LEARNING STYLESDIDACTICS I-2013

FOREIGN LANGUAGE DEPARTMENT

COGNITIVE LEARNING STYLES

COGNITIVE LEARNING STYLES

PERSONALITY OR AFFECTIVE LEARNING STYLES Reflective impulsive Cautious risk-taking Within the task beyond the

task Anxious relaxed Less tolerant more tolerant Introverted extraverted Rigid flexible

SOCIAL LEARNING STYLES Individual (own work plan)Group (external work plan)

Independent (intrinsically motivated)

Dependent (extrinsically motivated)

SENSORY/PERCEPTUAL LEARNING STYLESVISUALAUDITORYKINAESTHETICTACTILE

MULTIPLE INTELLIGENCES IN THE FL CLASSROOMINTELLIGENCES DEFINITIONS EXAMPLES OF

ACTIVITIES FOR THE FL

CLASSROOMMUSICAL-RHYTHMIC ABILITY TO PERCEIVE

AND APPRECIATE RHYTHM, PITCH AND MELODY

SONGS, CHANTS, RHYMES, VOICE GAMES, INSTRUMENTAL BACKGROUND MUSIC

VERBAL-LINGUISTIC THE ABILITY TO USE ORAL AND WRITTEN LANGUAGE EFFECTIVELY AND CREATIVELY

STORY-TELLING, DEBATES, DISCUSSIONS, JOKES, READINGS

VISUAL-SPATIAL THE ABILITY TO REPRESENT THE SPATIAL WORLD INTERNALLY INYOUR MIND

MIND-MAPS, IMAGES, PUZZLES

MULTIPLE INTELLIGENCES IN THE FL CLASSROOMNATURALIST THE ABILITY TO

DISCRIMINATE AMONG LIVING THINGS, AS WELL AS TO HAVE SENSITIVITY TOWARDS THE NATURAL WORLD.

EXCURSIONS, OUT-DOOR ACTIVITIES, ACTIVITIES TO DO WITH ECOLOGY.

BODILY-KINAESTHETIC

ABILITY TO USE THE BODY TO EXPRESS ONESELF, TO HANDLE PHYSICAL OBJECTS DEXTROUSLY

DRAMA, MIMICRY, GAMES, ROLE-PLAYS

INTERPERSONAL THE ABILITY TO UNDERSTAND OTHER PEOPLE, TO WORK CO-OPERATELY AND TO COMMUNICATE, VERBALLY AND NON-VERBALLY, WITH OTHERS.

CO-OPERATIVE TASKS, PAIR-WORK

MULTIPLE INTELLIGENCES IN THE FL CLASSROOMINTRAPERSONAL THE ABILITY TO

UNDERSTAND THE INTERNAL ASPECTS OF THE SELF AND TO PRACTICE SELF-DISCIPLINE

VISUALIZATIONS, METACOGNITIVE TASKS

LOGICAL-MATHEMATICAL

THE ABILITY TO USE NUMBERS EFFECTIVELY, TO RECOGNIZE ABSTRACT PATTERNS, TO DISCENR RELATIONSHIPS AND TO REASON WELL.

PREDICTING, PROBLEM-SOLVING, REASONING ACTIVITIES, FINDING CAUSES AND EFFECTS.

COGNITIVE FEATURESLEFT - BRAINED LEARNERS: VERBAL EXPLANATIONS SYSTEMATIC, STRUCTURED,

CONVERGENT WAY SELF –RELIANT LEARNING ANALYTIC READERS LOGICAL PROBLEM SOLVING PREFER MULTIPLE CHOICE TESTS

COGNITIVE FEATURESRIGHT-DOMINANT LEARNERS: DEMONSTRATED, ILLUSTRATED, OR

SYMBOLIC INSTRUCTION TASKS THAT ENVISAGE AUDITORY, GLOBAL,

IMPULSIVE AND INTERACTIVE LEARNING SYNTHESIZING READERS INTUITIVE PROBLEM SOLVING PREFER OPEN-ENDED QUESTIONS

(Reid 1995, 1998)

COGNITIVE FEATURESFIELD INDEPENDENCY:o CONCENTRATE AND DISTINGUISH PARTS

FROM A WHOLEo PERCEIVE THE WHOLE PANORAMAo GIVE ATTENTION TO FORM AND

ACCURACYo PREFER RULES, PATTERNSo GOOD AT DEALING WITH ABSTRACT,

IMPERSONAL, AND FACTUAL MATERIAL

COGNITIVE FEATURES

FIELD-DEPENDENT:o SENSITIVE TO HUMAN RELATIONSHIPSo TASKS WHERE A SITUATIONAL

CONTEXT IS GIVENo FOCUS ON MEANING AND FLUENCYo PREFER EXAMPLES AND CONCRETE,

HUMAN, SOCIAL OR ARTISTIC MATERIAL

PERSONALITY OR AFFECTIVE LEARNING STYLESCAUTIOUS LEARNERS: OBEY STRICT TEACHER INSTRUCTION DO NOT GO BEYOND REFLECT ON SOMETHING THOROUGHLYIMPULSIVE LEARNERS: DO NOT WORRY SO MUCH ABOUT

ACCURACY FEEL MORE RELAXED ENJOY EXPRESSING THEIR IDEAS

SOCIAL LEARNING STYLESINDEPENDENT LEARNERS: WORK ON THEIR OWN PLAN INDIVIDUALISM INDEPENDENCE AUTONOMY SELF RELIANCE

SOCIAL LEARNING STYLES

DEPENDENT LEARNERS: EXTERNAL WORK PLAN GROUP WORK CO-OPRATION PERSONAL MODESTY

SENSORY OR PERCEPTUAL LEARNING STYLESAUDITORY LEARNERS: BENEFIT LISTENING AND SPEAKING STRONG AUDITORY ORIENTATION REMEMBER BEST IN LECTURES, TAPES OR

FILMS PARTICIPATE IN SMALL-GROUP ACTIVITES CLASS DISCUSSION INDIVIDUAL TUTORIAL SESSIONS

SENSORY OR PERCEPTUAL LEARNING STYLES

VISUAL LEARNERS:-VERBAL VISUAL LEARNERS:• REMEMBER WELL WHAT THEY READ-NON –VERBAL-VISUAL:• NEED PICTURES, GRAPHS, CHARTS AND

DIAGRAMS

SENSORY OR PERCEPTUAL LEARNING STYLESTACTILE /HANDS-ON LEARNERS:

NEED TO MANIPULATE PHYSICAL OBJECTS

TASKS: WRITING, DRAWING, BUILDING A MODEL OR CONDUCTING AN EXPERIMENT

KINAESTHETIC LEARNERS: PHYSICAL INVOLVENT FOR

LEARNING DRAMATIZING PROJECT WORK

SENSORY OR PERCEPTUAL LEARNING STYLES

Learning StrategiesWhat is a strategy?

Specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations.

(Oxford 1990: 8)

MEMORY STRATEGIES:

Creating mental linkages Applying images and sounds Reviewing well Employing action

COMPENSATION STRATEGIES:

Guessing intelligently Overcoming limitations in

speaking and writing

COGNITIVE STRATEGIES:

Practicing Receiving and sending messages

Analyzing and reasoning Creating structure for input and

output

METACOGNITIVE STRATEGIES:

Centering your learning Arranging and planning your

learning Evaluating your learning

SOCIAL STRATEGIES:

Asking questions Cooperating with others Empathizing with others

AFFECTIVE STRATEGIES:

Lowering your anxiety Encouraging yourself Taking your emotional

temperature

THANKS A LOT FOR YOUR ATTENTION!!!