Edu 553 pp
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This document discusses how cultural learning styles related to self-esteem, willingness to communicate, and anxiety differ among Japanese, Mexican, and American Indian/Native American students. It identifies common learning styles for each culture, such as visual and holistic styles being prevalent in Japanese and American Indian students. The document concludes that understanding these cultural differences can help teachers align their instruction to better meet the needs of diverse students.
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Edu 553
This document summarizes a project examining the correlation between cultural learning styles and self-esteem, willingness to communicate, and anxiety in Japanese, Mexican, and American Indian/Native American cultures. The authors explore how different learning styles, including concrete sequential, analytic, visual, and reflective styles are prevalent in each culture. They analyze how self-esteem, anxiety, and willingness to communicate may impact learning and implications for aligning teaching styles with students' cultural backgrounds and learning preferences. The goal is to increase students' chances of academic success.
LEARNING - THINKING STYLES AND MULTIPLE INTELLIGENCES
The document discusses learning and thinking styles from multiple perspectives. It describes sensory preferences like visual, auditory and tactile learning. It also covers the global-analytic continuum and Roger Sperry's left and right brain models of thinking. Finally, it discusses Howard Gardner's theory of multiple intelligences and recommendations for teaching students with different styles.
Student Diversity - Individual Differences
The document discusses the importance of student diversity in educational settings. It notes that socializing and interacting with students from different backgrounds has been shown to have positive personal and academic benefits. Student diversity can take many forms, including gender, ethnicity, socioeconomic status, learning styles, and disabilities. The learning environment is enriched by diversity as it enhances self-awareness, cognitive development, and prepares students for diverse societies. Teachers are encouraged to promote diversity through inclusive practices like allowing students to share experiences, utilizing varied teaching methods, and forming diverse student groups.
Learning/Thinking Styles and Multiple Intelligences
This document discusses different learning styles and preferences including sensory preferences, thinking styles, and brain hemisphere dominance. It describes visual, auditory, and tactile/kinesthetic learners and their preferences for visual, auditory, or hands-on sensory input. Within visual and auditory learners, it further distinguishes between visual-iconic vs. visual-symbolic learners and listener vs. talker learners. It also discusses left brain vs. right brain dominance and how people tend to prefer analytic or global styles of thinking. The goal is to understand individual differences in how people best process and learn information.
Techniques and-strategies-in-teaching-ethically-diverse-classroom
Techniques and strategies for teaching ethnically diverse classrooms are discussed. Key points include appreciating student diversity, building relationships, using various instructional strategies that consider student culture and language, facilitating independent thinking, and providing feedback. Teaching styles include directing, discussing, and delegating. Metacognition and strategies like TQLR and PQ4R are presented to help novice learners become expert through monitoring learning. Student diversity is influenced by socioeconomic status, thinking styles, and exceptionalities.
Unit 2.2- Student Diversity
This document discusses student diversity and how to facilitate learning for diverse students. It covers individual differences in socioeconomic status, learning styles, and exceptionalities. Student diversity enriches the learning environment by enhancing self-awareness, cognitive development, and prepares students for society. The document provides tips for teachers on student diversity, such as using varied instructional methods to accommodate different learning styles, communicating high expectations, and forming diverse small groups. It also discusses learning and thinking styles like sensory preferences and global vs analytic styles. Multiple intelligences and strategies for teaching diverse students are outlined as well. The document concludes by categorizing different types of exceptionalities.
Learner Differences
The document discusses ability grouping and differentiated instruction. It describes the author's past experiences with ability grouping and concerns about inconsistent evaluations and social stigma. It also recognizes some theoretical advantages like appropriate instruction levels and peer interactions. The author discusses using technology tools like VoiceThread, MindMeister, and Google Earth to enhance ability grouping. The module increased the author's awareness of various learning elements and styles. The author plans to better understand individual student needs and accommodate field-dependent and field-independent learners through combined teaching methods and tailored motivation strategies.
Self determination, motivation and the learning of chinese as a heritage lang...
This study examined the motivation of 145 learners of Chinese using self-determination theory. Students were divided into 3 groups: Chinese-Chinese, English-Chinese, and Non-Chinese. Questionnaires assessed motivational orientations, psychological needs, engagement in learning, and community engagement. Results showed the Chinese groups felt higher relatedness and language use than the Non-Chinese group. Self-determined orientations did not consistently predict language use. The study provides implications for supporting intrinsic motivation in pedagogy and directions for future research exploring heritage language learners in more depth.
