Category: Learning Styles

The VARK questionnaire allows students to understand which learning styles are more suitable for them. In this test, four strategies are presented: visual, aural, read/write, and kinesthetic strategies.

Learning Style

The learning style most suitable for me is the multimodal one, i.e. it includes strategies from two different learning styles. To study successfully and efficiently, students who have a multimodal learning style need to combine different strategies (learn information in various forms via different tools). However, while some of the students might need a combination of strategies, others can easily rely on one of them (e.g. visual or aural).

My learning preference includes reading/writing and kinesthetic (10/10). People who use read/write and kinesthetic style prefer the printed word as a source of information, as well as pictures/personal experience to complete tasks.

While it is possible to assume that there are unimodal learners as well, it seems reasonable to argue that most of the students are multimodal, because it is difficult to engage one strategy to understand complex materials with qualitative and quantitative data. Read/write style implies that it is easier for a student to use books, notes, glossaries, and dictionaries to understand a new topic or gather information. For kinesthetic learners, personal experience counts. If it is impossible to rely on personal experience, kinesthetic learners can quickly switch to examples. Moreover, laboratories and field trips are also perfect learning tools for kinesthetic students, because mistakes there are rarely crucial, but there is enough experience to get familiar with the task.

Preferred Learning Strategies

There are several strategies that I find most effective:

• Writing down notes
• Reading these notes
• Empirical learning
• Reading/observing multiple examples

Preferred/Identified Strategies

Writing down and reading notes are indeed the best learning strategies for reading/write learners; however, writing out words does not seem reasonable, as it is difficult to remember information that was simply written out but not read. Rewriting ideas into other words can also mislead a learner; this strategy can result in confusion and mistakes. Nevertheless, turning diagrams into other words is helpful because diagrams are more suitable for visual learners; read/write learners find it difficult to remember quantities and numbers expressed in the form of a diagram.

Writing lists is a helpful strategy as well, but it can be improved if combined with the kinesthetic strategy that focuses on examples. According to Fogg, Carlson-Sabelli, Carlson, and Giddens (2013), multimodal strategies are capable of improving students performance regardless of their preferred learning style. Putting abstract concepts into words and memorizing them is a dubious idea; however, it seems reasonable to use a case study to understand this concept or combine a picture with a written explanatory list.

The suggestion to role-play the exam before the examination can also help understand how the student will act during it; moreover, if some of the learning materials that students have learned are assigned to specific periods during their answer, it can help structure information and evoke an associative array during the students answer.

Perceptions of Teaching and Learning

The learning styles of students are directly linked to their performance; a student cant study efficiently if they and their teachers ignore their preferences and skills. As Kharb, Samanta, Jindal, and Singh (2013) discovered in their study, 61% [of students] exhibited multimodal learning style preferences, which indicated that they preferred multiple modes of information presentation (p. 1091). Therefore, if teachers are aware of that, they will engage different kinds of materials to make it suitable for students with different learning styles. Moreover, this statement also indicates that providing information using a particular strategy is an obsolete approach; instead, these strategies should be combined.

As to medical students, it can also be said that due to the materials complexity different modes should be used. However, one should not expect a perfect and high-efficient approach to all students because all of them have different preferences that cannot be met by any teacher (Kharb et al., 2013). Instead, teachers should focus on the optimization of the lectures: for example, practicals and dissections are believed to be the most favored teaching methodologies (Kharb et al., 2013). At the same time, unmatched learning styles and modes can complicate the learning process.

From the learners perspective, awareness of ones learning style can have an extremely positive impact on the learners performance. If the learner can adjust their preferred strategies to the learning process and materials, it will allow them to comprehend multiple sets of information more easily. Moreover, these strategies help reduce stress and anxiety during the study, which eventually can negatively influence the learners performance and ability to memorize materials. Adapting to teachers styles can be exhausting and inefficient (Shah, Ahmed, Shenoy, & Srikant, 2013). Learners should also remember that there is not any superior style that will help one put minimum effort and gain maximum knowledge; however, learning styles indeed can make studying more enjoyable and less stressful.

