BPS 1023EDUCATIONAL PSYCHOLOGY

LEARNING STYLES AND LEARNING FACTORS

PREPARED FOR :MISS ZURINA BT KHAIRUDDIN

PRESENTED BY :ZUHAIRAH BT PEZI (BDA 13034348)NURUL NAJIHAH BT OMAR (BDA 13034174)WAHIDAH BT ROSMIZAM (BDA 13034268)NURUL NATASHA BT SHAHROM (BDA 13033435)SITI NUR NAJMIAH BT MOHD NAJMUDDIN (IDD 13033518)FARAH HAMIZA BT ABD GHANI (BDA 13034396)

OverviewWhat Is Learning Styles ? - Zuhairah

Field Independence - Zuhairah

Left-and Right-Brain Dominance – Farah

Reflective and Impulsive – Natasha

Visual, Auditory and Kinaesthetic Styles – Najihah

Autonomy, Awareness and Action – Wahidah

Kolb’s Learning Styles - Natasha

Learning Factors - Najmiah

What Is Learning Styles ?

oStyle refers to a general manner or way of doing something which is typical or representative of a person, or a certain form of typical expression.

oLearning styles can be referred as a certain typical way of learning.

oIn the context of educational psychology, learning styles is pupil’s typical manner to attend, process and acquire information, knowledge or new experience.

oAccording to cognitive psychologist, learning style can be of various ways of making perception and processing information to formulate concept and principle.

oPeterson (1971) interpreted learning styles as a preferred approach of learning by a student.

oDunn and Dunn (1978) referred learning styles as an individual’s way to concentrate his or her attention so as to understand and remember a certain information or new skills.

oGregorc (1985) asserted that every individual is born with his own learning style. According to him, family inheritance and the environment play important roles in formulating an individual learning style.

oSlavin (1994) related personality with learning styles, and stated that: “As pupils possess different personalities, they also have different ways of learning.”

oThus, to summarize, learning style is a typical manner or way of how an individual reacts to the environment so as to process, interpret and acquire information, knowledge or skill.

oLearning style is the product of integrating individual factors such as sex, age and personality, as well as other influences such as family inheritance and the environment.

According to Slavin (1994), learning styles can be grouped into two main categories which are:

Dependent Learning StyleIndependent Learning Style

Field Independent

The main characteristics of dependent learning style are:

Perceive a situation or pattern in an overall manner Accept general opinion Learning activity is based on extrinsic motivation Sensitive with opinions and advice of others Willing to be led by people whom they highly respect Do not have the initiative to learn and depend a lot on the

motivation and teaching of the teachers. Unable to determine the learning objective on their own Following order and learn whatever is taught without questioning.

Independent Learning StylePeople with independent learning style placed the importance of detailed analysis on every section of the learning materials. Some of the important characteristics of independent learning style are:

Make analytical perception Interested to determine the learning objective on their own Not sensitive with opinion or advice of others Possess strong intrinsic motivation Able to manage their own learning's Possess critical and creative thinking skill Learn on their own initiative

oAs the child’s brain matures, various functions become lateralized to the left or right.

oA dominance of one side of the brain or the other, effects how a person learns information and skills.

oLeft-brain or right-brain dominance, each side of the brain controls different types of thinking.

oMost people fall very close to the middle, where the sides of the brain are almost equally balanced.

oHowever, some students exhibit signs of being predominately right or left brained.

oAlthough they can learn by different methods, they get most excited and involved when they can learn and do assignments in their area of strength.

oThese people will show very obvious traits and this could influence how they learn and what tasks they excel at.

Left- and Right-Brain Dominance

oThe left hemisphere is associated with:LogicalAnalytical thoughtMathematicalLinear processing of information

oThe right hemisphere perceives and remembers:VisualTactileAuditory imagesMore efficient in processing holistic, integrative and

emotional information.

oTorrance (1980) lists several characteristics of left- and right-brain dominance

Left- Brain Dominance

Intellectual

Remember names

Responds to verbal instructions and explanations

Experiments systematically and with control

Makes objective judgements

Planned and structured

Prefers established, certain information

Analytical reader

Reliance on language in thinking and remembering

Prefers talking and writing

Prefers multiple choices test

Controls feelings

Not good at interpreting body language

Rarely uses metaphors

Favours logical problem solving

Right- Brain Dominance

Intuitive

Remember faces

Responds to demonstrated, illustrated or symbolic instruction

Experiments randomly and with less restraint

Makes subject judgements

Fluid and spontaneous

Prefers elusive, uncertain information

Synthesizing reader

Reliance on images in thinking and remembering

Prefers drawing and manipulating objects

Prefers open-ended questions

More free with feelings

Good at interpreting body language

Frequently uses metaphors

Favours intuitive problem solving

The Left-BrainoA person favouring the left side of their brain will most likely score

better on a written test than a person with the exact same IQ who favours the right side of the brain.