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Edu 553
This document summarizes a project examining the correlation between cultural learning styles and self-esteem, willingness to communicate, and anxiety in Japanese, Mexican, and American Indian/Native American cultures. The authors explore how different learning styles, including concrete sequential, analytic, visual, and reflective styles are prevalent in each culture. They analyze how self-esteem, anxiety, and willingness to communicate may impact learning and implications for aligning teaching styles with students' cultural backgrounds and learning preferences. The goal is to increase students' chances of academic success.
LEARNING - THINKING STYLES AND MULTIPLE INTELLIGENCES
The document discusses learning and thinking styles from multiple perspectives. It describes sensory preferences like visual, auditory and tactile learning. It also covers the global-analytic continuum and Roger Sperry's left and right brain models of thinking. Finally, it discusses Howard Gardner's theory of multiple intelligences and recommendations for teaching students with different styles.
Student Diversity - Individual Differences
The document discusses the importance of student diversity in educational settings. It notes that socializing and interacting with students from different backgrounds has been shown to have positive personal and academic benefits. Student diversity can take many forms, including gender, ethnicity, socioeconomic status, learning styles, and disabilities. The learning environment is enriched by diversity as it enhances self-awareness, cognitive development, and prepares students for diverse societies. Teachers are encouraged to promote diversity through inclusive practices like allowing students to share experiences, utilizing varied teaching methods, and forming diverse student groups.
Learning/Thinking Styles and Multiple Intelligences
This document discusses different learning styles and preferences including sensory preferences, thinking styles, and brain hemisphere dominance. It describes visual, auditory, and tactile/kinesthetic learners and their preferences for visual, auditory, or hands-on sensory input. Within visual and auditory learners, it further distinguishes between visual-iconic vs. visual-symbolic learners and listener vs. talker learners. It also discusses left brain vs. right brain dominance and how people tend to prefer analytic or global styles of thinking. The goal is to understand individual differences in how people best process and learn information.
Techniques and-strategies-in-teaching-ethically-diverse-classroom
Techniques and strategies for teaching ethnically diverse classrooms are discussed. Key points include appreciating student diversity, building relationships, using various instructional strategies that consider student culture and language, facilitating independent thinking, and providing feedback. Teaching styles include directing, discussing, and delegating. Metacognition and strategies like TQLR and PQ4R are presented to help novice learners become expert through monitoring learning. Student diversity is influenced by socioeconomic status, thinking styles, and exceptionalities.
Unit 2.2- Student Diversity
This document discusses student diversity and how to facilitate learning for diverse students. It covers individual differences in socioeconomic status, learning styles, and exceptionalities. Student diversity enriches the learning environment by enhancing self-awareness, cognitive development, and prepares students for society. The document provides tips for teachers on student diversity, such as using varied instructional methods to accommodate different learning styles, communicating high expectations, and forming diverse small groups. It also discusses learning and thinking styles like sensory preferences and global vs analytic styles. Multiple intelligences and strategies for teaching diverse students are outlined as well. The document concludes by categorizing different types of exceptionalities.
Learner Differences
The document discusses ability grouping and differentiated instruction. It describes the author's past experiences with ability grouping and concerns about inconsistent evaluations and social stigma. It also recognizes some theoretical advantages like appropriate instruction levels and peer interactions. The author discusses using technology tools like VoiceThread, MindMeister, and Google Earth to enhance ability grouping. The module increased the author's awareness of various learning elements and styles. The author plans to better understand individual student needs and accommodate field-dependent and field-independent learners through combined teaching methods and tailored motivation strategies.
Self determination, motivation and the learning of chinese as a heritage lang...
This study examined the motivation of 145 learners of Chinese using self-determination theory. Students were divided into 3 groups: Chinese-Chinese, English-Chinese, and Non-Chinese. Questionnaires assessed motivational orientations, psychological needs, engagement in learning, and community engagement. Results showed the Chinese groups felt higher relatedness and language use than the Non-Chinese group. Self-determined orientations did not consistently predict language use. The study provides implications for supporting intrinsic motivation in pedagogy and directions for future research exploring heritage language learners in more depth.
