Scribd
Upload
30 views

Lesson 1 Learning Styles

Uploaded by

cristyserote
Copyright
© © All Rights Reserved
Available Formats
Download as PDF or read online on Scribd
30 views

Lesson 1 Learning Styles

Uploaded by

cristyserote
Copyright
© © All Rights Reserved
Available Formats
Download as PDF or read online on Scribd
You are on page 1/ 6
Lesson : Learning Styles “Atthe end ofthe lesson, you will be able to: ‘+ explain the big ideas concerning learning styles; 4+ discuss the differences and similarities among the different learning style preferences; and + design learning activities that will cater to the needs ofa diverse classroom. f ‘THINK oe Learning Styles Ignacio Estrada’s statement that, “If leamers cannot eam the way we teach them, maybe we should teach them the way they learn,” i a clear reminder for teachers to always consider in their daily teaching the unique style of leamers. Considering the diferent characteristics of the leamers as visual, fzuditory, and kinesthetic, teachers are challenged to provide activities and materials that will corespond to their learning preferences, especially if the learners are eclectic (a learner whose learning preference fea mixture of visual, auditory, and kinesthetic. In 1984, a known educational psychologist, David Kolb, described learning styles asthe process whereby knowledge is created through the transformation df experience. Jones and Blankenship (2017) view learing styles as the preferential way in which the Students absorb, process, comprehend, and retain information. Each learner has their way of proces information, and this situation motivates the teachers to plan and prepare lessons that will satisy the nique learning styles ofthe leamers. The importance of knowing the concept of Iaming styles could Jflvence teachers’ understanding of students" individual differences (Li etal 2016). When teachers are acially aware of leaming styles, they are likely tobe very careful when designing a lesson plan, during their teaching, and when assessing individual student (Pajares, 1992). Kolb’s Experiential Learning Cycle Kolb’s experiential learning style theory is typically represented through a fou-stage leaming eye cffstive eaming is soen when a leame progresses through a cycle of four stages. Kolb (1974) views Iesming asa integrated proces in which each stage is mutvally supportive and feeding into the neve pat ofthe cycle. tis further explained that efetive leaming only occurs whens leamer can experience e @ Sa & Figure 21, Kolb's experiential learning cycle. 127 ‘These types of leamers excel at accomplishing tasks by following direti mccoy pining. and lina ei nw exper They a characterized as being opportunistic, action driven, and risk takers. They ccan easily adapt to changing circumstances. They can solve problems in an intuitive trial-and-error manner rather than through careful examination of facts, and they rely heavily on other people for information rather than on ‘their analytic ability. The leaming modes associated with this learning style are concrete experience and active experimentation. ‘Assimilative “These types of leamers can reason inductively. They can crete theoretical models in assimilating disparate observations into an integrated explanation. ‘They are concemed with ideas and abstract concepts rather than with people ‘and social interactions and are concemed with abstract logical rather than practical aspects of theories. They incorporate the learning modes of reflective ‘observation and abstract conceptualization. Divergent Divergent leamers are best at asks that require imaginative ability and awareness of meaning and value. They can identify concrete examples of concept and generate numerous qualities ofa concept from many perspectives ‘They are considered as brainstormers because they prefer to observe rather than act, are emotionally oriented and tend tobe very creative. They refer the leaming modes conerete experiences and reflective observations. ‘Convergent Convergent leamers’ greatest strength is the ability to efficiently solve problems, make decisions, and apply practical ideas to solve problems. These Teamers do well on standard conventional intelligence tests because they can ‘organize knowiedge by hypothetical-deductive reasoning and converge to one fiven answer. People with this learning styles are well adept at controlling {heir emotions and prefer dealing with technical tasks and problems rather than with issues that involve interpersonal and social interactions. Convergent feamers draw from the leaning modes of abstract conceptualization and active experimentation. LEARNING MODES (Kolb, 1984) Concrete Experience | This learning mode is the characteristic of leamers who desire ties for direct human interpersonal interactions. They prefer to feel and experience rather than think. They are intuitive decision makers who value circumstances involving people in real-world situations. This learning mode is concemed with the uniqueness and complexity of present reality as opposed to theories realizations. Learners who prefer this learning mode take an and gené artistic, intuitive approach to problem solving rather than a scientific approach. plenty of opportuni This mode focuses on the ability to understand the meaning of ideas. Learners under this mode value objective judument, impartiality, and patience, They prefer abstract understanding over practical applications nd prefer to reflect and observe rather than act on situation, Abstract Conceptua lization Learners who belong to this mode typically attend to tasks that involye logical investigation of ideas and concepts. They are characterized by a preference to depend on cognitive rather than emotional skills, They involve themselves with and tackle academic problems that require the ability to build general theories to come up with a solution. They value rigorous idea analysis and well-defined conceptual systems. This mode involves the use of systematic planning, manipulation of abstract symbols, and quantitative analysis. This mode focuses on actively influencing people and changing situations. Individuals prefer to be involved in