the way two materials expand when heat is applied. This is very critical when chips are mounted to printed circuit boards, because the silicon chip expands at a different rate than the plastic board. ) students, navigatingthe classroom can seem a lot like trying to keep a plane upright. Fielddependent and field independent learning styles can influence howstudents interact with each other and the instructor. The student who ismore concerned with what is happening in the lives of his or herclassmates Classmates can refer to either: Classmates.com, a social networking website. Classmates (film), a 2006 Malayalam blockbuster directed by Lal Jose, starring Prithviraj, Jayasurya, Indragith, Sunil, Jagathy, Kavya Madhavan, Balachandra Menon, ... than the subject matter at hand is probably a field dependentlearner. Field dependent individuals enjoy being around others and tendto be more tactful tact��ful?adj.Possessing or exhibiting tact; considerate and discreet: a tactful person; a tactful remark.tact , warm, outgoing and affectionate toward other people(Witkin et al., 1977 as cited in Kitchel, 1999). In contrast, fieldindependent individuals have no interest in keeping up with the latestgossip. Because of the lack of concern for the social aspects of life,field independent individuals often appear to be cold and distant(Witkin et al., 1977 as cited in Kitchel, 1999). Teachers often vary in the types of reinforcement or praise thatthey provide students. Some students eagerly await a sticker or a smiley See emoticon. smiley - emoticon face on a test or assignment on which they have done well, or a piece ofcandy to reward a correct answer. These field dependent learners aremotivated extrinsically, while field independent learners setperformance expectations for themselves and are motivated intrinsically.While it is easy for teachers to acknowledge the efforts of fielddependent students, it is a little more complicated to provide rewardsto field independent learners who internalize internalizeTo send a customer order from a brokerage firm to the firm's own specialist or market maker. Internalizing an order allows a broker to share in the profit (spread between the bid and ask) of executing the order. their expectations. Fieldindependent learners may appreciate the opportunity to evaluatethemselves through the completion of individual progress reports.Teachers may choose to administer pre-tests and allow students whodemonstrate adequate knowledge of the subject matter to work on analternative assignment during lecture (this would serve as a reward forfield independent learners). Also, with the growing popularity ofcooperative learning cooperative learningEducation theory A student-centered teaching strategy in which heterogeneous groups of students work to achieve a common academic goal–eg, completing a case study or a evaluating a QC problem. See Problem-based learning, Socratic method. activities in the classroom, teachers shouldexplore new assessment patterns for rewarding field independent studentsin group activities. Kolb (1971) was interested in how individuals learn and interact ona daily basis. He proposed that learning is a cyclical cyclicalOf or relating to a variable, such as housing starts, car sales, or the price of a certain stock, that is subject to regular or irregular up-and-down movements. process comprisedof four different learning modes: Concrete Experience, ReflectiveObservation, Abstract Conceptualization con��cep��tu��al��ize?v. con��cep��tu��al��ized, con��cep��tu��al��iz��ing, con��cep��tu��al��iz��esv.tr.To form a concept or concepts of, and especially to interpret in a conceptual way: , and Active Experimentation(Kolb, 1984). In the Kolb Learning Style Inventory, Kolb (1999)described characteristics of learners in each of the different learningmodes. Concrete Experience promotes the act of learning throughexperience. Students who prefer to learn through Concrete Experiencevalue relationships with other people, make decisions based onintuition, and tend to be more concerned with feeling as opposed tothinking. Reflective Observation promotes the act of learning throughreflection. Students who prefer to learn through Reflective Observationhave the ability to consider and appreciate a variety of differentviewpoints and perspectives and conduct thorough observations whenmaking judgments. Abstract Conceptualization promotes the act of learning throughcareful thought. Students who prefer to learn through AbstractConceptualization appreciate the use of logic and systematic