References

Fogg, L., Carlson-Sabelli, L., Carlson, K., & Giddens, J. (2013). The perceived benefits of a virtual community: Effects of learning style, race, ethnicity, and frequency of use on nursing students. Nursing Education Perspectives, 34(6), 390-394.

Kharb, P., Samanta, P. P., Jindal, M., & Singh, V. (2013). The learning styles and the preferred teaching-learning strategies of first-year medical students. Journal of Clinical and Diagnostic Research, 7(6), 1089-1092.

Shah, K., Ahmed, J., Shenoy, N., & Srikant, N. (2013). How different are students and their learning styles. International Journal of Research in Medical Sciences, 1(3), 212-215.

Overview of Kolbs Experimental Learning and Experimental Learning Cycle

Kolbs learning theory is premised on four learning styles that refer to a four-stage learning model. In particular, Kolbs model is quite practical and multi-dimensional because it offers effective techniques for understanding different learning styles that individuals apply. More importantly, the theory introduces an experimental learning cycle that relies on the principle of concrete or immediate experiences, which in turn provide a basis for reflections and observations. The reflections are defined within abstract concepts that create a rationale for action and enrich new experiences.

Ideally, the learning cycle represents a spiral that covers such dimensions as reflection, thinking, experiencing, and acting. About these dimensions, an individual can resort to a combined set of concepts that are accompanied with implications for action. To be more exact, it is based on four main stages, including Reflective Observation (RO), Abstract Conceptualization (AC), Concrete Experience (CE), and Active Experimentation (AE).

These stages correspond to the combination of two stages that are mentioned above, including diverging (a combination of CE and RO), assimilating (AC and RO), accommodating (CE and AE), and, finally, converging (AC/AE). Hence, the first style refers to the feel and watch frame of action; the second one is associated with the think and watch model; the third one relates to a feel and do scheme; finally, converging focuses on a think and do action. All these combinations can be represented in individuals in different combinations and with various degrees of the display.

Applying Kolbs Learning Theory to Personal Analysis

While exploring Kolbs learning theory, I think that my learning style corresponds to the converging learning stages that encompass Active Conceptualization and Active Experimentation. Such an approach means that I am capable of solving problems and providing solutions in a practical situation. These skills refer to developing technical skills and, therefore, I am less concerned with such aspects as communication. Problem-solving is especially important in a business setting because it allows a person to accommodate contingencies and search for viable solutions. I am also fond of experimenting and searching for new ideas and experiences that could be applied in practice.

About the above-presented description, I believe that this type of learning can be successfully utilized for my professional growth. It also allows me to realize the potential shortcomings of the described skills and experiences. In particular, I should pay much attention to interpersonal communication to establish fruitful relations in a team. The model, therefore, precisely explains the main features of attitude to work and professional development.

Experiences from Past Learning

While learning in high school I have always been interested in working out specific models that can allow me to develop new schemes and generate new ideas. I was also a fold of sports activities because they allow me to release my energy and explore the new potential of my physical skills. Apart from sporting activities, I always remember myself taking with my arms swinging. I believed that such an approach to retelling a story is more persuasive and accurate for a listener to imagine the picture or situation I described. Being active helped me much in exploring the environment and predicting possible solutions to the problems.

A quick reaction to challenges is especially crucial in a constantly changing business setting. Also, such a skill is indispensable to act successfully in a global environment. Moreover, because I am an international foundation program student and study business administration, I believe that the learning style I possess is especially valuable for grasping the basics of international relations and business management.

