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Learning styles
This document discusses different learning styles and strategies. It describes cognitive, sensory/perceptual, personality/affective, and social learning styles. Cognitive styles include field dependent vs field independent learners and left brained vs right brained learners. Sensory styles include visual, auditory, tactile/kinesthetic learners. Personality styles include cautious vs impulsive learners. Social styles include independent vs dependent learners. It also discusses multiple intelligences and provides examples of activities for different intelligences in language classrooms. Finally, it outlines different memory, cognitive, metacognitive, social, affective, compensation, and strategies language learners can employ.
Learning styles
- 1. LEARNING STYLES DIDACTICS I-2013 FOREIGNLANGUAGE DEPARTMENT
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- 4. PERSONALITY OR AFFECTIVE LEARNING STYLES Reflective Cautious Withinthe task Anxious Less tolerant Introverted Rigid impulsive risk-taking beyond the task relaxed more tolerant extraverted flexible
- 5. SOCIAL LEARNING STYLES Individual(own work plan) Group (external work plan) Independent (intrinsically motivated) Dependent (extrinsically motivated)
- 6. SENSORY/PERCEPTUAL LEARNING STYLES VISUAL AUDITORY KINAESTHETIC TACTILE
- 7. MULTIPLE INTELLIGENCES IN THEFL CLASSROOM INTELLIGENCES DEFINITIONS EXAMPLES OF ACTIVITIES FOR THE FL CLASSROOM MUSICAL-RHYTHMIC ABILITY TO PERCEIVE AND APPRECIATE RHYTHM, PITCH AND MELODY SONGS, CHANTS, RHYMES, VOICE GAMES, INSTRUMENTAL BACKGROUND MUSIC VERBAL-LINGUISTIC THE ABILITY TO USE ORAL AND WRITTEN LANGUAGE EFFECTIVELY AND CREATIVELY STORY-TELLING, DEBATES, DISCUSSIONS, JOKES, READINGS VISUAL-SPATIAL THE ABILITY TO REPRESENT THE SPATIAL WORLD INTERNALLY INYOUR MIND MIND-MAPS, IMAGES, PUZZLES
- 8. MULTIPLE INTELLIGENCES IN THEFL CLASSROOM NATURALIST THE ABILITY TO DISCR IMINATE AMONG LIVING THINGS, AS W ELL AS TO HAVE SENSITIVITY TOW ARDS THE NATURAL W ORLD. EXCURSIONS, OUTDOOR ACTIVITIES, ACTIVITIES TO DO W ITH ECOLOGY. BODILYKINAESTHETIC ABILITY TO USE THE DRAMA, MIMICRY, BODY TO EXPRESS GAMES, ROLE-PLAYS ONESELF, TO HANDLE PHYSICAL OBJECTS DEXTROUSLY INTERPERSONAL THE ABILITY TO UNDERSTAND OTHER PEOPLE, TO WORK CO-OPERATELY AND TO COMMUNICATE, VERBALLY AND NON- CO-OPERATIVE TASKS, PAIR-WORK
- 9. MULTIPLE INTELLIGENCES IN THEFL CLASSROOM INTRAPERSONAL THE ABILITY TO UNDERSTAND THE INTERNAL ASPECTS OF THE SELF AND TO PRACTICE SELFDISCIPLINE VISUALIZATIONS, METACOGNITIVE TASKS LOGICALMATHEMATICAL THE ABILITY TO USE NUMBERS EFFECTIVELY, TO RECOGNIZE ABSTRACT PATTERNS, TO DISCENR RELATIONSHIPS AND TO REASON WELL. PREDICTING, PROBLEM-SOLVING, REASONING ACTIVITIES, FINDING CAUSES AND EFFECTS.