planningwhen analyzing ideas and utilize a scientific approach when trying tosolve a problem or make a decision. Active Experimentation promotes the act of learning by doing.Students who prefer to learn through Active Experimentation are willingto take risks, strive to accomplish tasks, and desire to exert aninfluence on others through action. Based on prior recommendations from Svinicki and Dixon (1997),Sutliff and Baldwin (2001) identified several instructional activitiesthat were appropriate for the different learning modes included in Table1. Are you an Introversion introversion:see extroversion and introversion. , Sensing, Thinking, Judgment type--a personwho is very analytical and appreciates facts and details? Or are you anExtraversion extraversion/ex��tra��ver��sion/ (ek?strah-ver��zhun) extroversion. extraversionsee extroversion. , Intuition, Feeling, Perception type--a person who isupbeat and enthusiastic, very' imaginative, and looks to provideencouragement to others? The Myers Briggs concept of psychological type,as well as use of the MBTI MBTI Myers-Briggs Type Indicator as a diagnostic tool, has grown in popularityover the recent decade (Lawrence and Martin, 2004). While this conceptof psychological type encompasses much more than learning style, theimplications of type in the educational setting have been welldocumented. In order to understand the implications of psychologicaltype in an educational setting, it is necessary to explore the fourdimensions of psychological type. [ILLUSTRATION OMITTED] The first dimension of type consists of two kinds ofattitudes--extraversion or introversion. The extraversion attitude ischaracterized by an outward focus of energy centered on people oraction. By contrast, introversion is characterized by an inward focus ofenergy centered on ideas or reflection. The second and third dimensions describe mental functions orprocesses. The contrast between sensing and intuition is the second dimension.This dimension represents a preference for perceiving or taking ininformation. People with a preference for sensing tend to be moreconcerned with what is actual, present, current and real. People with apreference for intuition tend to be concerned with what is possible andnew, and have an orientation to the future. [ILLUSTRATION OMITTED] The third psychological type dimension describes a person'spreference for making judgments. The thinking judgment is concerned withlogical consistency and analysis of cause and effect. The feelingjudgment is concerned with establishing or maintaining harmony inrelationships. The final dimension of psychological type describes a preferredorientation. This orientation describes which mental process, perceivingor judging, is shown to the outer world. Lawrence and Martin (2004)describe this attitude as "the mental process that others tend tosee" (p. 40). People who prefer judging use their preferred judgingfunction, either thinking or feeling, in their outer life. People whoprefer perceiving use there preferred perceiving function, eithersensing or intuition, in their outer life. Psychological type canprovide information about individual preferences for learning (Lawrenceand Martin, 2004). The acknowledgement of preferences, through type,supports the idea that there are many different and equally valuableways to learn. Table 2 displays some of the many effects type may havein the learning environment. How can we design assignments to meet these different preferences?Projects such as the development of a marketing plan can reach a varietyof learners. Students may select to work on the plan individually orwith a partner. Also, students may get involved in evaluating currenttrends, developing a budget, or creating the presentation for the class.This type of assignment allows students to showcase their strengths in avariety of ways. McCarthy is credited with the creation of the 4MATSystem--which is a structure for the organization of learning stylesthat concentrates on enhancing, communicating, teaming and problemsolving problem solvingProcess involved in finding a solution to a problem. Many animals routinely solve problems of locomotion, food finding, and shelter through trial and error. for all levels of learning (Becket beck��et?n. NauticalA device, such as a looped rope, hook and eye, strap, or grommet, used to hold or fasten loose ropes, spars, or oars in position.