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There are several learner variables that can influence success in second language acquisition according to research:
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2. Aptitude - Aptitude, including abilities in sound discrimination, rule inference, and memory, predicts success with grammar-focused instruction but may be less important for communicative language teaching.
3. Personality - Some studies link traits like extroversion to success, but relationships are unclear. Personality may only affect oral skills, not literacy.
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1. Intelligence - While general intelligence helps with rule-based learning, other types of intelligence like musical and interpersonal intelligence may also support language learning.
2. Aptitude - Aptitude, including abilities in sound discrimination, rule inference, and memory, predicts success with grammar-focused instruction but may be less important for communicative language teaching.
3. Personality - Some studies link traits like extroversion to success, but relationships are unclear. Personality may only affect oral skills, not literacy.
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The slide is about the factors affecting the language learning strategies. There are 6 main factors influence language learning strategies described by Oxford (1994).
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The document discusses 5 key factors that affect second language acquisition: gender, motivation, personality, aptitude, and learning difficulties. It provides details on how each factor can influence language learning outcomes and strategies. For example, it notes that gender differences exist in strategy use, motivation depends on attitudes and goal-setting, and personality traits like introversion/extroversion each impact learning in unique ways. Aptitude incorporates memory, grammar skills, and vocabulary abilities. Finally, learning difficulties do not preclude success when modifications are made to incorporate multi-sensory activities.
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Overview
The document discusses differentiating instruction to meet the needs of diverse students. It defines differentiated instruction as a systematic approach that considers how students differ in their backgrounds, readiness, interests and learning styles. The document outlines Florida's reading endorsement competencies regarding differentiated instruction and providing support for struggling readers. It also discusses assessing students, grouping students flexibly, scaffolding instruction, and creating lessons that engage and challenge students at their ability levels.
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This document discusses motivation and its importance in second language acquisition. It outlines two main types of motivation: instrumental motivation, which focuses on practical reasons for learning a language like education or career goals, and integrative motivation, which involves interest in the language and culture. The document also summarizes two studies that found students were more instrumentally motivated to learn English for educational or employment reasons than for integrative reasons. It concludes that teachers should consider students' motivations and encourage active participation to maintain student motivation in language learning.
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How to provide 24/7 support in a 9-5 work day: the benefit of e-mental health...
Twitter For Business: A "How To" for B2B Marketing
Twitter For Business: A "How To" for B2B Marketing
Similar to Edu 553 pp
Final Paper 1
The document summarizes interviews with two American teachers about their perceptions of American and Taiwanese students' learning attitudes and styles. Both teachers observed that student participation depends on their motivation, with younger students being less engaged. While American teachers try more hands-on activities, Taiwanese and American classes are often teacher-centered. Additionally, both noted Taiwanese students are more studious due to cultural values like Confucianism, and worry more about losing face by making mistakes.
(文化研究 第1組)Final Paper Elly & Grace
The document summarizes interviews with two American teachers about their perceptions of Taiwanese and American students' learning attitudes and styles. Both teachers observed similarities in student participation across cultures but noted Taiwanese students are more studious due to cultural influences. They also found Taiwanese students are less likely to ask questions or take risks in class due to concerns about losing face. Overall, the interviews suggest teachers should consider cultural backgrounds when designing lessons to engage students from different cultures.
Diversity in Teacher Education Programs in Literacy and Reading: A Nationwide...
This document summarizes the findings of a study on diversity in United States teacher education programs. It begins with background on the increasing diversity in U.S. schools and lack of diversity among teachers. The study examined teacher educators' beliefs about diversity through surveys and narratives. Quantitative results found educators value diversity but their experiences shape their perspectives. Qualitatively, experiences ranged from indirect like readings to direct engagement like tutoring. Challenges included preparing teachers for English language learners. Overall the research aims to enhance support for teaching diversity.
Autobiographies In Preservice Teacher Education A Snapshot Tool For Building...
This document discusses using brief autobiographies written by preservice teachers during their internship as a tool to develop culturally responsive pedagogy. The autobiographies allow preservice teachers to examine their own culture and identities. They also allow teacher educators to assess the cultural understandings of preservice teachers in order to design curriculum that further enhances their ability to teach students from diverse backgrounds. The document argues that by reflecting on their own cultures through writing autobiographies, preservice teachers can gain awareness of both their own identities and how to connect with and understand students from different cultures.
