The document discusses various learning styles, emphasizing the differences in individual learning preferences and the influence on teaching methods. It highlights models by Kolb, Honey & Mumford, Barbe, Gregorc & Butler, and the NASSP, detailing specific styles and their characteristics. The educational implications suggest that educators should tailor activities to fit different learning styles to enhance effectiveness.

1. LEARNINGLEARNING
STYLESSTYLES

2. Learning StylesLearning Styles
O Refer to a range of competing
and contested theories that aim to
account for differences in
individuals’ learning.
O described as a group of
characteristics, attitudes and
behaviors that define our way of
learning.

3. O Different styles influence the form
students learn, how teachers teach
and the interaction between them.

4. DAVID KOLB’S MODELDAVID KOLB’S MODEL
O Based on his experiential learning
model which applies two related
approaches toward grasping
experience: CONCRETE EXPERIENCE
and ABSTRACT CONCEPTUALIZATION
as well as two approaches towards
transforming experience: REFLECTIVE
OBSERVATION and ACTIVE
EXPERIMENTATION.

5. The Experiential Learning Cycle

6. Kolb’s 4 Learning Styles
Doing
(Active
Experimentation/AE)
Watching
(Reflective
Observation/RO)
Feeling
(Concrete
Experience/CE)
ACCOMMODATOR
(CE/AE)
DIVERGER
(CE/RO)
Thinking
(Abstract
Conceptualization
/AC)
CONVERGER
(AC/AE)
ASSIMILATOR
(AC/RO)

7. Learning Styles’ DescriptionsLearning Styles’ Descriptions
1. ACCOMMODATOR
O Relies on INTUITION rather than
LOGIC
O Strong in ‘HANDS-ON’ and
PRACTICAL DOING
O Rely on others for information
than carry out their own analysis

8. 2. CONVERGER
O Can solve problems and will
use their learnings to find
solutions to practical issues
O Less concerned with people
and personal aspects
O Strong in APPLICATION OF
THEORIES

9. 3. DIVERGER
O Able to look at things from
different perspectives
O Perform better in situations that
require ‘IDEAS GENERATION’ or
‘BRAINSTORMING’
O Have broad cultural interest and
like to gather information
O Strong imaginative ability
O Interested in people

10. 4. ASSIMILATOR
O Ideas and concepts are more
important than people
O Attracted to logically sound
theories than approaches
based on practical value
O Strong in INDUCTIVE REASONING
and CREATION OF THEORIES

11. “Learning is the process whereby
knowledge is created through
the transformation of
experience.”
(Kolb, 1984, p.38)

12. PETER HONEY & ALANPETER HONEY & ALAN
MUMFORD’S MODELMUMFORD’S MODEL

13. Honey and Mumford’s 4
Learning Styles
1. Activist
2. Reflector
3. Theorist
4. Pragmatist

14. 1. ACTIVIST
O Learns by doing
O Preferred activities:
 Brainstorming
 Problem solving
 Group discussion
 Puzzles
 Competitions
 Role Play

15. 2. REFLECTOR
O Learns by observing
and thinking about
what happened
O Preferred activities:
 Self analysis
questionnaires
 Personality
questionnaires
 Observing activities
 Interviews

16. 3. THEORIST
O Learns by
understanding the
theory behind actions
O Preferred activities:
 Models
 Statistics
 Stories
 Quotes
 Background information
 Applying theories

17. 4. PRAGMATIST
O Puts the learning into practice in the
real world
O Preferred activities:
 Case studies
 Problem solving
 Discussions

18. WALTER BURKE BARBE’SWALTER BURKE BARBE’S
LEARNING MODALITIES/VAKLEARNING MODALITIES/VAK
MODELMODEL
O The VAK model is
divided in three
different learning
styles depending
on the way each
one receives and
processes the
information.

19. 1. VISUAL
O Prefer to see information such as
pictures, diagrams, cartoons,
demonstrations
O Picture words and concepts they hear
as images
O Easily distracted in lecture with no visual
aids
O Overwhelmed with intense visuals
accompanied by lecture
O Benefit from using charts, maps, notes,
and flash cards when studying

20. 2. AUDITORY
O Prefer to hear information spoken
O Can absorb a lecture with little
effort
O May not need careful notes to learn
O Often avoid eye contact in order to
concentrate
O May read aloud to themselves
O Like background music when they
study

21. 3. KINESTHETIC/TACTILE
O Prefer touch as their primary mode for
taking in information
O In traditional lecture situations, they
should write out important facts
O Create study sheets connected to
vivid examples
O Role-playing can help them learn
and remember important ideas
O May benefit by using manipulatives

22. THE LEARNING MODALITIES
VISUAL AUDITORY KINESTHETIC
Picture Listening Gestures
Shape Rhythms
Body
Movements
Sculpture Tone
Object
Manipulation
Paintings Chants Positioning

23. ANTHONY GREGORC &ANTHONY GREGORC &
KATHLEEN BUTLER’S MODELKATHLEEN BUTLER’S MODEL
O Posits that an individual’s perceptive
abilities are the foundation of his or
her specific learning strengths or
styles
O In this model, there are two
perceptual qualities: CONCRETE and
ABSTRACT and two ordering abilities:
RANDOM and SEQUENTIAL

24. 2 PERCEPTUAL QUALITIES
1.CONCRETE
OInvolves registering information
through the five senses
2.ABSTRACT
OInvolves the understanding of ideas,
qualities, and concepts which cannot
be seen

25. 2 ORDERING ABILITIES
1.SEQUENTIAL
OInvolves the organization of
information in a linear, logical way
2.RANDOM
OInvolves the organization of
information in chunks and no specific
order

26. GREGORC & BUTLER’S 4 LEARNING
STYLES:
1.Concrete Sequential
2.Abstract Random
3.Abstract Sequential
4.Concrete Random

28. NASSP MODELNASSP MODEL
O Formed by the National Association
of Secondary School Principals in the
1980s
O Identified three broad categories of
style and 31 variables

29. 3 CATEGORIESOF LEARNING STYLES
1.COGNITIVE
OAre preferred ways of
perception, organization and
retention.

30. 2. AFFECTIVE
O Represent the motivational
dimensions of the learning
personality; each learner has
a personal motivational
approach.

31. 3. PHYSIOLOGICAL
O Are bodily states or
predispositions, including sex-
related differences, health and
nutrition, and reaction to
physical surroundings such as
preferences for levels of light,
sound and temperature

32. EDUCATIONAL IMPLICATIONSEDUCATIONAL IMPLICATIONS
O Educators should ensure that the activities
are designed and carried out in ways that
offer each learner the chance to engage in
the manner that suits them best.
O Individuals can be helped to learn more
effectively by the identification of their lesser
preferred learning style and through the
strengthening of these.
O Teachers should assess the learning style of
their students and adapt their classroom
methods to best fit each student’s learning
style.