Misael Arrieta Theory Review

Misael Arrieta

EDAC 635

Theory Review

September 22, 2019

Your name	Commented On
Misael Arrieta	Jessica Duncan - Group 3

Introduction

            Learning styles can be defined as “the characteristic cognitive, affective, social, and physiological behaviours that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment” (MacKeracher, 2015, p. 71). Learning styles include cognitive, affective, physiological, and interpersonal styles. Within adult education, adult learners can use a different variety of learning styles but usually they rely mostly on the style that they are most comfortable and familiar. Each person’s individual character can determine which learning style is best suited for them, although it should not limit a learner’s ability in a box and should be explored across the other styles to develop newer and different perspectives on learning. What is found throughout the styles is that there has been an attempt to piece together and categorize individual’s learning styles into a three-layers onion metaphor.

The Global View

            Lynn Curry developed a three-layered view on how to classify the behaviors affecting an individual’s learning style. These three layers include instructional preferences, information-processing styles, and cognitive personality styles. These three layers are needed by educators and instructors to provide a framework of what learning should entail. “Learning is a complex and field, often ill understood…With this model, an attempt is made to integrate learning styles into instructional design for physiology” (2011, Eagleton & Muller).

Instructional Preferences

            In this layer, or the outer layer, its purpose is stating the environmental preferences that affect learners. These behaviors are more observable, less stable, and more easily influenced by external conditions compared to the middle and inner layers (2015, MacKeracher, p. 76). These conditions can include environmental preferences, such as sound, light, and temperature, and instructional preferences, such as face to face classrooms and technology assisted classrooms. The Dunn and Dunn model can show the effectiveness of incorporating these factors by instructors. In an article titled, “Learning Style-Based Teaching to Raise Minority Student Test Scores There’s No Debate!” by Karen Burke and Rita Dunn, they speak on the effect of the Dunn and Dunn model; “The Dunns describe learning style as the ways in which twenty-one different elements affect an individual’s ability to master new and difficult academic information and skills. No one is affected by all twenty-one elements, but the elements that do affect an individual either inhibit or stimulate that person’s academic achievement” (2002). The Dunn and Dunn model expresses how impactful individuals can be affected by their instructional preferences. Having instructors aware of these factors can help how they develop their style to better suit their students.

Information Processing

            In this middle layer, Curry discusses how these behaviors, as opposed to the outer layer, are less observable and somewhat more stable, but can be changed through new learning strategies. In this layer, one could find a variety of learning styles that include Grasha-Reichmann Student Learning Style Scale, Gregorc’s Style Delineator, Kolb’s Learning Style Inventory, McCarthy’s Hemispheric Mode Indicator and the 4MAT System, and Suessmuth’s Learning Style inventory. “The ways in which people perceive and process information affect how they learn. Different styles are of equal value or can be equally effective at task performance; the same level of performance can be attained in different ways” (2011, Eagleton & Anton). Information models, like the one’s listed above, focus on a person’s cognitive approach and processes by which information is obtained, sorted, stored, and used. This layer is mostly stable because it does not necessary interacts with the environment directly.

Take, for example, how Kolb’s Experiential Learning Cycle is used. “Effective learning is seen when a person progresses through a cycle of four stages: of (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” (2017, McLeod). This model is for the most part stable and for a behavior or learning style to change, new experiences are to be introduced in order to develop new concepts. Each step is supportive of each other and each step feeds into the next one. Kolb’s learning theory then bases four learning style that are based on the learning cycle. This is because different people have a preference of a singular learning style. An individual’s preferences “itself is actually the product of two pairs of variables, or two separate 'choices' that we make, which Kolb presented as lines of an axis, each with 'conflicting' modes at either end” (2017, McLeod). These learning styles are broken down into four quadrants: accommodating, diverging, converging, and assimilating. Based on these styles, instructors can use them to their advantage by having engaging material that suits their students best.

Personality Traits

            In the central layer of Curry’s model, the focus shifts to the individual’s ability to acquire and integrate information. In this layer, there is no interaction with the environment. This is because of the focus on an individual’s cognitive personality styles which are more permanent and less likely to change. This make sense as this layer focuses solely on an individual’s personality traits in the central layer of a whole brain learning style. Some tools for this learning styles in this layer includes Myers-Briggs Type Indicator, Keirsey Termperament Sorter, and Person Empowerment Type Check. Within these instruments, they focus on four paired characteristics: introversion-extraversion, thinking-feeling, intuiting-sensing, and judging-perceiving.

