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Edu 553 pp


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Edu 553 pp

  1. 1. EDU 553 Final Project Cultural Learning Styles By Dara Kluth, Sarah Rauenzahn and Megan Comparato
  2. 2. Essential Idea How does self-esteem, willingness to communicate and anxiety in Japanese, Mexican and American Indian/Native American cultures correlate to selected learning styles?
  3. 3. Why did we choose this topic? <ul><li>Why? For the success of our students, it is crucial that we align our teaching style to the learning styles of our students. </li></ul><ul><li>How? By examining cultural norms in regards to willingness to communicate, anxiety and self-esteem. </li></ul>
  4. 4. Learning Styles <ul><li>Concrete Sequential- analytic and field independent style, thinking oriented and reflective </li></ul><ul><ul><li>Field independent- self-sufficient, focused upon individual accomplishment as opposed to a group </li></ul></ul><ul><ul><li>Analytic- linear, step-wise process of learning, finite details and patterns rather than the whole </li></ul></ul><ul><li>Authority-Oriented- rigid, teacher-directed explicit instruction with a focus on order and sequence </li></ul><ul><li>Emotional- includes responsibility, structure, persistence and motivation </li></ul><ul><li>Environmental- includes sound, temperature, design and light </li></ul><ul><li>Sociological- social patterns in which one learns </li></ul>
  5. 5. Learning Styles cont. <ul><li>Psychological- global versus analytical, field dependence versus independence </li></ul><ul><ul><li>Field dependence- socialized, self-identity results from persons around them, empathetic, perceptive of feelings </li></ul></ul><ul><li>Global (holistic)- derive meaning from concepts by first developing an understanding of the whole context </li></ul><ul><li>Visual- learn things best by seeing them </li></ul><ul><li>Reflective- enjoying working independently, not passive learners, they want to receive information, look for deeper meaning of learning not rote repetition </li></ul>
  6. 6. Japanese <ul><li>Learning styles </li></ul><ul><ul><li>Concrete Sequential </li></ul></ul><ul><ul><li>Analytic </li></ul></ul><ul><ul><li>Visual </li></ul></ul><ul><li>Self-Esteem </li></ul><ul><li>Anxiety </li></ul><ul><li>Willingness to Communicate </li></ul><ul><li>Implications for Classroom </li></ul>
  7. 7. Mexican <ul><li>Learning styles </li></ul><ul><ul><li>Environmental </li></ul></ul><ul><ul><li>Emotional </li></ul></ul><ul><ul><li>Sociological </li></ul></ul><ul><ul><li>Psychological </li></ul></ul><ul><li>Self-Esteem </li></ul><ul><li>Anxiety </li></ul><ul><li>Willingness to Communicate </li></ul><ul><li>Implications for Classroom </li></ul>
  8. 8. American Indian/Native American <ul><li>Learning styles </li></ul><ul><ul><li>Global (holistic) </li></ul></ul><ul><ul><li>Visual </li></ul></ul><ul><li>Self-Esteem </li></ul><ul><li>Anxiety </li></ul><ul><li>Willingness to Communicate </li></ul><ul><li>Implications for Classroom </li></ul>
  9. 9. Conclusion <ul><li>By increasing awareness of cultural norms such as the willingness to communicate, anxiety and self-esteem, we will be better prepared to align instruction to meet our students’ needs. </li></ul><ul><li>When we align our teaching to the preferred learning styles of our students’ cultural backgrounds, we increase their chances of success. </li></ul>
  10. 10. References <ul><li>Brown, R.A. (2005). The Paradox of Japanese Self-Esteem, 1-12. </li></ul><ul><li>Chiya, S. (2003). The Importance of Learning Styles and learning Strategies in EFL Teaching in Japan [Abstract], 2-6. </li></ul><ul><li>Griggs, Shirley, and Rita Dunn. &quot;Hispanic-American Students and Learning Style. ERIC Digest.&quot; ERICDigests.Org - Providing Full-text Access to ERIC Digests. ERIC Clearinghouse on Elementary an Early Childhood Education Urbana IL, May 1996. Web. 6 Oct. 2010. <>. </li></ul><ul><li>Hayashi, M. (2004). Japanese students' learning styles preferences in the EFL classroom. Bulletin of Hokuriku University , 28 , 83-93. </li></ul><ul><li>Hilberg, R.S. and Tharp, R.G. (2002) Theoretical Perspectives, Research Findings, and </li></ul><ul><li>Classroom Implications of the Learning Styles of American Indian and Alaska </li></ul><ul><li>Native Students. ERIC Digest , September 2002. </li></ul><ul><li>Matching Teaching Styles with Learning Styles in East Asian Context. (pp. 1-3).,english/ </li></ul><ul><li>Matsuoka, R. Willingness to Communication among Japanese college studnets [Abstract]. National College of Nursing, Japan , 151-160. </li></ul><ul><li>Pappamihiel, N. Eleni,. English as a Second Language Students and English Language Anxiet: Issues in the Mainstream Classroom, The Florida State University, FL: The National Council of Teachers of English, 2002. Print. </li></ul>
  11. 11. References cont. <ul><li>Pewewardy, C. (1998) Fluff and Feathers: Treatment of American Indians in the </li></ul><ul><li>Literature and the Classroom. Equity and Excellence in Education , 69-76. </li></ul><ul><li>Pewewardy, C. (2002) Learning Styles of American Indian/Alaska Native Students: </li></ul><ul><li>A Review of the Literature and Implications for Practice. Journal of American </li></ul><ul><li>Indian Education . Volume 41 Number 3. </li></ul><ul><li>Phelan, Patricia, Ann Locke. Davidson, and Hanh Thanh. Cao. Students' Multiple Worlds Negotiating the Boundaries of Family, Peer, and School Cultures . Stanford, CA: Center for Research on the Context of Secondary Teaching, School of Education, Stanford University, 1991. Print. </li></ul><ul><li>Reyhner, J. (2006) Humility vs. Self Esteem: What Do Indian Students Need? Indian </li></ul><ul><li>Education Today (pp. 33-36) Native American Journal Foundation. </li></ul><ul><li>West, Amy Elizabeth. (2004) The experience of social anxiety in Native American </li></ul><ul><li>Adolescents. Diss. (Psychology). U of Virginia, 2004. 139 p. </li></ul><ul><li>Williams, K. E. (2008). Foreign Language Learning Anxiety in Japanese EFL University Classes: Causes, Coping, and Locus of Control. Electronic Journal of Foreign Language Teaching , 5 (2), 181-191. </li></ul>