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Learning Styles

This document discusses learning styles and strategies. It defines learning styles as a student's general approach to acquiring knowledge, while learning strategies are specific actions used to enhance learning. Learning styles depend on cognitive, affective and behavioral traits, whereas strategies are actions students take. The document outlines various dimensions of learning styles, including sensory preferences, personality types, desired degree of generality, and biological differences. It provides examples for each dimension.

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Hannah Krystal Rosales
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21 views21 pages

Learning Styles

This document discusses learning styles and strategies. It defines learning styles as a student's general approach to acquiring knowledge, while learning strategies are specific actions used to enhance learning. Learning styles depend on cognitive, affective and behavioral traits, whereas strategies are actions students take. The document outlines various dimensions of learning styles, including sensory preferences, personality types, desired degree of generality, and biological differences. It provides examples for each dimension.

Uploaded by

Hannah Krystal Rosales
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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LEARNING STYLES

HANNAH KRYSTAL S. ROSALES


LEARNING STYLES
 These are the general approaches that students use in acquiring a
new language or in learning any other subject. These styles are
“the overall patterns that give general direction to learning
behaviour” (Cornett 1983)
LEARNING
STRATEGIES
 These are defined as specific actions, behaviors, steps, or
techniques – such as seeking out conversation partners, or
giving oneself encouragement to tackle a difficult language
task – used by students to enhance their own learning –
Scarcella and Oxford 1992
LEARNING STYLE vs.
LEARNING
 ‘Learning
STRATEGIES
Styles’ refer to a person’s general approach to learning and is dependent
upon that person’s cognitive, affective and behavioral characteristics(Oxford, “The
Role of Styles and Strategies in Second Language Learning”, 1989).
 ‘Learning Strategies’ refers to the actions and behaviours a person uses to learn
(Oxford, 1989.) All learners use strategies to help them succeed, but not all are
aware of the strategies they use. As Rebecca Oxford states: “…the most successful
learners tend to use learning strategies that are appropriate to the material, to the
task, and to their own goals, needs, and stage of learning,” (Oxford, 1989).
DIMENSIONS
 Sensory Preferences
 Personality Types
 Desired Degree of Generality
 Biological Differences
SENSORY
PREFERENCES
 These refer to the physical, perceptual learning channels with
which the student is most comfortable.
SENSORY
PREFERENCES
 Visual students like to read and obtain a great deal from visual
stimulation.
SENSORY
PREFERENCES
 Auditory students are comfortable without visual input and
therefore enjoy from unembellished lectures, conversations
and oral instructions.
SENSORY
PREFERENCES
 Kinestheticand tactile students like lots of movements and
enjoy working with tangible objects, collages and flashcards.
PERSONALITY TYPE
 This is often called psychological type. It is a construct based
on the work of psychologist Carl Jung.
TYPES
 Extroverted versus Introverted
 Intuitive-Random versus Sensing-Sequential
 Thinking versus Feeling
 Closure-oriented/Judging versus Open/Perceiving
PERSONALITY TYPE
EXTROVERTED versus INTROVERTED

 EXTROVERT – gain their greatest energy from the external world

 INTROVERT – derive their energy from the internal world


PERSONALITY TYPE
INTUITIVE-RANDOM versus SENSING-SEQUENTIAL

 INTUITIVE-RANDOM – students think in abstract, futuristic, large-


scale and non-sequential ways
 SENSING-SEQUENTIAL – students like facts than theories, want
specific instruction, and look for consistency
PERSONALITY TYPE
THINKING versus FEELING

 THINKING – learners are oriented towards the truth even if it hurts


the feelings of others
 FEELING – learners value other people in very personal ways
PERSONALITY TYPE
CLOSURE-ORIENTED/JUDGING versus OPEN/PERCEIVING

 CLOSURE-ORIENTED/JUDGING – students want to reach judgments


or completion and want clarity as soon as possible
 OPEN/PERCEIVING – students want to stay available for
continuously new perceptions
DESIRED DEGREE OF
GENERALITY
 This contrasts the learner who focuses on the main idea or big
picture with the learner who concentrates on details.
 Global or Holistic – students like socially interactive,
communicative events in which they
can emphasize the main idea
 AnalyticStudents – students tend to concentrate on
grammatical details and often avoid
more free-flowing communicative activities
BIOLOGICAL
DIFFERENCES
 This contrasts the learner who focuses on the main idea or big
picture with the learner who concentrates on details.
 Biorhythms – reveal the times of day when students
feel good and perform their best
 Sustenance – refers to the need for food or drink while
learning
 Location– involves the nature of the environment:
temperature, lighting, sound, etc.
“Many of the most important lessons in life can be
learned but not taught. So, even though we cannot
teach these experiences, we can work to create an
atmosphere to encourage learning”

-Coperthwaite, 2007
If learning is fundamental to everything we do, then
understanding one’s unique Learning style is fundamental
to learning!

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