            Of the listed instruments, the Myers-Briggs Type Indicator is the among the most popular and commonly heard name. Regardless of field of study, instructors constantly use this tool to better understand how their students think. The Myers-Briggs Type Indicator has been used in countless career coaching appointments, classroom settings, and is very helpful in an individual to understand how their personality traits can help understand what type of learner they are and the preferences they desire. The Myers-Briggs website puts this idea in a great perspective; “When teachers and students understand the differences in their teaching and learning styles, communication, and therefore learning, is enhanced. A student's interests and ways of learning directly affect how he or she takes in information. This calls on educators to consider different teaching approaches, based on the needs of students” (Type and Learning).

Application

            Using this global viewpoint on the brain based on Curry’s three-layer model can prove to be useful to instructors trying to provide the best learning style for their students. When thinking about how this can be used in a real-world setting, the thought of a business conference comes to mind. This setting can incorporate each layer to every person in attendance and build upon each person wanting to develop and further their individual learning style.

            Starting with personality traits, each person could be asked to take the Myers-Briggs assessment. Following the assessment, everyone could be split up into the groups where they have a few partners that share the same results. In this groups, individuals are asked to share what personal characteristics they believe every individual in their group shares. Questions could range from “What values do you hold on to firmly?,” “What qualities do you need in a work environment or culture?,” “How do you feel you work best, in a group or individually,?” etc.. Individuals will be asked to expand on these questions and to take in how individuals that share similar results to the assessment may have very similar personality traits, but still have some different preferences.

            Following this, a small scale demonstration of the how the Dunn and Dunn model can be used on how it can be effective in the workplace. Personal testimonies could be used as a way to first explain how the model has been used in their own experience. For example, an individual talks about their experience in an trip they took to an overseas partner company that has the same business structure, but because of it being located in a different country, their business culture is different. This individual learns all about the different ways they handle their business and how everyone treats their co-worker differently. They then talk about their thought process of what that individual found interesting and how they could potentially take these traits to their respective office. They then propose some new ideas to their office based on their experience in the international company. They then talk about how their office has changed based on his/her ideas proposed that came from the trip they took. Then everyone would split into fields that they fall similarly in to share ideas with their group in order to hopefully take on new ideas back to their workspace.

            Finally, the attendees could be asked to take a survey based on the third layer, instructional preferences. This survey would be intended to better understand what aspects of the conference they enjoyed and disliked. These questions can range from “Would you prefer an in-person conference or online setting?”, “What this conference a comfortable environment? If not, what would you like to see changed?”, “Would you enjoy more incorporation of technology? (Real-time online surveys, recordings accessible online, documents and handouts emailed, etc.,),  “Would you like to see more or less group interactions?” “Did you feel you had enough time to reflect and process the information given?” These questions will then be used to under everyone perspective on the environment around them and to make adjustments for any type of changes that would need to be made in order to better suit the conference. All these components combined can be used to enhance and provide assistance for each individuals’ learning style.

Reflection

            I found this theory review to be helpful in the development and categorization of different learning style. I also found that constantly, with every article and resource, that each brings good points to look at but also that even the global view of an individual’s mind cannot encompass all about learning styles for adults. I found it interesting because a few of the tools I was already familiar with and to see how they can be used for adult learners give it all the more depth to how they can more efficiently used.

Table 1. Summary of the Theoretical Ideas

	Main Theoretical Points	Summary of how to apply the main theoretical ideas in practice.
Instructional Preferences	This layer refers to the instructional and environmental preferences of an individual.	Learners have a variety of preferences they have when being taught that include aspects like sound and light, environmental, and face to face and technology assisted teaching, instructional.
Informational Processing	This layer focuses on a person’s cognitive approach and processes by which information is obtained, sorted, stored, and used.	Learners can use new experiences to develop a new way of thinking that then can shape how they handle future situations.
Personality Traits	This layer describes what personally traits influence an individual’s learning.	Learners can obtain a better understanding of their own personality traits that can affect their learning style through the use of tools like the Myers-Briggs assessment.

References

Eagleton, S., & Muller, A. (2011, December 1). Development of a Model for Whole Brain Learning of Physiology. Retrieved from https://www.physiology.org/doi/full/10.1152/advan.00007.2011#B7

Mcleod, S. (2017, February 5). Kolb's Learning Styles and Experiential Learning Cycle. Retrieved from https://www.simplypsychology.org/learning-kolb.html

Type and Learning. (n.d.). Retrieved from https://www.myersbriggs.org/type-use-for-everyday-life/type-and-learning/

Burke, K., & Dunn, R. (2002 November/December). Learning Style-Based Teaching to Raise Minority Student Test Scores Retrieved from https://doi-org.proxy.bsu.edu/10.1080/00377990309600201

MacKeracher, D. (2015). Making sense of adult learning. Toronto: University of Toronto Press.