[Origin unknown.]Noun 1. , 2005). This systemrecognizes four major areas of learning styles: Type One, Type Two, TypeThree, and Type Four. Through research, and highlighting the use of leftand right brain connections, McCarthy was able to identify the fourlearning styles typical of classroom students. Type One, Innovative Learners, are interested in personal meaning.These students need to have reasons for learning, hence the reason fortheir favorite question: Why? Some of the best practices in theclassroom that will connect to these students are cooperative learning,brainstorming, and integration of content areas (Becker, 2005). Type Two determines that the learner is analytical and is primarilyinterested in acquiring facts in order to deepen their understanding ofconcepts and processes. According to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. About Learning (2007), thisexplanation seems clear as to why these students ask: 'What?'.They enjoy independent research and data analysis. Type Three, Common Sense Learners, are interested in how thingswork. Their favorite question tends to be: 'How?'. Accordingto Becker (2005) and Roske (2005), these learners enjoy experimentsutilizing manipulative ma��nip��u��la��tive?adj.Serving, tending, or having the power to manipulate.n.Any of various objects designed to be moved or arranged by hand as a means of developing motor skills or understanding abstractions, especially in , hands-on, and kinesthetic kin��es��the��sia?n.The sense that detects bodily position, weight, or movement of the muscles, tendons, and joints.[Greek k experiences. Type Four, dynamic learners, are interested in self-directeddiscovery. Dynamic learners enjoy teaching others and ask questions whensearching for more information. These learners work best withindependent studies, role-playing activities, and simulation games A simulation game, or sim game, (also known as a game of status or mixed game) is a game that contains a mixture of skill, chance, and strategy to simulate an aspect of reality, such as a stock exchange. (Roske, 2005). Courses in CTE attract a varied representation ofstudents who undoubtedly possess a variety of learning and personalitystyles. As a result, it is important to take the time to become wellversed Versed®Midazolam Pharmacology A preoperative sedative in the language of learning styles and implement new teaching andassessment methods, classroom and laboratory activities, and classroommanagement techniques in an ongoing effort to meet the needs of ourdiverse students. References About Learning, (2007). "Welcome to 4MAT: A Best PracticesInstructional Method Based on Decades of Educational Theory andResearch." Retrieved May 21, 2007, from: www.aboutlearning.com/what_is_4mat.htm. Becker, M. (2005). "Bernice McCarthy 4 MAT System."Retrieved May 22, 2007, from St. John's University, EducationDepartment Web site: www.students.m.csbsju.edu/mabecker/social%20ped/bernice_mccarthy.htm. Garger, S. & Guild, P. (1984). "Learning Styles: TheCrucial Differences." Curriculum Review, 9-12. Kitchel, T. (1999). "The Relationship Between PersonalityTypes and Learning Styles of Agricultural Education Agricultural education is instruction about crop production, livestock management, soil and water conservation, and various other aspects of agriculture. Agricultural education includes instruction in food education, such as nutrition. Majors and Minors atThe Ohio State University Ohio State University,main campus at Columbus; land-grant and state supported; coeducational; chartered 1870, opened 1873 as Ohio Agricultural and Mechanical College, renamed 1878. There are also campuses at Lima, Mansfield, Marion, and Newark. ." Unpublished thesis. Columbus, Ohio Columbus is the capital and the largest city of the American state of Ohio. Named for explorer Christopher Columbus, the city was founded in 1812 at the confluence of the Scioto and Olentangy rivers, and assumed the functions of state capital in 1816. . Kolb, D.A. (1971). "Individual Learning Styles and theLearning Process." Working Paper # 535-71, Sloan School ofManagement, Massachusetts Institute of Technology Massachusetts Institute of Technology,at Cambridge; coeducational; chartered 1861, opened 1865 in Boston, moved 1916. It has long been recognized as an outstanding technological institute and its Sloan School of Management has notable programs in business, . Kolb, D.A. (1984). Experiential Learning. Englewood Cliffs, NJ:Prentice-Hall, Inc. Kolb, D.A. (1999). "The Kolb Learning StyleInventory"--Version 3. Boston, Massachusetts “Boston” redirects here. For other uses, see Boston (disambiguation).Boston is the capital and most populous city of Massachusetts.