Recommendations for Improvements

Certainly, being an active and experimental learner is especially beneficial while operating in an international environment because it is a great opportunity to confront new ideas, perspectives, and experiences. On the other hand, people with a converging learning style have difficulties with communication, which is a significant gap. In this respect, I believe that I should work much on developing communication and negotiation skills that can help me to avoid conflicts and compromise in difficult and stressful situations. According to Kolbs learning theory, a pragmatic way of learning makes me more practical in solving problems.

However, reliance on theoretical frameworks and other peoples experience is also important to avoid contingencies and become more flexible in business communication. Therefore, I should also be more focused on developing an assimilating learning style to be able to work in a team and solve problems about other individuals decisions and opinions. Besides, this way of learning will allow me to become more reasonable and consistent in making steps toward an important decision, as well as in delivering viable solutions.

There are many types of learning which aid in a specific information retention. Some people learn best visually, while the others need to listen to the information presented.

The preferred learning style is determined to be mostly in the area of reading and writing. Points and determinants are related to visual, aural and kinesthetic. Visual can be considered a rather effective style because the visual recognition of stimuli can be very helpful in creating and remembering a mental picture of any information seen. Aural reception might be useful for some people, but it is difficult to remember details, and a good memory is needed to be specific in the instrumental parts. Kinesthetic is another area of learning which is very hands-on, and allows the person to go through the experience to learn a new skill. Multimodal way of learning has a mix of all styles, which allows the person to see a perspective from different sides. This can be considered one of the most effective ways of learning because all parts of the brain are involved in the learning process, and memory retention is determined to be the highest. Learning by reading and writing is the most technical because the information is stable and can be referenced at any time. Even though it is for specific types of learners, it is reliable and exact (Hasserbroek, 2009).

The basis of the personal style of learning that has been established to be read/write is based on several criteria. It is the reception of information in lists and its organization into headings (VARK, 2011). This allows for a clearer reception and division between different sections of the work. The use of dictionaries and glossaries allows a defined meaning which is widely accepted and used by a large circle of people. The definitions lead to logical and clear-cut answers to questions and provide meanings of concepts, ideas and words. The handouts and books are specific printed materials which can be referenced at any time, giving a person a possibility to relate to the information source and have a back-up in ideas exchange. The numerous libraries are a rich resource of printed material, which gives a chance to compare and organize knowledge into sections and divisions. Manuals and essays are another instrumental source of knowledge, which provides a person with a guide to recognize the work of the others and reflect on the things done. The mere experience of reading and understanding someones ideas enables an individual to find a common ground and retain the information encountered (Davey, 2008).

The change needed to be made to the process is the use of all learning styles, which can be most beneficial. Visual style of learning can be memorable because a diagram or a theoretical representation of information can be helpful in realizing how a specific concept works or is used. Kinesthetic way of learning is another type which manifests the application of personal skills because practice is much needed to achieve a level of excellence in anything. It is a well-known fact that theory alone does not provide the proper knowledge which can be applied in the real world. Practice is much different from theory because the environmental circumstances might completely change the learned outcomes. The needed shift in the learning styles relates to the development in the use of all types of learning. It is a must to evolve all parts of the brain, so that reception and retention of information are the most effective ways. Practice and a mix of theory as well as hands-on learning will benefit the most.

In the end, an individual must find his/her personal way of learning because genetics predisposes people to a certain type of information reception and memorization.

Reference List

Davey, G. (2008). The International Students Survival Guide. Thousand Oaks: SAGE.

Hasserbroek, C. (2009). Communication Sciences Student Survival Guide. Clifton Park: Cengage Learning.

VARK. (2011). Read/Write Study Strategies. Web.

Introduction

Available literature demonstrates that students use different styles, strategies, and preferences to receive and process information in learning contexts (Chen, Jones, & Moreland, 2014). The differences in learning style and preference have continued to attract increasing attention as scholars attempt to develop ways that could be used to align students learning styles with available teaching styles to achieve optimal learning outcomes (Bozpolat, 2016). The present paper uses the VARK system to analyze important issues on learning styles, strategies, and preferences.