oStrategies for a child who is favouring the left side of their brain:Prefer verbal instructions.Write an outline of the lesson on the board. Usually do things in a planned orderly way.Discuss vocabulary words because they are interested in words. Love to think about and discuss abstract concepts.Need total quiet to perform an activity and get annoyed if they are

spoken to or distractedAssign individual assignments so students may work alone.Love to listen to an expert and take notes.Take advantage of their skills in math and science

oStrategies for a child who is favouring the right side of their brain:Prefer to be shown how to do something rather than told.Write the main points on the board or pass out a study guide outline

that students can fill in. These visual clues help students focus even though during lecture.

Use the overhead, the white board, or the chalkboard frequently. Since the students always miss the points discussed verbally, the visual pointers will help the students "see" and comprehend the points.

Students with right-brain strengths are intuitive and like to get in touch with their feelings during the day.

Bring in charts and maps. These make use of the students' strong right-brain visual-spatial skills.

Prefer group activities than working alone.Enjoy art projects and hands on activities - often have excellent eye-

hand coordination.

The Right-Brain

oAlthough there are many differences between left- and right-brain

characteristics, it is important that the they operate together as a

“team”.

oThrough the corpus collosum (the structure that connects the two

hemispheres of the brain), messages are sent back and forth so

that both hemispheres are involved in much of the neurological

activity of the human brain.

oMost problem solving involves the capacities of both hemispheres

and often the best solutions to problems are those in which each

hemispheres has participated optimally.

o Reflective - Look back over on the previous experience as a reflection - Example: Factors effecting success and failureo Impulsive - Acting without thinking or inability to wait

Bla..bla..

Reflective and Impulsive Learners

Reflective Makes wise decision Takes time to thinks and to say things Slow in reading Analyze fine details A systematic learners Makes fewer errors Adolescents and adults

Characteristics

Impulsive Makes immature decision Unfocused Restless Never thinks about the pros and cons in

their actions Do not concerned about errors Learn faster Focused on overall – pictures Answer questions fast / without taking

times Jumps to conclusion easily Children

Reflective and Impulsive Learners Provide wait-time for them to think Stop periodically so they can review what are they

doing Introduce problem solving-for decision making Do lot of reading in class Do short summaries after reading Make notes-use points/main points only Use pictures-try to study the pictures Give a short task-concentrated/ focused

The Strategies

oDavid Kolb published his learning styles model in 1984 from which he developed his learning style inventory

oKolb’s experiential learning theory works on two level:Four stage cycle of learningFour separate learning styles

Kolb’s Learning Style

“Learning is the process whereby knowledge is created through the

transformation of experience” (David A. Kolb, 1984)

1) Concrete Experience (a new experience of situation is encountered, or a reinterpretation of existing experience).

2) Reflective Observation (of the new experience. Of particular importance are any inconsistencies between experience and understanding).

3) Abstract Conceptualization (Reflection gives rise to a new idea, or a modification of an existing abstract concept).

4) Active Experimentation (the learner applies them to the world around them to see what results).

oEffective learning is seen when a person progresses through a cycle of four stages: (1) having a concrete experience followed by (2) observation of and reflection on that experience which leads to (3) the formation of abstract concepts (analysis) and generalizations (conclusions) which are then (4) used to test hypothesis in future situations, resulting in new experiences.

The Experiential Learning Cycle

Concrete Experience(Feeling)

Reflective Observation(Watching)

Abstract conceptualisat

ion(Thinking)

Active experimenta

tion (Doing)

oKolb's learning theory (1975) sets out four distinct learning styles, which are based on a four-stage learning cycle.

oKolb explains that different people naturally prefer a certain single different learning style and various factors influence a person's preferred style. For example, social environment, educational experiences, or the basic cognitive structure of the individual.

oThe product of two pairs of variables, or two separate 'choices' that we make, which Kolb presented as lines of axis.

oA typical presentation of Kolb's two continuums is that the east-west axis is called the:

Processing Continuum (how we approach a task), and the north-south axis is called the

Perception Continuum (our emotional response, or how we think or feel about it).

oKolb believed that we cannot perform both variables on a single axis at the same time. For example, think and feel.

