Learning Styles

Learning styles are the different ways in which individuals think and learn. These becomeformalised as expectations and behaviour, which the individual then brings to the task of learning.The stages of learning can be separated into three broad areas: cognition, the acquisition of knowledge; conceptualisation, the processing of knowledge and the affective factors related tothese. The focus is therefore on the process of learning. Kolb (1984) saw learning as an active process. Its stages formed a continuum, from concrete experience:(involvement); reflective observation, watching others or developing observations about one’s own experience; through abstract conceptualization: the creation of theories to explain one’s observations; to active experimentation, using theories to solve problems and make decisions.

Gardner (1983) identified different types of learning, particularly those characterised as ‘knowhow’ and ‘know that’. From that he defined ‘multiple intelligences’, to describe the different ways (and combinations of ways) in which individuals learn. Learning can be seen as ‘playing’ with different capabilities: the verbal/linguistic; logical/mathematical; visual/spatial; musical/rhythmic;
bodily/kinesthetic; social/interpersonal and personal. This perspective provides an immediate rationale for the use of computers by young people: the combination of play elements
– the ludic
– the use of language as part of the process, together with visual stimulus, means that the computer provides a focus for different types of learning.© John P. Cuthell PhD http://www.virtuallearning.org.uk/changemanage/pedagogy_practice/Learning%20theory%20and%20e%2339137.pdf

Visual

The use of yourself and your body movements,
Utilising the visual display opportunities above eye level within the room
Video, OHP, slides, flip chart, Coloured board markers or chalks
Lively and engaging textbooks
Memory-mapping, collage and visual note-taking tools
Keywords displayed around the room

Auditory

Paired and group discussions, group reviews
Guest speakers
Mini-debates
Raps, rhyme, chants & verse, dramatic readings
Tape, sound-bites
Mnemonics, onomatopoeia,
Music for energising, relaxing, visualising and review

Kinesthetic

Body sculpture, mime
Gestures or movements learned to demonstrate a concept
Break-state activities
Design and build activities
Field trips and visits
Physical movement - eg Brownian Motion illustrated by students bumping together in a confined space; maps drawn on hard play areas to help learn countries and trade routes

http://www.gp-training.net/training/educational_theory/multint/multint.htm