Summary of Learning Style

The dominant learning style is read/write, based on the preference of using information displayed as words to receive, process, and understand information in learning contexts. In this learning style, the motivation to learn is derived from text-based input and output, while the attributes of writing well and reading widely assist in internalizing, understanding, expressing, and remembering information (Chang, Hung, & Lin, 2015). This learning style aligns well with a teaching method that presents learning content in written format.

Preferred Learning Strategies

The preferred learning strategies include

1. returning to class notes after every lecture to review and condense them, hence making them easily understandable,
2. relying on the Internet to read content and make brief notes on issues of importance,
3. using text book glossaries and dictionaries to understand learning content,
4. relying on class essays, reports, and assignments to receive, understand, and process information,
5. using PowerPoint presentations to learn content.

Comparison of Preferred Learning Strategies to Identified Strategies

The preferred learning style (read/write) is in alignment with the findings of the VARK questionnaire, though some of the preferred learning strategies vary from the identified strategies. The preference to use PowerPoint presentations and the Internet in learning contexts has been reinforced in the learning style and strategies identified in the VARK questionnaire. Additionally, there is convergence between the preferred learning strategy of relying on class notes and the identified strategy of text-based input and output.

This means that written directions or instructions provide the main basis for understanding concepts and understanding learning tasks, which is consistent with the read/write learning style (Lecouteur & Delfabbro, 2001). Lastly, there is consensus between the preferred learning strategy of using dictionaries and the identified strategy of using thesauri in learning contexts. The use of this learning strategy helps read/write learners to develop an adequate metacognitive understanding of concepts and ideas with the view to enhancing memory and recall in learning contexts (Ababneh, 2015).

The scores of the VARK questionnaire demonstrate that visual and auditory learning strategies are also employed, though on a lesser scale. This is consistent with the assertion made by Ababneh (2015), that most individuals make use of multiple learning styles to receive, process, and understand information in the learning environment. A preference has been noted on the use of graphs and diagrams to ensure adequate understanding of practical content (visual learning style), though it is often difficult to remember most of the information by picturing it in the mind.

Additionally, although there is a preference in using audio and video files to get a glimpse of the content, it is often difficult to remember the conversations in detail without taking brief notes. This means that it is difficult to remember or memorize the contents of a lecture without taking brief notes or listing the keywords for later use. Drawing from these results, it is possible to use visual and auditory learning strategies to strengthen the preferred learning strategies that fall under the read/write learning style (Lecouteur & Delfabbro, 2001).

Awareness Discussion

The awareness of individual learning styles, preferences, and strategies influence teaching by virtue of enabling instructors to develop and adopt teaching styles and strategies that are consistent with the methods used by learners to receive, process, and understand information. Available literature is clear that a misalignment between learning styles and teaching styles always leads to poor student performance as well as low motivation and self-efficacy in classroom contexts (Chang et al., 2015).

Such awareness also enables instructors to plan their lessons and lectures around the learning styles, preferences, and strategies exhibited by the students. This means that it is easy and cost-effective to teach students based on their learning styles, preferences, and strategies. Lastly, such awareness helps educators to develop curriculum and assessments in a student-centered manner that encourages the attainment of absorption, comprehension, and retention (Bozpolat, 2016).

In terms of learning, the awareness of individual learning styles, preferences, and strategies enables students to develop confidence and self-efficacy in learning contexts, which in turn increase their opportunities for academic excellence (Chang et al., 2015).

Such awareness also makes learners to use their preferred methods of learning to not only achieve maximum educational outcomes, but also to address their weak points. Lastly, the awareness provides learners with an opportunity to alter their cognitive, emotional, and environmental circumstances to fit available teaching styles in instances where the instructor is unable to adapt to demonstrated learning styles (Ababneh, 2015).

Conclusion

Overall, this analysis has underscored the importance of knowing the preferred learning style and associated strategies. The analysis has also demonstrated that students can have multiple learning styles and strategies, hence the importance of understanding the dominant mode of learning.