Understanding Asian Students
This document summarizes a study that examined factors influencing Asian graduate students' oral participation in American classrooms. The study observed and interviewed Asian students in various majors at a Midwestern university. It found that socio-cultural factors had the largest influence on students' reticence in class, rather than just linguistic abilities. The study aimed to increase understanding of Asian students' experiences to help educators create supportive environments.
“The state of the field effects of program type, personality, and language b...
This document summarizes a presentation given by Amanda Brown and her graduate students on the state of research regarding effects of program type, teacher personality, and language background on second language classrooms. The presentation covered comparisons of standard, intensive, and immersion language programs; the role of teacher personality; and a review of student and teacher perceptions of non-native English speaking teachers. While research on some topics like the impact of personality is inconclusive, intensive programs appear more effective than standard, and both students and teachers perceive benefits and limitations to non-native teacher status.
teaching and learning crossroads
This paper studied the learning styles of 254 students and 9 teachers across several regions of Colombia. It found that kinesthetic learning was the most prevalent style, followed by tactile and then auditory. There was no matching between students' learning styles and teachers' teaching styles. The study used questionnaires, observations, and surveys to determine students' and teachers' styles at various public and private institutions. It aimed to identify common learning styles, compare them to teaching styles, and improve the learning experience through better alignment of styles.
Articulo investigación .org
This paper studied the learning styles of 254 students and 9 teachers across several regions of Colombia. It found that kinesthetic learning was the most prevalent style, followed by tactile and then auditory. There was no matching between students' learning styles and teachers' teaching styles. The study used questionnaires, observations, and surveys to determine students' and teachers' styles at various public and private institutions. It aimed to identify common learning styles, compare them to teaching styles, and improve the learning experience through better alignment of styles.
Topic 5 Assignment RemindersClass,I just wanted to remind you .docx
Topic 5 Assignment Reminders
Class,
I just wanted to remind you about our weekly assignment. This week you will be submitting one assignments. Please make sure that you completely review the assignment page.
Case Study Analysis- This assignment is 500-750-word rough draft. We will use the provided template for this (attached to this post). In the assignment you will be analyzing a case study from the resource “For Cultural Competence: Knowledge, Skills and Dispositions Needed to Embrace Diversity” and are listed in the table of contents.
1. Make sure to review “For Cultural Competence: Knowledge, Skills and Dispositions Needed to Embrace Diversity” in the course materials. Without this resource you will not be able to complete the assignment.
2. Support your work with citations 2-3 scholarly journal articles preferably from the last 3 years.
3. Make sure to use the template (attached below) and follow all directions on the template.
4. Follow APA Style (https://www.gcumedia.com/lms-resources/student-success-center/v3.1/#/tools/writing-center [click Style Guides and Templates on this page and then you will see the APA Style Guide and Template]).
5. The assignment must address all prompts on the assignment page.
6. Submit your work to your work to Lopes Write and then complete your final submission in the dropbox.
If you have any questions please let me know, and I hope that everyone has a great week.
Instruction for the Assignment
Select Case Study 3.5, 3.7, 3.8, or 3.9 in “For Cultural Competence: Knowledge, Skills and Dispositions needed to Embrace Diversity.”
Examine the scenario through a lens of cultural competence to determine when/how a deeper cultural understanding would have influenced the teacher’s responses.
In a 500-750 word analysis, discuss 2-3 of the following concepts of deep culture in the context of the selected case study:
· Collective orientation (promoting needs of the group versus promoting needs of the individual)
· Time orientation
· Respect for authority
· Perceptions and value of education
· Priority of family
· Communication (e.g., language development, verbal communication styles, nonverbal communication, physical proximity)
· Value of work/Work ethic
· Peer pressure
· Assimilation dilemma: adaptation versus preservation
In addition, include specific advice to the teacher in your case study to help him or her respond more appropriately to the student/family.
Use at least 2-3 scholarly sources (other than the assigned readings) to justify your responses.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Activity 3.5 (American Indians Case Study) ................................................................145
Activity 3.7 (Latinos Case Study) ................................................................................149
Activity 3.8 (African Americans Case Study) ............................................. ...