Learning Styles

Diverging (feel and watch)

o Being imaginative.o Understanding

people .o Recognizing

problemso Brainstorming.o Open-minded

Accomodating (feel and do)o Getting things

doneo Leading

o Taking riskso Initiating

o Being adaptableo Being practical

Assimilating (think and watch)

o Planningo Creating modelso Defining problems

o Developing theories

o Being patient

Converging (think and do)

o Solving problemso Making decisions

o Reasoningo Defining problems

o Being logical

Concrete Experience(Feeling)

Reflective Observation(Watching)

Abstract conceptualisat

ion(Thinking)

Active experimentati

on (Doing)

oAble to look at things from different perspectives. oThey are sensitive. oThey prefer to watch rather than do, tending to gather

information and use imagination to solve problems. oThey are best at viewing concrete situations several different

viewpoints. oKolb called this style 'diverging' because these people perform

better in situations that require ideas-generation. For example, brainstorming.

oPeople with a diverging learning style have broad cultural interests and like to gather information.

oThey are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts.

oPeople with the diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback.

Diverging (feeling and watching) Concrete Experience / Reflective

Observation

oThe Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people.

oThese people require good clear explanation rather than practical opportunity. oExcel at understanding wide-ranging information and organizing it a clear

logical format. oLess focused on people and more interested in ideas and abstract concepts.  oMore attracted to logically sound theories than approaches based on practical

value. oThese learning style people is important for effectiveness in information and

science careers. o In formal learning situations, people with this style prefer readings, lectures,

exploring analytical models, and having time to think things through.

Assimilating (watching and thinking) Abstract Conceptualization / Reflective

Observation

oPeople with a converging learning style can solve problems and will use their learning to find solutions to practical issues.

oPrefer technical tasks, and are less concerned with people and interpersonal aspects.

oThey can solve problems and make decisions by finding solutions to questions and problems.

oMore attracted to technical tasks and problems than social or interpersonal issues.

oLike to experiment with new ideas, to simulate, and to work with practical applications.

Converging (doing and thinking)Abstract conceptualization / Active

Experimentation

oThe Accommodating learning style is 'hands-on', and relies on intuition rather than logic.

oThese people use other people's analysis, and prefer to take a practical, experiential approach.

oAttracted to new challenges and experiences.oThey are good at actively engaging with the world and

actually doing things instead of merely reading about and studying them.

Accommodating (doing and feeling) Concrete experience / Active experimentation

o Kolb includes this cycle of learning as a central principle his experiential

learning theory, typically expressed as four-stage cycle of learning, in

which 'immediate or concrete experiences' provide a basis for

'observations and reflections'. These 'observations and reflections' are

assimilated and distilled into 'abstract concepts' producing new

implications for action which can be 'actively tested' in turn creating new

experiences.

o Kolb says that ideally (and by inference not always) this process represents a

learning cycle or spiral where the learner 'touches all the bases', ie., a cycle

of experiencing, reflecting, thinking, and acting. Immediate or concrete

experiences lead to observations and reflections. These reflections are then

assimilated (absorbed and translated) into abstract concepts with

implications for action, which the person can actively test and experiment

with, which in turn enable the creation of new experiences.

oPeople who have a clear learning style preference, for whatever reason, will tend to learn more effectively if learning is orientated according to their preference.

oFor instance, people who prefer the 'Assimilating' learning style will not be comfortable being thrown in at the deep end without notes and instructions.

oPeople who like prefer to use an 'Accommodating' learning style are likely to become frustrated if they are forced to read lots of instructions and rules, and are unable to get hands on experience as soon as possible.

Autonomy

o Definition of autonomy (1981: 3, cited in Benson & Voller, 1997: 1)

o On a general note, the term autonomy has come to be used in at least five ways (see Benson & Voller, 1997: 2):

1) for situations in which learners study entirely on their own;

2) for a set of skills which can be learned and applied in self-directed learning;

3) for an inborn capacity which is suppressed by institutional education;

4) for the exercise of learners' responsibility for their own learning;

5) for the right of learners to determine the direction of their own learning.

Autonomy, Awareness and Action

o Autonomous learners can be characterized as:

willing and have the capacity to control or supervise learning

knowing their own learning style and strategies

motivated to learn

good guessers

choosing materials, methods and tasks

exercising choice and purpose in organizing and carrying out the chosen task

selecting the criteria for evaluation

taking an active approach to the task

making and rejecting hypotheses

paying attention to both form and content

willing to take risks

o Versions of autonomy

Technical. Psychological. Political. Social.

Awareness

o Auditory learning is when someone learns through using their sense of hearing. They listen carefully to what is being said, as they absorb information and facts that they have heard or discussed.

o Visual learning is when someone learns best by using their sense of sight in order to understand and take in information. They prefer to learn through visual displays such as graphs, diagrams, drawings images and so on. Visual learners often use their own imagination to give them a mental image of things, which will help them learn in a quicker way.

o Kinesthetic learning is when someone learns in a practical way, by engaging in physical activity and practical classes. They prefer to learn by using a hands on approach when participating in activities. This will help them to explore and develop a better understanding of their surroundings.