References

Ababneh, S. (2015). Learning styles and preferences of Jordanian EFL graduate students. Journal of Education and Practice, 6(15), 31-37.

Bozpolat, E. (2016). Investigation of the self-regulated learning strategies of students from the faculty of education using ordinal logistic regression analysis. Education Sciences: Theory & Practice, 16(1), 301-318.

Chang, R.I., Hung, Y.H., & Lin, C.F. (2015). Survey of learning experiences and influence of learning style preferences on user intentions regarding MOOCs. British Journal of Educational Technology, 46(3), 528-541.

Chen, C.C., Jones, K.T., & Moreland, K. (2014). Differences in learning styles. CPA Journal, 84(8), 46-51.

Lecouteur, A., & Delfabbro, P.H. (2001). Repertoires of teaching and learning: A comparison of university teachers and students using Q methodology. Higher Education, 42(2), 205-235.

Introduction

Advanced Education has in the recent past brought increased learning and teaching styles. The education sector has improved over the past years making it easier for learners to acquire information through different styles. The learning process depends on ones understanding as some people are slow learners while others are fast learners. Methods used to teach always vary from one instructor to the other because they have different preferences. This paper, therefore, is aimed at addressing the different learning styles and different teaching styles. To achieve this goal, the paper will be divided into three sections in which the first part will address the different learning styles. The second section will address the different teaching styles while the last section will be a conclusion of the paper.

Learning Styles

Learning is a diverse process of conveying information to students as it involves seeing and hearing logical reasoning and visualizing. Students can transform their learning styles as they mature and progress from one education level to the other (Ropo, 1987, par, 2). How a student learns may depend on the approach taken towards the instructor or a particular subject. However, there are people whose understanding relies on their background, heredity, or environmental demands. There are three types of learning styles which include, kinesthetic, visual, and auditory. Some people would prefer the combination of the three styles while others would only pick on one or two styles. This shows that for one to understand a concept, it will entirely depend on the learning styles used (Slavin, 2009, par3).

Looking at each style, kinesthetic style is where an individual has to do something practical to have a clear understanding. Kinesthetic learning requires a student to carry out a physical activity like experiments, acting, or sporting activities. Such learners are in a position to focus on two different things at the same time. They can get instructions and at the same time do something physically. An example is in a music class where an individual can sing and dance at the same time without losing track. Kinesthetic learners are people who can get a concept through realistic examples. These learners must always perform a given task for them to comprehend an idea. One advantage of the kinesthetic style is that learners can always reflect on what their bodies was doing. Learners also have a high hand and eye organization which makes the learning process easier (Hunt, 1987, par, 4). This style is efficient because learners can remember what they have done in classrooms or outside class. Visual learning primarily involves what is seen, observed, or a reflection of a given concept. Those who use visual style will normally prefer using materials such as maps, images, and colors. Students who use visual style tend to have a high instinctive path and can simply visualize things. Visual style can benefit learners especially when teachers use blackboards to demonstrate points or ideas (Brown, 1980, par.4). Contrary to the visual style, auditory learning is where learners depend on what they hear. The auditory style requires learners to be attentive as they learn best through listening. In class, auditory learners will always pay attention to what lectures say for them to comprehend. Some get concepts by listening to music while others can easily understand without any backups.