Inclusive Pedagogy and Strategies
Dr. Mary Bonderoff presented on strategies for creating more inclusive classrooms. She discussed issues facing students from their perspectives, such as feeling pressure to perform better than white classmates. She outlined common missteps by faculty, like not acknowledging bias or ignoring student experiences. Strategies included using personal narratives, addressing identity in the classroom, and being mindful of language. The presentation provided scenarios to discuss inclusive responses and resources for further researching inclusive pedagogy.
Student Groups by Adrian Holliday
1) The document discusses how classroom cultures are influenced by both micro and macro social contexts. It examines how national culture, institutional culture, and classroom culture can shape student behavior and influence the effectiveness of different teaching methodologies.
2) Two perspectives are presented on the role of national culture - that it can either inhibit collaborative learning ideals or that local cultural norms should take precedence over foreign teaching methods. The document advocates considering smaller cultural influences as well.
3) Non-pedagogical factors like student interactions, identities, coping strategies, and power dynamics also impact classroom cultures in ways unrelated to lesson content. Appropriate teaching methods require understanding these complex social influences.
Problems in Educational PsychologyJournal article assignment d.docx
Problems in Educational Psychology
Journal article assignment due April 9, 2017
1. Read the two attached articles .
2. Respond to the following questions (print for class):
· Compare and contrast the ways King and Knapp each characterize the challenges associated with preparing teachers to educate diverse learners?
· What is dysconscious racism and how does it impede educational equity? (use examples from King’s article)
· How does Knapp depart from “traditional psychology” in her use of educational psychology to shape teacher pedagogy? What strategies does she use to teach pre-service teachers about the nature of teaching to reach all students?
· What are your ideas (or questions) about how educational psychologists can adopt a more structural perspective and/or critical approach to our research on classroom issues?
walk into the first class session of my introductory
educational psychology course for preservice teachers
and start writing on the board—the course number, my
name, and the following statement: There are a thou-
sand good ways to teach, and some really bad ones!
As we wait for the inevitable latecomers who are still
trying to find the room or figuring out the bus system,
students fill out a personal information sheet that asks for
their names, phone numbers, e-mail addresses, majors,
and the answer to the question: “In your own experience,
what things help you actually learn in classes? Please list
as many factors as possible.”
After everyone has a chance to think and write, we go
around the room introducing ourselves. Starting with
me, each person shares his or her name, career goal, and
one of the things that helps him or her learn. As they
talk, I write down each factor they identify, ending up
with a list of thirty or so different things on the board.
Then, looking at all of these, we talk about how different
we are in what helps us learn. Some of us really benefit
from an organized lecture, while others hate lectures and
learn best through small group discussion. Some want
notes in outline form on the overhead, while others
understand visuals or diagrams better. But we also talk
about how we are the same: no one ever says they learn
best when they aren’t allowed to ask questions, or when
the teacher is disorganized, unenthusiastic, or gives no
concrete examples of the concepts being taught. Finally,
I point out that the different learning preferences my stu-
dents have shared are only one aspect of the dilemma of
student diversity that is common to all teachers: How
can I try to meet all of my students’ different learning
preferences, needs, and goals in one class, one class-
room? This then leads me into the syllabus and why I
have chosen to structure the class as I have.
The Need to Prepare Teachers for Diversity
Our introductory educational psychology course is
usually the first education course taken by preservice
teachers at the University of Georgia. I teach one sec-
tion of thirty-five students, mostly fre.
English - Majored Juniors’ attitudes towards learning the academic writing co...
This document summarizes a research study that investigated the attitudes of English-majored juniors at TraVinh University towards their academic writing course. The study found that students had positive attitudes about the course and recognized its benefits. However, students also faced challenges, with grammar being a prominent difficulty due to their native language influence. The study suggests implications to help students improve their academic writing skills.
LEARNING STYLES OF SMPN 1 DAGANGAN STUDENTS AND THEIR IMPLICATION TO ENGLISH ...
This document summarizes a thesis that investigated the learning styles of students at SMPN 1 Dagangan Madiun in East Java. The study classified students into three competence levels (high, middle, low) and by gender. A questionnaire was used to identify students' visual, auditory, kinesthetic, tactile, individual and group learning styles. The results showed differences in learning style use between competence levels and some differences between genders. The study concluded it is important for teachers to be aware of students' diverse learning styles to better match teaching methods.