peer interactions that allow them to play an integral role in the decisions made jn these interactions. This mode emphasizes practical applications or solutions rather than a reflective understanding of a problem. Learners who belong to this mode are pragmatists and focus on doing rather than observing, they enjoy and are especially efficient at getting the job done, and truly value the ability to manipulate their environment to produce productive results. Active s Experimentation Four learning environments support the various learning styles and their associated learning modes. sed pie be sensitive enough to incorporate the learning environment with the learning styles and wf at Teachers Lesson 2: Multiple Intelligences ante end ofthe lesson, you will be able to: explain the concept of Multiple Intelligences; «discuss each component of Multiple Intelligences; and suggest activities that will cater to the need of Multiple varied Infeligences of the lamers. ‘THINK Multiple Intelligences Educators understand and know that leamers come to school with different, varied, and unique jatllectal and information processing abilities because leamers have different biological, cultural, and personal backgrounds (Ayesha & Khurshid, 2013). Learners respond to diferent motivation in very evil way due to their mental capabilites that help them to process knowledge and skills using their vray of operating information. This difference isthe reason of the paradigm shift from the traditional qeaching-leamning process to student-centered classroom where the questions of what content to teach ind how it would be taught were changed into big questions of how do students lear and process the Tesson and how can the teacher facilitate the delivery of the lesson. This perspective in teaching has Ted educators to view the classroom as a place where teachers can provide more enjoyable learning tetivities in which student learning is facilitated (Alrabah et a, 2018). Once the student-centered flaseroom is given emphasis, the Multiple Intelligences (MI) of the students is given consideration, In thesesearch conducted by Reid (1998), MIas the potential o positively influence classroom teaching Theoush accommodating the MI and learning styles of the leames, leaming and understanding oF the lenon cen be maximized because the leamers will be potentially more receptive to the teaching presentation and modes of presentation Through these practices, leamers manifest varying depress of intelligence. * Gardner (1999) presented the concept of MI based on the skill and abilities of the lamers. He “deburind the contury-long and traditional concept of intelligence refering only to Intelligence Quotient {1Q) Having a high level of IQ woul fuciliate achieving success according to trations) conse? Maa ne belief on pure intelligence measurable bya single 1Q canbe labeled inaccurate (Ayesha & Khurshid, 2013). In 1983, when Howard Gardner presented his concept about intelligence through his book, Frames af Md, sted tht any individual has diferent capabilites and tendencies in diferent areas and tht eee te ural types of intelligence that are intermingled in diferent ways. He suggested Ml as ef Sherrie wey to tditional elassroom designs that needa variety of ways people lar and understand, aerate ay have a single intelligence, but 0 range of intelligence; that all people have these nach person, one of them is more pronounced. His theory on MI had virile effets on arenas elds most especially in teaching. Through this theory, there were profound innovations in new tray and rnthods of Tesson presentation. At present, teachers ar challenged and enjoined w provide a student-centered classroom emboldened by Ml-inspted instructions. intelligences but, ‘The Nine Multiple Intelligences While identifying the potentials of intelligence, intelligence: ‘4. potential isolation by brain damage: b._ the existence of idiots, savants, prodigics, Garner identified eight criteria to be identified as and other exceptional individuals; 135 ee a distinctive developmental history; support from experimental psychological tasks; e. 4. evolutionary history and evolutionary plausibility; e f support from psychometric findings; and {& susceptibility to encoding in a symbol system. From these eight criteria, Gardner described the nine intelligences as stated below: 1. Verbal-linguistic (word smart) 2. Logical- ‘mathematical (aumber smart) ‘Table 6. Gardner's nine intelligences Seastvity to the written and spoken language. This silty mainly oncemed with the ability wo comprehend and compose, Tnesage Sficacously, both eral and writen. People who are vette ingle fnteligent have good auditory skis to segment sound and even visualize ‘words through sensory perceptions. “This Be the ability to calculate and comprehend situations of condition systematically and logically. People are good t exploring patterns and Ziationships, problem solving, and deductive and inductive reasoning Peorle wit Togicakmatnematical inteligence can easly, experiment reel ueceffect relationships, caleporization, clasiiation, inference enerlizatons, caleultins, and hypothesis testing 3. Visual-spatial (picture smart) “Tish ably to pereeive, modifi and create images. People who are visu spatial intelligent can understand pattems of space, They ate environmentally SPeive to the potential to think in terms of physical space and thee: dimensional objec. 4, Musical-rhythmic (music smart) (body smart) 6, Intrapersonal Gelf-smart) “This he ability to identify pitch, rhythm, and emotional ide of sound, ané ae vty capabilities toward sounds from the environment and musica Setjuments, Learners with ths intelligence can perceive and transform discriminate between and express in musical forms. F Bodily kinesthetic | This refers to the use of the Body for expression. It is described as the seation Fret nasing the body andi asin mastering problems ote vets, People with this kind of inteligence can express ones wit ots pentures, and facil expressions ising the coordination of bin rood, creating & product using the whole body ora part of the whole Cee ere eee eal al apie pone

You might also like