- 10. COGNITIVE FEATURES LEFT -BRAINED LEARNERS: VERBAL EXPLANATIONS SYSTEMATIC, STRUCTURED, CONVERGENT WAY SELF –RELIANT LEARNING ANALYTIC READERS LOGICAL PROBLEM SOLVING PREFER MULTIPLE CHOICE TESTS
- 11. COGNITIVE FEATURES RIGHT-DOMINANT LEARNERS: DEMONSTRATED, ILLUSTRATED, OR SYMBOLIC INSTRUCTION TASKS THAT ENVISAGE AUDITORY, GLOBAL, IMPULSIVE AND INTERACTIVE LEARNING SYNTHESIZING READERS INTUITIVE PROBLEM SOLVING PREFER OPEN-ENDED QUESTIONS (Reid 1995, 1998)
- 12. COGNITIVE FEATURES FIELD INDEPENDENCY: oCONCENTRATE AND DISTINGUISH PARTS FROM A WHOLE o PERCEIVE THE WHOLE PANORAMA o GIVE ATTENTION TO FORM AND ACCURACY o PREFER RULES, PATTERNS o GOOD AT DEALING WITH ABSTRACT, IMPERSONAL, AND FACTUAL MATERIAL
- 13. COGNITIVE FEATURES FIELD-DEPENDENT: o o o o SENSITIVE TOHUMAN RELATIONSHIPS TASKS WHERE A SITUATIONAL CONTEXT IS GIVEN FOCUS ON MEANING AND FLUENCY PREFER EXAMPLES AND CONCRETE, HUMAN, SOCIAL OR ARTISTIC MATERIAL
- 14. PERSONALITY OR AFFECTIVE LEARNING STYLES CAUTIOUSLEARNERS: OBEY STRICT TEACHER INSTRUCTION DO NOT GO BEYOND REFLECT ON SOMETHING THOROUGHLY IMPULSIVE LEARNERS: DO NOT WORRY SO MUCH ABOUT ACCURACY FEEL MORE RELAXED ENJOY EXPRESSING THEIR IDEAS
- 15. SOCIAL LEARNING STYLES INDEPENDENTLEARNERS: WORK ON THEIR OWN PLAN INDIVIDUALISM INDEPENDENCE AUTONOMY SELF RELIANCE
- 16. SOCIAL LEARNING STYLES DEPENDENTLEARNERS: EXTERNAL WORK PLAN GROUP WORK CO-OPRATION PERSONAL MODESTY
- 17. SENSORY OR PERCEPTUAL LEARNINGSTYLES AUDITORY LEARNERS: BENEFIT LISTENING AND SPEAKING STRONG AUDITORY ORIENTATION REMEMBER BEST IN LECTURES, TAPES OR FILMS PARTICIPATE IN SMALL-GROUP ACTIVITES CLASS DISCUSSION INDIVIDUAL TUTORIAL SESSIONS
- 18. SENSORY OR PERCEPTUAL LEARNINGSTYLES VISUAL LEARNERS: -VERBAL VISUAL LEARNERS: • REMEMBER WELL WHAT THEY READ -NON –VERBAL-VISUAL: • NEED PICTURES, GRAPHS, CHARTS AND DIAGRAMS
- 19. SENSORY OR PERCEPTUAL LEARNINGSTYLES TACTILE /HANDS-ON LEARNERS: NEED TO MANIPULATE PHYSICAL OBJECTS TASKS: WRITING, DRAWING, BUILDING A MODEL OR CONDUCTING AN EXPERIMENT
- 20. SENSORY OR PERCEPTUAL LEARNINGSTYLES KINAESTHETIC LEARNERS: PHYSICAL INVOLVENT FOR LEARNING DRAMATIZING PROJECT WORK
- 21. Learning Strategies What isa strategy? Specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations. (Oxford 1990: 8)
- 22. MEMORY STRATEGIES: Creating mentallinkages Applying images and sounds Reviewing well Employing action
- 23. COMPENSATION STRATEGIES: Guessing intelligently Overcominglimitations in speaking and writing
- 24. COGNITIVE STRATEGIES: Practicing Receivingand sending messages Analyzing and reasoning Creating structure for input and output
- 25. METACOGNITIVE STRATEGIES: Centering your learning Arranging and planning your learning Evaluating your learning
- 26. SOCIAL STRATEGIES: Asking questions Cooperating with others Empathizing with others
- 27. AFFECTIVE STRATEGIES: Lowering youranxiety Encouraging yourself Taking your emotional temperature
- 28. THANKS A LOTFOR YOUR ATTENTION!!!
Editor's Notes
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