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LEARNING STYLES
o encompass a series of theories suggesting
systematic differences in individuals' natural
or habitual pattern of acquiring and
processing information in learning situations.
o A core concept is that individuals differ in how they
learn.
LEARNING STYLE METHODS
David Kolb's model
 based on the Experiential learning theory.
 ELT model outlines two related approaches:
1. toward grasping experience: Concrete
Experience and Abstract
Conceptualization
2.toward transforming experience: Reflective Observation and
Active Experimentation
 the ideal learning process engages all four of these modes in
response to situational demands.
David Kolb’s Experiential Learning Model (ELM)
Concrete Experience
Active Experimentation Reflective Observation
Abstract Conceptualization
GREGORE COGNITIVE STYLES METHODS
 describes four cognitive styles for perceiving, processing,
and ordering information. The model describes these
styles according to four variables: concrete, abstract,
random and sequential, creating four styles:
Concrete Sequential (CS)
Abstract Sequential (AS)
Abstract Random (AR)
Concrete Random (CR)
CONCRETE
RANDOM SEQUENTIAL
ABSTRACT
CONCRETE SEQUENTIAL ABSTRACT SEQUENTIAL
This learner likes:
 order
 logical sequence
 following directions, predictability
 getting facts
They learn best when:
 they have a structured environment
 they can rely on others to complete this task
 are faced with predictable situations
 can apply ideas in pragmatic ways
What's hard for them?
 Working in groups
 Discussions that seem to have no specific
point
 Working in an unorganized environment
 Following incomplete or unclear directions
 Working with unpredictable people
 Dealing with abstract ideas
 Demands to "use your imagination"
 Questions with no right or wrong answers
.
This learner likes:
 his/her point to be heard
 analyzing situations before making a
decision or acting
 applying logic in solving or finding
solutions to problems
They learn best when:
 they have access to experts or references
 placed in stimulating environments
 able to work alone
What's hard for them?
 Being forced to work with those of differing
views
 Too little time to deal with a subject
thoroughly
 Repeating the same tasks over and over
 Lots of specific rules and regulations
 "sentimental" thinking
 Expressing their emotions
 Being diplomatic when convincing others
 Not monopolizing a conversation
CONCRETE RANDOM ABSTRACT RANDOM
This learner likes:
experimenting to find answers
take risks
use their intuition
solving problems independently
They learn best when:
they are able to use trial-and-error approaches
able to compete with others
given the opportunity to work through the
problems by themselves.
What's hard for them?
 Restrictions and limitations
 Formal reports
 Routines
 Re-doing anything once it’s done
 Keeping detailed records
 Showing how they got an answer
 Choosing only one answer
 Having no options
This learner likes:
 to listen to others
 bringing harmony to group situations
 establishing healthy relationships with
others
 focusing on the issues at hand
They learn best when:
 in a personalized environment
 given broad or general guidelines
 able to maintain friendly relationships
 able to participate in group activities
What's hard for them?
 Having to explain or justify feelings
 Competition
 Working with dictatorial/authoritarian
personalities
 Working in a restrictive environment
 Working with people who don’t seem
friendly
 Concentrating on one thing at a time
 Giving exact details
 Accepting even positive criticism
FIELD INDEPENDENCE
 a field-independent
learning style is defined by
a tendency to separate
details from the
surrounding context.
Example: Field-independent
learners tend to rely less on
the teacher or other learners for
support.
In the classroom Activities such as extensive reading
and writing, which learners can carry
out alone, are useful for field-
independent learners.
DEPENDENCE MODEL
is the notion that resources flow from a
"periphery" of poor and underdeveloped states
to a "core" of wealthy states, enriching the latter
at the expense of the former.
MATCHING LEARNING STYLE TO
INSTRUCTION
• Learning is an interactive process, the product of student and
teacher activity within a specific learning environment.
• Learning has taken place when we observe a change of learner
behavior resulting from what has been experienced. Similarly, we
can recognize the learning style of an individual student only by
observing his overt behavior. Learning style is a consistent way of
functioning that reflects the underlying causes of learning
behavior
• As a student characteristic, learning style is an indicator of how a
student learns and likes to learn. As an instructional strategy, it
informs the cognition, context and content of learning.
