Learning Styles Theory Review-Barbara Holly

Learning Styles Theory

Barbara Holly	Commented On
Brain Based Learning	Jessica Duncan
Environment and Learning	Samantha Martin

Learning Styles:  Theory Review

Barbara Holly

EDAC 635 Fall 2019

Professor Bo Chang

September 22, 2019

There are many versions of learning styles. Rita and Kenneth Dunn categorizes learners as having auditory, visual, tactile, and kinesthetic learning styles. (Tate, 2014)  Another version of learning styles lists personal meaning, conceptual learning, how things work, and self-discovery as the categories. (Manner, 2001). Then there are the learning styles advocated by Kolb.  These include assimilating, converging, accommodating, and diverting styles. (Kolb, 2005)  The Felder-Silverman learning styles include the Active/Reflective dimension, the Sensing/Intuitive dimension, the Visual/Verbal dimension, and the Sequential/Global dimension. (Yang, 2013)  And, Howard Gardner’s multiple intelligences (verbal-linguistic, musical, logic-mathematical, spatial, kinesthetic, interpersonal, intrapersonal, and naturalistic classifications) come into play on this. (Tate, 2014)  This is just the “tip of the iceberg!”

The commonality of all the above learning styles seems to be that the learning style(s) are not abilities but the preferred method of learning for a student.   And, even though a person might have a strong tendency to use this particular method to learn, this is not static. (Hatami, 2012)  Students need to develop the skills to enable them to learn in styles that are not as comfortable for them.  Teachers must recognize that students can become better learners by understanding how they learn best.  (Kolb, 2005)

The four major learning modalities that seem to be the most familiar are visual, auditory, kinesthetic and tactile learning styles. The visual style of learner likes to read and see new information.  They like to see the big picture before looking at the details.  Such learners enjoy graphic organizers, visualization, pictures, technology and so on.   The auditory learner likes to talk about what they learn.  This helps them process information.  They are usually analytical, and tend to think sequentially. Such students also like re-teaching topics to peers and learning with others. (Tate, 2014)

The kinesthetic learner needs to be bodily engaged in the learning.  Such learners do well when the lessons are real life meaningful activities.  Such students learn well when they can move and jump around as they learn.  These students also enjoy role playing which works well for history, and vocabulary. The tactile learning style makes use of the connection from the brain to the hand.  A teacher can use instructional strategies such as drawing, games, manipulatives, models, writing, and journals to address this modality.  Such students also learn well by counting on their fingers, building models and writing out what they intend to learn.  Tactile learners are often successfully as architects, engineers, surgeons, and sculptors, to name a few. (Tate, 2014)

The four basic learning styles advocated by Kolb are also based on students’ different approaches to learning.  These styles include diverging, assimilating, converging, and accommodating.   The diverging learner likes to generate ideas, gather information.  Such learners like to work in groups, listen, and receive feedback on their ideas.  An assimilating learner is interested in ideas, abstract concepts, and likes precise logical sequences.  Such learners prefer readings, analytical models and like time to reflect.  (Kolb, 2005) Both of these basic styles seem to match the visual and auditory learners previously mentioned.

 A converging learner likes problem solving and practicalities instead of abstract thinking.  Such learners like to deal with technical tasks and problems and enjoy doing laboratory assignments.  A learner with an accommodating style learns from hands on experience.  They might tend to make decisions based on instinct.  This style of learner likes to work with others, set goals, do field work, and test out various approaches to complete a project. (Kolb, 2005) Both of these basic styles seem to match the kinesthetic, tactile learners previously mentioned.

Learning styles have been pushed forward as one of the factors that influence learning.  Some scholars claim that tailoring instruction to learning styles does not lead to better learning outcomes. (Hatami, 2012)  There was a study done where in one group, a student’s learning was adapted to their individual learning style.  In the experimental group, learning styles and cognition (preferred ways of processing information) styles were taken into account for student learning.  The study showed that the students in the experimental group did significantly better that those in the conventional learning style group.  (Yang, 2013)  This is certainly something to think about.

Reflection

After reflecting on the information I found about learning styles, I realized that learning cannot be separated from your learning style. I believe that cognition styles as well has learning styles have an impact on how a student learns as well as how well the student retains the information.  While some seem to disagree as to whether adapting to learning styles makes a difference, in my experience I have to say that yes, there is a definitely a difference in a positive direction. 

There are many different ways of looking a learning styles.  This is whether you look at Kolb’s version, Dunn’s version, the Felder-Silverman version, or the version I was more familiar with (visual, auditory, kinesthic, tactile).  Regardless, I believe that adapting instruction to address these styles makes me a better teacher.  And, making students aware of their own style of learning empowers them to be self-directed learners.

	Main Theoretical Ideas	Summary of how to apply the main theoretical ideas in practice
Idea 1	Learning Styles are not abilities but the preferred method of learning for a student.	Teachers need a variety of teaching activities to address the different learning styles.  Students need to be encouraged to try different learning styles so that they can develop as learners.
Idea 2	The four basic learning styles are visual, auditory, kinesthetic, and tactile.	Teachers need to study the various learning styles and set up opportunities that address each of these in the classroom.
Idea 3	Learning styles are directly connected to cognition styles. (Cognition styles are preferred ways of processing information)	Remembering that cognition and learning styles are connected when designing lesson plans and activities will help student become better learners.

References

Hatami, Sarvenaz, (2013, October). “Learning Styles.” ELT Journal, 67(4), 488-490, Retrieved from https://doi-org.proxy.bsu.edu/10.1093/eltccs083

Kolb, Alice Y., & Kolb, David A. (2005, June). “Learning Styles and Learning Spaces: Enhancing Experiental Learning in High Education.” Academy of Management Learning and Education, 4(2), pp.192-212.  Retrieved from http://www.jstor.org/stable/40214287

Manner, Barbara M. (2001, March 1). “Learning Styles and Multiple Intelligences in Students.” Journal of College Science Teaching.  Retrieved from https://www.nsta.org/publications/news/story.aspc?id=40969

Tate, Marcia L., (2014). “Learning Styles.” From the Brain to the Classroom:  The Encyclopedia of Learning, 268-271. Retrieved from https://go-gale-com.proxy.bsu.edu/ps/i.do?p=GVRL&u=munc80314&id=GALE|CX6589200065&v=2.1&it=r&sid=GVRL&asid=4ead7409

Yang, T.-C., Hwang, G.-J, & Yang, S. J.-H., (2013).  Development of an Adaptive Learning system with Multiple Perspectives Based on a Students’ Learning styles and Cognitive styles.  Educational Technology & Society, 16(4), 185-200. Retrieved from https://www.researchgate.net/publication/279764849_Development_of_an_Adaptive_Learning_System_with_Multiple_Perspectives_based_on_Students'_Learning_Styles_and_Cognitive_Styles