Teaching Styles

There are four main teaching styles which include permissive, authoritative, detached, and authoritarian. Permissive teaching entails friendship between instructors and students as there is no strict discipline. Teachers who use the permissive style normally favor learners and may not take disciplinary measures when students make mistakes. Such teachers can even go to the extent of pleading with students to make them active in class. Authoritative teaching is where a teacher uses orders to instruct learners and involves firm discipline. Although this style is ideal, it may not be easy to teach because learners are not free with their teachers. In other words, learners may find it difficult to approach the instructor. Detached teaching involves teachers who do not care about their learners. Such teachers can teach without caring about the progression of a students performance. A teacher using the detached method may prefer sitting at the back of the class while they are teaching students. The authoritarian style requires students to obey what their teachers tell them. This kind of teaching may involve a teacher screaming in case the students do not obey instructions (Wagaman, 2009, par.4)

Conclusion

Ultimately, learning and teaching are processes that require both the students and teachers to be committed. Learning styles are essential as they enable students to comprehend concepts much easier. For effective learning, teachers should identify the best teaching styles for the students. Teachers should also be aware that there are students who are fast learners while others are slow learners.

Referencing List

Brown, D. (1980). Principles of Language Learning And Teaching. Englewood Cliffs, NJ:Prentice-Hall. Web.

Hunt, D.E. (1971). Matching Models in Education: The Coordination of Teaching Methods with Student Characteristics. Toronto: Institute for Studies in Education. Web.

Slavin R. (2009).Educational Psychology: Theory and Practice. NY: Johns Hopkins University. Allyn & Bacon. Web.

Ropo, E. (1987). Skills for Learning: A Review of Studies on Inductive Reasoning. Scandinavian Journal of Educational Research 31(3): 1-39. Web.

Wagaman J. (2009) Understanding the Four Teaching styles. Web.

Introduction

The learning process is an integral part of the life of any individual. However, what kind of knowledge a person will receive is mostly determined by the teachers personality. Therefore, high demands are placed on these people, and the learning process itself is extremely complex and multifaceted. This paper focuses on the study of various teaching styles and the importance of developing a unique approach for educators.

Variety of Learning Styles

There are many teaching techniques in the world, formed over the years of development. Each era provided its requirements for the educational process, and scholars changed with time. This accumulated experience has allowed creating a vast number of variations in teaching approaches, which enables solving several critical tasks. Firstly, a large number of methods provide scope for creativity in the educational process. Teachers in the modern world are not constrained by the strict framework of style requirements and can choose an approach based on situations. Besides, no one forbids them to combine well-known methods to create personal, unique communication styles.

The second factor is an increase in the quality of education itself, thanks to a comprehensive system of teaching knowledge. A vast number of existing methods help maximize training effectiveness (Jones et al., 2018). The more different techniques there are, the easier it is to choose an approach and style for a specific audience. Teachers can flexibly change their teaching style, adapting to students, thanks to the accumulated and studied base of teaching knowledge. Since teaching is now available to a diverse population, this factor is critical, and considering the core of teaching styles is extremely important for new teachers.

Methods of Learning

Authority Coach

Learning styles can be divided into many categories for different criteria. However, the most significant is the teachers interaction with the audience, how the relations are built in the classroom, and what position he or she takes. According to this criterion, the types of teaching can be divided into four categories. The first is closest to the traditional kind of training, which was overwhelming in most educational institutions until recently. The teacher in it is compared with an authoritative coach, a figure who stands at the center of the class, both literally and figuratively (Mohanna et al., 2016). The main task of such a teacher is to convey facts to the audience, conduct an informative lecture.

In this case, teaching is primarily based on the authority of a particular person, which directly determines the quality of education. In many cases, this type of training is accompanied by strict discipline and adherence to the rules (Mohanna et al., 2016). In a sense, such practice can be called formal since it is closely related to compliance with norms and the fulfillment of established tasks. The teacher points the students to the goals, gives the knowledge necessary for their achievement, after which the reverse process of the survey and feedback begins. This type of training, as mentioned above, is inherent in many traditional educational institutions, where the figure of the teacher is an indisputable authority.

However, this teaching method has its strengths as the technique works best when working with a broad audience. If the teacher, due to the large class, does not have the opportunity to personally address each scholar, to maintain order in the classroom, a discipline based on authority should be established. This method also works in those educational institutions where control is essential, for example, military academies or colleges. However, it is worth avoiding using such a technique in a small circle of students or individual work, since when using this type, the pupils personality can be suppressed.