Instructional leadership (chapter 2 student diversity)
This document discusses student diversity and creating inclusive classrooms. It defines student diversity as differences in gender, ethnicity, and abilities. Fostering resilience in students and teachers can help overcome educational challenges of poverty. Key factors in resilient classrooms include academic self-efficacy, caring relationships, and self-determination. Teachers must be aware of cultural learning styles and create compatible classrooms. They should also avoid gender bias and stereotypes by balancing cooperative and competitive activities.
9722609胡佳瑩 Betty
The document summarizes a research study investigating Taiwanese students' perspectives on and adjustment to foreign teachers' teaching styles. It discusses the purpose of exploring mismatches between Taiwanese and foreign teaching/learning styles and attitudes. The literature review covers topics like culture, academic culture, teaching styles, learning styles and strategies. The methodology section describes conducting a questionnaire with 600 Taiwanese students and interviews with 3 foreign teachers and Taiwanese students across different types of schools.
Panel discussion 1 (Sat July 2)
The document discusses motivation and cultural identity in second language learning. It describes past research on how cultural identity and motivation are linked. It then outlines three panel discussions from a conference that explored these topics. The panelists discussed how motivation and cultural identity intersect and change over time for language learners, especially in the Japanese English education context which faces many constraints.
Your beliefs about Language,Learning & Teaching.ppt
This document provides a framework for articulating beliefs about language teaching by examining one's views of language, the social context of language, learning and learners, and teaching. It involves reflecting on questions in these areas to understand how one's experiences and beliefs guide decisions in language course design.
TEACHING AND LEARNING CROSSROADS (FIRST PART)
This document discusses a research study that investigated the learning styles of students and teachers at a private university in Colombia. The study aimed to determine if there is a match between students' learning styles and the teacher's teaching style, and if learning and motivation are present when the styles match. Data was collected from 32 students in an English class through surveys, video recordings, interviews and observations. The findings showed that the most common student learning style was tactile, followed by auditory and kinesthetic. For some students, their major learning style was identified. The teacher's main teaching style was found to be visual. An alignment was discovered between students' learning styles and the teacher's teaching style, and this alignment was linked to increased student
GV1244 Task 7: Factors Affecting LLS
This document discusses factors that affect language learning strategies. It examines motivation, gender, socioeconomic status, ethnicity and culture, and belief and religion. Motivation is found to be the main factor influencing language learning strategies. Gender differences do not significantly impact strategies, but socioeconomic factors like parents' education and income do influence a student's ability and strategy use. Culture and education experiences can impact learning styles and strategies. Belief and religion are also found to create a domain that can develop attitudes supporting language learning.
Similar to Edu 553 pp (20)
Diversity in Teacher Education Programs in Literacy and Reading: A Nationwide...
Diversity in Teacher Education Programs in Literacy and Reading: A Nationwide...
Autobiographies In Preservice Teacher Education A Snapshot Tool For Building...
Autobiographies In Preservice Teacher Education A Snapshot Tool For Building...
“The state of the field effects of program type, personality, and language b...
“The state of the field effects of program type, personality, and language b...
Topic 5 Assignment RemindersClass,I just wanted to remind you .docx
Topic 5 Assignment RemindersClass,I just wanted to remind you .docx
Problems in Educational PsychologyJournal article assignment d.docx
Problems in Educational PsychologyJournal article assignment d.docx
English - Majored Juniors’ attitudes towards learning the academic writing co...
English - Majored Juniors’ attitudes towards learning the academic writing co...
LEARNING STYLES OF SMPN 1 DAGANGAN STUDENTS AND THEIR IMPLICATION TO ENGLISH ...
LEARNING STYLES OF SMPN 1 DAGANGAN STUDENTS AND THEIR IMPLICATION TO ENGLISH ...
Instructional leadership (chapter 2 student diversity)
Instructional leadership (chapter 2 student diversity)
Your beliefs about Language,Learning & Teaching.ppt
Your beliefs about Language,Learning & Teaching.ppt
Edu 553 pp
- 1. EDU 553 Final Project Cultural Learning Styles By Dara Kluth, Sarah Rauenzahn and Megan Comparato
- 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?