Action

o Action learning is a learning and problem-solving strategy for organizations, whether commercial, government or non-profit.

o The focus is to increase employees learning capacity within an organization while responding to a real world challenge in a cross-departmental team. Reflection is an important part of the experience.

Takes advantage of its members’ own actions and experienceThe experience of "exchange" can generate fresh approaches across departmental lines (networking), and help build systemic innovation and learning capacity within the organization.

Begins with a period of strategic questioning of the problem

Sets action items and goals

Regroups to analyze progressReflects upon, and documents, the process

o Groups are formed to solve real problems, not to make recommendations.

o They are empowered and trusted with the necessary resources to take on the issue, and as a derivative can present the organization with new procedures that build the productive power of the organization

 

Characteristics of Visual Learners:

o Mind sometimes strays during verbal activities

o Observes rather than talks or acts

o Organized in approach to tasks

o Likes to read

o Usually a good speller

o Memorizes by seeing graphics and pictures

VISUAL LEARNINGSTYLES

o Not too distractible

o Finds verbal instructions difficult

o Has good handwriting

o Remembers faces

o Uses advanced planning

o Doodles

o Quiet by nature

o Meticulous, neat in appearance

o Notices details

o Use graphs, charts, illustrations or other visual aids

o Include outline, concept maps, agendas , handouts, etc for reading and taking notes

o Invite question to help them stay alert in auditory environments

o Supplement textual information with illustrations whenever possible

o Have the learners envision the topic or have them act out the subject matter

Strategies for Visual Learners

o Characteristics of Auditory Learners: Talks to self aloud Enjoys talking Easily distracted Has more difficulty with written directions Likes to be read to Memorizes by steps in a sequence

AUDITORY LEARNING STYLES

o Enjoys music

o Whispers to self while reading

o Remembers faces

o Easily distracted by noises

o Hums or sings

o Outgoing by nature

o Enjoys listening activities

o Begin new materials with a brief explanation

o Learners to draw as much information from them as possible and then fill in the gaps

o Include auditory activities (brainstorming, buzz group, Jeopardy)

o Have the learners verbalize the question

Strategies for Auditory Learners

o Characteristics of Kinaesthetic Learners:

Likes physical rewards In motion most of the time Likes to touch people when talking to them Taps pencil or foot while studying Enjoys doing activities Reading is not a priority

KINAESTHETIC LEARNING STYLES

o Poor speller

o Likes to solve problems by physically working through them

o Will try new things

o Outgoing by nature

o Expresses emotions through physical means

o Uses hands while talking

o Dresses for comfort

o Enjoys handling objects

o Use activities that get learners up and moving

o Play music during activities, when appropriate

o Use coloured markers to emphasize key points on flipcharts or whiteboards

o Provide toys such as balls and Play-Dough

o Provide highlighters, coloured pens/pencils

o Guide learners through a visualization of complex tasks

o Have them transfer information from the text to another medium such as keyboard or a tablet

STRATEGIES FOR KINAESTHETIC LEARNERS

LEARNING FACTORS

Dunn and Dunn Model

Rita and Kenneth Dunn (1978) define Learning Styles as,

“The way in which each learner begins to

concentrate, process and retain new and difficult

information. That interaction occurs differently

for everyone.” This model is a comprehensive model

that identifies each individual’s strengths and

preferences across the full spectrum of five categories.

o Environmentalo Emotionalo Sociologicalo Physicalo Psychological

There Are Five Categories

o Sound – the noise level (quiet or noisy)o Light – bright or lowo Temperature – cool or warmo Design – formal (e.g: desks and chairs)

or informal (e.g: pillows, sofa or floor)

Environmental

o Motivation – motivated or unmotivatedo Persistence – e.g: long-term projecto Responsibility – e.g: finish the projecto Structure – time / schedule (e.g: due dates)

Emotional

o Self – preferred to work aloneo Paired – work with a partnero Peers – work with friendso Groups – work in a teamso Adult – e.g: with teacherso Varied – all of the above

Sociological

o Perceptual – e.g: visual, kinesthetic, auditory

o Intake – what do they eat or drinks when

studying. (e.g: sugary foods)o Mobility – whether they move around or o they are able to sit still.o Time of the day – e.g: morning,

afternoon

Physiological

o Analytic – e.g: focus on the detailso Global – e.g: focus on the big pictureso Reflective – they will pause and reflect the problems first (e.g: they planned)o Impulsive – they immediately jump into the problems (e.g: just go along with the problems)

Psychological

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