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Edu 553

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Edu 553

  1. 1. EDU 553Final Project<br />Cultural Learning Styles<br />By Dara Kluth, Sarah Rauenzahn and Megan Comparato<br />
  2. 2. Essential Idea<br />How does self-esteem, willingness to communicate and anxiety in Japanese, Mexican and American Indian/Native American cultures correlate to selected learning styles?<br />
  3. 3. Why did we choose this topic?<br />Why? For the success of our students, it is crucial that we align our teaching style to the learning styles of our students.<br />How? By examining cultural norms in regards to willingness to communicate, anxiety and self-esteem.<br />
  4. 4. Learning Styles<br />Concrete Sequential- analytic and field independent style, thinking oriented and reflective<br />Field independent- self-sufficient, focused upon individual accomplishment as opposed to a group<br />Analytic- linear, step-wise process of learning, finite details and patterns rather than the whole<br />Authority-Oriented- rigid, teacher-directed explicit instruction with a focus on order and sequence<br />Emotional- includes responsibility, structure, persistence and motivation<br />Environmental- includes sound, temperature, design and light<br />Sociological- social patterns in which one learns<br />
  5. 5. Learning Styles cont. <br />Psychological- global versus analytical, field dependence versus independence<br />Field dependence- socialized, self-identity results from persons around them, empathetic, perceptive of feelings<br />Global (holistic)- derive meaning from concepts by first developing an understanding of the whole context<br />Visual- learn things best by seeing them<br />Reflective- enjoying working independently, not passive learners, they want to receive information, look for deeper meaning of learning not rote repetition<br />
  6. 6. Japanese<br />Learning styles<br />Concrete Sequential<br />Analytic<br />Visual<br />Self-Esteem<br />Anxiety<br />Willingness to Communicate<br />Implications for Classroom<br />
  7. 7. Mexican<br />Learning styles<br />Environmental<br />Emotional<br />Sociological<br />Psychological<br />Self-Esteem<br />Anxiety<br />Willingness to Communicate<br />Implications for Classroom<br />
  8. 8. American Indian/Native American<br />Learning styles<br />Global (holistic)<br />Visual<br />Self-Esteem<br />Anxiety<br />Willingness to Communicate<br />Implications for Classroom<br />
  9. 9. Conclusion<br />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.<br />When we align our teaching to the preferred learning styles of our students’ cultural backgrounds, we increase their chances of success. <br />
  10. 10. References<br />Brown, R.A. (2005). The Paradox of Japanese Self-Esteem, 1-12.<br />Chiya, S. (2003). The Importance of Learning Styles and learning Strategies in EFL Teaching in Japan [Abstract], 2-6.<br />Griggs, Shirley, and Rita Dunn. "Hispanic-American Students and Learning Style. ERIC Digest." 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. <http://www.ericdigests.org/1996-4/hispanic.htm>.<br />Hayashi, M. (2004). Japanese students' learning styles preferences in the EFL classroom. Bulletin of Hokuriku University, 28, 83-93.<br />Hilberg, R.S. and Tharp, R.G. (2002) Theoretical Perspectives, Research Findings, and <br /> Classroom Implications of the Learning Styles of American Indian and Alaska <br /> Native Students. ERIC Digest, September 2002. <br />Matching Teaching Styles with Learning Styles in East Asian Context. (pp. 1-3). useit.vn/content/view/247/92/lang,english/<br />Matsuoka, R. Willingness to Communication among Japanese college studnets [Abstract]. National College of Nursing, Japan, 151-160.<br />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.<br />
  11. 11. References cont.<br />Pewewardy, C. (1998) Fluff and Feathers: Treatment of American Indians in the <br /> Literature and the Classroom. Equity and Excellence in Education, 69-76.<br />Pewewardy, C. (2002) Learning Styles of American Indian/Alaska Native Students:<br /> A Review of the Literature and Implications for Practice. Journal of American<br />Indian Education. Volume 41 Number 3.<br />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.<br />Reyhner, J. (2006) Humility vs. Self Esteem: What Do Indian Students Need? Indian<br />Education Today (pp. 33-36) Native American Journal Foundation. <br />West, Amy Elizabeth. (2004) The experience of social anxiety in Native American <br /> Adolescents. Diss. (Psychology). U of Virginia, 2004. 139 p. <br />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.<br />

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