[3] The largest city in New England, Boston is considered the unofficial economic and cultural center of the entire New : Hay Resources Direct. Lawrence, G. D., & Martin, C. R. (2004). "Building People,Building Programs." Center for Applications of Psychological Type.Gainesville, Fla. Martin, C. (1997). "Looking at Type: The Fundamentals."Center for Applications of Psychological Type. Gainesville, Fla. Provost, J. & Anchors, S. (1987). Applications of theMyers-Briggs Type Indicator Myers-Briggs Type IndicatorDefinitionThe Myers-Briggs Type Indicator (MBTI) is a widely-used personality inventory, or test, employed in vocational, educational, and psychotherapy settings to evaluate personality type in adolescents and adults age 14 in Higher Education higher educationStudy beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art. . Davies-BlackPublishing. Palo Alto Palo Alto, city, CaliforniaPalo Alto(păl`ō ăl`tō), city (1990 pop. 55,900), Santa Clara co., W Calif.; inc. 1894. Although primarily residential, Palo Alto has aerospace, electronics, and advanced research industries. , Calif. Roske, M. (2005). "Bernice McCarthy: Learning Styles"--4MAT. Retrieved May 22, 2007, from St. John's University, EducationDepartment Web site:www.students.m.csbsju.edulmjroske/Links_from_318/Assignments/Feb7th.htm. Sutliff, R.I., & Baldwin, V. (2001). "Learning Styles:Teaching Technology Subjects Can be More Effective." The Journal ofTechnology Studies, 27(1). Retrieved May 20, 2007, fromhttp://scholar.lib.vt.edu/ejournals/JOTS/Winter-Spring-2001/sutliff.html. Svinicki, M.D., & Dixon, N.M. (1987). "The Kolb ModelModified for Classroom Activities." College Teaching, 35(4),141-146. Witkin, H., Moore, C. A., Goodenough, D. R., & Cox, P. K.(1977). "Field-dependent and Field-independent Cognitive Styles andTheir Educational Implications." Review of Educational Research,47(1), 1-64. Scott Burris is an assistant professor et Texas Tech University. Hecon be contacted by e-mail at scott.burris@ttu.edu. Tracy Kitchel is an assistant professor at the University ofKentucky Coordinates: The University of Kentucky, also referred to as UK, is a public, co-educational university located in Lexington, Kentucky. . Fie can be contacted by e-mail at TRACY.KITCHEL@uky.edu. Quintin Molina is a lecturer et the University of Arizona (body, education) University of Arizona - The University was founded in 1885 as a Land Grant institution with a three-fold mission of teaching, research and public service. . He canbe contacted by e-mail at qmdina@email.arizona.edu. Stacy Vincent is on assistant professor at Murray State University PublicationsIts student newspaper, The Murray State News, has been awarded two Pacemaker awards in the last decade, the highest award given to collegiate newspapers; in addition, the school yearbook, The Shield, .He con be contacted by e-mail at stacy.vincent@murraystate.edu. Wendy Warner is an assistant professor at California PolytechnicState University This article is about the university in San Luis Obispo, California. For Cal Poly Pomona, see California State Polytechnic University, Pomona. California Polytechnic State University, commonly called Cal Poly . She can be contacted by e-mail atwjwerner@calpoly.edu.Table 1instructional Activities for DifferentLearning Modes (Sutliff & Baldwin, 2001)Learning Mode Instructional ActivitiesConcrete Small group discussion, specificExperience examples, practical exercises, simulations, games, personal stories, role-playingReflective Creative problem solving,Observation personal journals, discussion groups, brainstorming, thought questions, reflective papers, observationsAbstract Lectures, papers, analogies,Conceptualization model building, theory-building, questioningActive Case studies, fieldwork,Experimentation projects, homework, laboratoriesTable 2Effects of type in the educational setting (from Martin, 1997).ExtroversionMay prefer learning throughdiscussion or working with groups.SensingMay prefer learning tasks that requireobserving for specifics or memory forfacts.ThinkingMay learn better when the teacherlogically organizes material.JudgingMay prefer studying and learning ina more steady and orderly way with adrive to closure.IntroversionMay prefer learning through reading orworking individually.IntuitionMay prefer learning tasks that call forimagination or attention to generalconcepts.FeelingMay learn better when they feel they havea personal rapport with the teacher.PerceivingMay prefer studying and learning in amore flexible and informal way with anorientation to discovery.