Motivator Guide

The second type of teacher is a person whose main task is to motivate students. Unlike the first type, such teachers do not provide students with knowledge in the form of facts. Instead, they teach people critical thinking, analysis, and research (Mohanna et al., 2016). That type of teaching helps students gain skills in studying materials, regardless of the area in which this knowledge is located. In a way, the technique is similar to the methods of work of ancient Greek philosophers who sought answers by asking the right questions. Similarly, the same approach is aimed at studying such things as, for example, Socratic questioning (Mohanna et al., 2016). Thus, the main emphasis is on the study of applied knowledge that can be implemented in practice.

Besides, the task of such a teacher is to motivate students by personal example and their speeches. Lectures based on this technique should not only give knowledge but also inspire people to receive it, study the material, and move forward. This process can be built based on the teachers speech, and through active discussion between students and the tutor. The main subject of these conversations is the construction of strategies and the correct setting of goals (Mohanna et al., 2016). Unlike the previous one, this teaching technique assumes a much lower formality due to its particular focus. Since motivation often proceeds in more personal contact, the teacher and students can become much closer here. This type of training can be very beneficial for any courses where people interested in the subject are already located. At the same time, large audiences should be avoided, since, in this case, the degree of inspiration will very much depend on the speakers ability to keep the focus of attention on themselves.

Facilitator

This type of teaching is the least formal of all presented since the teacher is actually on the same level as students. As the name implies, the teacher is an intermediary between students, acting as a liaison in any discussion or group project (Mohanna et al., 2016). Learning of this kind is more about collaboration than the direct process of transferring knowledge. In this case, experience and skills are acquired by them in cooperative work, through a discussion in which the teacher has the same rights as all students. The only difference is that the teacher has more practice and can guide pupils in the right direction, giving the essential tips and explaining key points.

The main difference from all other styles is exceptional informality, as the learning process takes place in a small circle of equal people. That is why the manifestation of emotions and the expression of personal opinion are appropriate here. Due to its specificity, this technique is best suited for developing any values and morals that can be discussed during the workshop (Mohanna et al., 2016). An example of such a topic can be a discussion of professional ethics or standards, controversial moral issues, as well as those that are raised in a more trusted environment.

Due to this, such a technique cannot be applied to a broad audience, nor can it be a permanent basis for training. This format is more likely to resemble communication in social support groups, so it should be used in a narrow circle. Also, an essential factor is an obligatory presence of trust in the teacher, which will allow all participants in the conversation to open up. Thus, such a technique is suitable for carrying out informative discussions, group projects, and discussions of problematic issues. However, it imposes quite a lot of requirements for the implementation of such events.

Consultant Delegator

This technique may have a different level of formality depending on the specific relationship between a teacher and student. Great attention is paid to both parties personal qualities since such a teaching method imposes strict restrictions on the number of scholars. The technique of counseling can be carried out only between one student and one teacher at a time. However, theoretically, nothing prevents the teacher from having several students whom he advises. The essence of this educational process is individual work of a different scale and nature. A characteristic difference is the nature of the work itself since it is mostly performed by the students themselves (Mohanna et al., 2016). In this case, the teacher only provides support by creating an educational environment, providing the pupil with the necessary materials. Pedagogical intervention occurs only when the student asks for it. Thus, a process of independent study of the content is formed. The second side acts only as a mentor and controller, monitoring the order of execution of the task and intervening only if necessary.

Due to its specific focus, the circle of implementation of such a technique is rather narrow. The most striking example of such a teaching style is dissertation writing under the guidance of a supervisor. Education of this nature is quite rare in high school due to the small number of personal projects. However, with children of this age, this technique can be implemented through, for example, tutoring and individual lessons. Such activities can be both complementary and forced, for instance, in the case of a students illness. As mentioned above, the basis of this style is the exclusive personal nature of the relationship between teacher and scholar. Therefore, this technique is closely related to a persons ability to find an individual approach to a variety of students of different ages and in different situations.

