Learning styles - Keys to Learning

Created by
Dr. Mary Askew
Holland Codes Resource Center
http://www.hollandcodes.com
© 2002 - 2012

Definition

A learning style is our natural
learning strengths, gifts, or bents.
It is our own individual way of
inputting, processing,
concentrating, remembering,
understanding, storing, and
processing information.
Holland Codes Resource Center © 2002 - 2012

Learning Style Overview
Modalities

Perception
Ordering

Learning

Information
Processing

Learning Styles
The first factor involved in learning styles is information
processing. Information processing styles refer to the
way in which the child concentrates, absorbs, and retains
information.
There are two learning processing styles -
• Analytic
• Global


Analytic and Global Learners

Analytic Learners
prefer details.

Global Learners
prefer the big
picture.


Analytic and Global Learners
• Analytic learners prefer details, step by step
approaches, fact by fact modes, focused approaches,
consistency, as well as logical, objective, and
organized presentations of the facts.
• Global learners prefer seeing the broad view (the
big picture), using intuition, seeing the
interrelationship between things, doing group
activities, and completing multiple tasks.


Auditory, Visual, Tactual,
and Kinesthetic Learners

Visual Kinesthetic

Auditory Tactual

Auditory, Visual, Tactual, and
Kinesthetic Learners
• The next learning factor is perceptual ability.

• Perception is the method we use to take in
information to observe our world.
• A perceptual factor of learning refers to the child’s
preferred way of learning. Perceptual strength
relates to auditory, visual, tactual, or kinesthetic
learning.


Auditory, Visual, Tactual, and
Kinesthetic Learners (2)
• The auditory individuals learn as a result of hearing,
verbalizing, and listening.
• The visual children input information by reading,
seeing, and watching.
• Tactual learners acquire knowledge using feeling,
touching, handling, or manipulation.
• Kinesthetic learning comes through experience and
involvement.


Concrete and Abstract Learners
The third learning style model deals with the perceptual
processes of knowing or cognitive abilities.
The perceptual process deals with the way in which we
view our environment.
The two perceptual patterns are -
• Concrete
• Abstract


Concrete and Abstract Learners (2)
• Concrete learners use information received
from their five senses of sight, smell, touch,
taste, and hearing.
• Concrete learners’ time orientation is in the
present.
• Concrete learners view things in a tangible,
factual and literal way.
• Abstract learners prefer studying relationships
and unseen ideas.
• Abstract learners use intuition and imagination.

Sequential and Random Learners
• Cognitive abilities include ordering learning
styles.
• Ordering is understanding, using, and
storing new information in accomplishing a
goal or task.
• Two types of ordering styles are -
• Sequential
• Random


Sequential and Random Learners (2)

• Sequential learners organize information
in a step by step manner.
• Sequentials like logical and linear
thinking.
• Random learners are spontaneous.


Concrete, Abstract, Sequential, and
Random Learners
• Perceptual and ordering abilities are
interrelated.

• The relationship between the abilities
results in four learning style combinations -
• Concrete sequential
• Abstract sequential
• Concrete random
• Abstract random Holland Codes Resource Center © 2002 - 2012

Multi-Dimensional Model
The four learning factors of the
Multi-Dimensional Model are -

• Learning environment
• Emotional preferences
• Social needs
• Physiological needs


Multiple Intelligences
Linguistics Word Smart
Visual/Spatial Picture Smart
Musical Music Smart
Body-Kinesthetic Body Smart
Math/Logic Number/Reasoning Smart
Interpersonal People Smart
Intrapersonal Self Smart
Naturalist Nature Smart

Linguistics

• Tell me word for word…
• Let’s talk later.
• The word you’re looking for is…
• I hear you but I’m not sure I agree.
• Let me spell it out for you.
• In other words…


Visual
• See how this works for you.
• I can’t quite picture it.
• Let’s draw a diagram or map.
• I’d like to get a different
perspective.
• I never forget a face.
• Let’s look at it differently.

Auditory-Musical-Rhythmic
• That sounds about right.
• That rings a bell.
• It’s coming through loud and clear.
• Tune in to what I’m saying
• Clear as a bell.
• That’s music to my ears.


Physical (Bodily-Kinesthetic)
• That feels right to me.
• I can’t get a grip on this…
• Stay in touch.
• Get in touch with…
• That doesn’t sit right with me.
• I have good feelings about this.
• My gut is telling me…
• I follow your drift. Holland Codes Resource Center © 2002 - 2012

Logical (Mathematical)
• That’s logical.
• Follow the process, procedure, or rules.
• There’s no pattern to this.
• Let’s make a list.
• We can work it out.
• Quantify it, or prove it!


Social (Interpersonal)
• Let’s work together on this.
• We can work it out.
• Tell me what you are thinking.
• Help me understand this.
• Let’s pull some people together to
discuss.
• Let’s explore our options.

Solitary (Intrapersonal)
• I’d like some time to think it over.
• This is what I think or feel about that.
• I’d like to get away from everyone for a
while.
• I’ll get back to you on that.


Criteria for Selecting
A Learning Style Resource
• Information provided
• Ease of use
• Cost
• Format – Book, video, or audiotape
• Learning style preferences
• Age of the child using the resource


Learning styles - Keys to Learning

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