THAT’S ALL AND I
THANK YOU!!!!!!

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alvin bugaoisan psth-learning styles

  • 2. o encompass a series of theories suggesting systematic differences in individuals' natural or habitual pattern of acquiring and processing information in learning situations. o A core concept is that individuals differ in how they learn.
  • 4. David Kolb's model  based on the Experiential learning theory.  ELT model outlines two related approaches: 1. toward grasping experience: Concrete Experience and Abstract Conceptualization 2.toward transforming experience: Reflective Observation and Active Experimentation  the ideal learning process engages all four of these modes in response to situational demands.
  • 5. David Kolb’s Experiential Learning Model (ELM) Concrete Experience Active Experimentation Reflective Observation Abstract Conceptualization
  • 6. GREGORE COGNITIVE STYLES METHODS  describes four cognitive styles for perceiving, processing, and ordering information. The model describes these styles according to four variables: concrete, abstract, random and sequential, creating four styles: Concrete Sequential (CS) Abstract Sequential (AS) Abstract Random (AR) Concrete Random (CR)
  • 8. CONCRETE SEQUENTIAL ABSTRACT SEQUENTIAL This learner likes:  order  logical sequence  following directions, predictability  getting facts They learn best when:  they have a structured environment  they can rely on others to complete this task  are faced with predictable situations  can apply ideas in pragmatic ways What's hard for them?  Working in groups  Discussions that seem to have no specific point  Working in an unorganized environment  Following incomplete or unclear directions  Working with unpredictable people  Dealing with abstract ideas  Demands to "use your imagination"  Questions with no right or wrong answers . This learner likes:  his/her point to be heard  analyzing situations before making a decision or acting  applying logic in solving or finding solutions to problems They learn best when:  they have access to experts or references  placed in stimulating environments  able to work alone What's hard for them?  Being forced to work with those of differing views  Too little time to deal with a subject thoroughly  Repeating the same tasks over and over  Lots of specific rules and regulations  "sentimental" thinking  Expressing their emotions  Being diplomatic when convincing others  Not monopolizing a conversation CONCRETE RANDOM ABSTRACT RANDOM This learner likes: experimenting to find answers take risks use their intuition solving problems independently They learn best when: they are able to use trial-and-error approaches able to compete with others given the opportunity to work through the problems by themselves. What's hard for them?  Restrictions and limitations  Formal reports  Routines  Re-doing anything once it’s done  Keeping detailed records  Showing how they got an answer  Choosing only one answer  Having no options This learner likes:  to listen to others  bringing harmony to group situations  establishing healthy relationships with others  focusing on the issues at hand They learn best when:  in a personalized environment  given broad or general guidelines  able to maintain friendly relationships  able to participate in group activities What's hard for them?  Having to explain or justify feelings  Competition  Working with dictatorial/authoritarian personalities  Working in a restrictive environment  Working with people who don’t seem friendly  Concentrating on one thing at a time  Giving exact details  Accepting even positive criticism
  • 9. FIELD INDEPENDENCE  a field-independent learning style is defined by a tendency to separate details from the surrounding context.
  • 10. Example: Field-independent learners tend to rely less on the teacher or other learners for support. In the classroom Activities such as extensive reading and writing, which learners can carry out alone, are useful for field- independent learners.
  • 11.
  • 12. DEPENDENCE MODEL is the notion that resources flow from a "periphery" of poor and underdeveloped states to a "core" of wealthy states, enriching the latter at the expense of the former.
  • 13.
  • 14. MATCHING LEARNING STYLE TO INSTRUCTION • Learning is an interactive process, the product of student and teacher activity within a specific learning environment. • Learning has taken place when we observe a change of learner behavior resulting from what has been experienced. Similarly, we can recognize the learning style of an individual student only by observing his overt behavior. Learning style is a consistent way of functioning that reflects the underlying causes of learning behavior • As a student characteristic, learning style is an indicator of how a student learns and likes to learn. As an instructional strategy, it informs the cognition, context and content of learning.
  • 15. THAT’S ALL AND I THANK YOU!!!!!!