The document discusses several learning style models including Kolb's, Fleming's VAK/VARK model, Gardner's theory of multiple intelligences, and Felder-Silverman's model. Kolb's model includes converger, diverger, assimilator, and accommodator styles. Fleming's model focuses on visual, auditory, and kinesthetic styles. Gardner identified eight types of intelligence. Felder-Silverman's model examines four dimensions of learning styles: sensing/intuitive, visual/verbal, active/reflective, and sequential/global. The document also discusses using learning style assessments and adapting teaching methods to incorporate different modalities to engage various learning styles.

1. Learning StyLeS
Barbuta Otilia,
XIIth form
“Prometeu-Prim” lyceum

2. the DaviD a. KoLb StyLeS
moDeL
• Converger;
• Diverger;
• Assimilator;
• Accommodator;

3. FLeming'S vaK/varK
moDeL
(The Visual-Auditory-Kinesthetic learning styles model )
• visual
learners;
• auditory
learners;
• kinesthetic
learners or
tactile
learners.

4. howarD
garDner'S
muLtipLe
inteLLigence
theorieS moDeL
intelligence type capability and perception
Linguistic words and language
Logical-Mathematical logic and numbers
Musical music, sound, rhythm
Bodily-Kinesthetic body movement control
Spatial-Visual images and space
Interpersonal other people's feelings
Intrapersonal self-awareness

5. the FeLDer-SiLverman Learning
anD teaching StyLe moDeL
1. The Four Learning Style Dimensions
– Sensing/Intuitive
– Visual/Verbal
– Active/Reflective
– Sequential/Global
2. The Five Questions that Define
Learning Style
3. The Five Questions that Define
Teaching Style
4. The Felder-Solomon Index of Learning
Styles

6. the Four Learning StyLe DimenSionS

7. the Five QueStionS that
DeFine Learning StyLe and
teaching StyLe
1. sensory (external) – sights, 1. concrete – factual, or abstract –
sounds, physical sensations, or theoretical?
intuitively (internal) –
possibilities, insights, hunches? 2. visual – pictures, diagrams,
2. visual – pictures, diagrams,
films, demonstrations, or verbal
graphs, demonstrations, or – lectures, readings, and
auditory – through words or discussions?
sounds? 3. inductively – phenomena
3. inductive – where facts and leading to principles, or
observations are given, and deductively – principles leading
underlying principles are to phenomena?
inferred, or deductive – where
principles are given, and 4. active – students talk, move,
consequences and applications reflect, or passive – students
are deduced? watch and listen?
4. physical activity or discussion, 5. sequential – step-by-step
or reflectively – through progression (the trees), or,
introspection? global – context and relevance
5. understanding: sequentially – in (the forest)?
continual steps, or globally – in
large jumps, holistically?

8. the FeLDer-SoLomon
inDex oF Learning StyLeS
determines an individual’s
preferred dimensions of the
learning style model by
asking 11 forced-choice
items for each of the four
dimensions (for a total of
44 questions).
Ex:
32. When writing a paper, I am
more likely to
(a) work on (think about or
write) the beginning of the http://www.engr.ncsu.edu/learningsty
paper and progress forward. les/ilsweb.html
(b) work on (think about or
write) different parts of the
paper and then order them.

9. Learning StyLeS reSuLtS
ACT X REF
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEN X INT
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
VIS X VRB
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEQ X GLO

11. Some unexpecteD reSuLtS oF a
Learning StyLeS intervention?
after Pat Bricheno and Mike Younger
University of Cambridge
“It has been estimated
that up to 37% of the
population are
kinesthetic learners ....
and learn from, the
moving world better
than the written one.”
(QCA)

12. Pupils' reasons for dislike of lessons (figures as percentage of
total pupils in the control groups)
January 2004 June 2004
Control group Control group
poor class control 21 39
teaching methods 18 18
no variety
teaching methods general 21 18
teaching methods 11 7
too much writing/copying
all comments about lack of variety and 50 43
critical of teaching methods

13. what SortS oF
the interview thingS happen in
reveaLS… a LeSSon when
you reaLLy Learn
June: She just talks and weLL by group ?
talks and sometimes • Kinaesthetic activities 32%
when we want to get on
with the work she just • Visual activities 46%
keeps on talking and
talking. • Auditory activities 25%
Hannah: …and you sit there
• fun 14%
and listen for ages.
Asha: Copy from the book, • individual help 0%
all the time…
Rajiv: When you do the
experiment you get to do
a little bit of work and
you also get to have a

14. Conclusions…
• “Thus for girls pedagogy
may play an important role
in their attitude to learning,
whereas for boys teacher
personality may be more
important - they like 'laid-
back' cool teachers who they
can 'have a laugh with'.”
• “As a result of the project,
they had adapted their
teaching to include more
kinesthetic activities into
their lessons.”
• “Many classroom-based
activities involve different
modalities.”

15. Combination is the
KEY!
Thank you !