Other Classifications

The styles discussed above cover a relatively large number of possible teaching cases, considering both large classrooms, individual instruction, strict disciplinary methods, and informal communication. Naturally, this classification is not the only one, since the topic of teaching methods can be considered from various points of view. The techniques described above examined the relationship between teachers and students based on the formers position to the latter. This approach can be combined with the following, which analyzes the teaching art from the classrooms educational process. Combining these two approaches will not reveal all the difficulties in the field of education. Still, it will cover most of the features, allowing complementing the missing details based on experience.

First, lectures are the most common learning strategy that is closest to classical learning. During them, the teacher simply sets out the prepared material recorded in writing, for example, in a book (Cardino & Cruz, 2020). This type involves minimal interaction with the audience because often the only voice that sounds in the classroom is the teachers voice. Cooperative learning unites students in small groups to solve problems. In this case, the teacher only provides basic instructions, and the goal of this approach is to develop critical thinking (Cardino & Cruz, 2020). Another basic strategy is to use repetitive exercises designed to consolidate students knowledge of the material covered. Moreover, sometimes assignments given to students may go beyond the scope of one subject, and in this case, this technique is called integrative (Cardino & Cruz, 2020). Finally, the last in this classification are two opposing strategies of inductive and deductive learning. The first involves a student-centered approach requiring ingenuity to derive rules or a central formula (Cardino & Cruz, 2020). The deductive method is designed for the teachers to explain the basic concepts and then for students to perform workshops.

All of the above methods are primarily tools that can be used by the teacher, depending on the situation. Unlike the first classification, these strategies are much more flexible and can be implemented in different audiences. First of all, they can be combined rather flexibly depending on the task. Nothing prevents the teacher from giving a lecture first and then arranging teamwork on practical tasks. In this case, the choice of strategy is more connected with the purpose of the lesson, with what the teacher wants to convey. Nevertheless, such a variety of methods allows tailoring the teaching style to a wide range of audiences. Some classes are much better at hearing information, while for others, practical work is much clearer. Moreover, these methods can be combined with the previous classification. For example, an intermediary type of teaching can be mixed with teamwork in small groups, and authoritative coaching in its very essence combines very well with lectures. How and to what extent it is necessary to blend different teaching styles should be decided by the educator, depending on the audience and the task.

Importance of Personal Approach

It would seem that a considerable number of training methods allows choosing any, based on the provided situation. Even after considering only two concepts, an educator can get a relatively wide range of teaching strategies, which at first glance, are suitable for a large number of situations. If this list is expanded further, then, in theory, there should be an answer to any pedagogical situation. However, in the real world, teaching doesnt work like this way. Educators cant just memorize a few typical cases and hope they can apply them while working.

It is primarily because teaching is associated with working with people in general and very often with children specifically. At the same time, each of the students in the class is a unique personality, with a massive number of personal characteristics, as well as character traits that manifest themselves in entirely different ways. Any audience, especially at school, is an organic, living system that has many internal connections. Education consists of a vast number of various components, only a small part of which is on the side of the teacher. Still, each of these elements affects the overall quality of the educational process (Jones et al., 2018). That is why developing a personal, individualized approach is much more critical.

As mentioned above, any audience is unique, and it is not fixed in time and continues to change throughout the learning process dynamically. It is confirmed by studies that show that all students learn differently. Therefore, educators should use the techniques that best suit their pupils (Jones et al., 2018). Naturally, it is impossible to create a system that will satisfy all the needs of each student. Therefore, the mentor should not be fixed on one approach but can combine them, blending elements of different techniques to achieve optimal results. Even though lecture courses still find their application, the presence of a strategy focused on students and their needs is a much more critical task.

Studying the audience, in this case, is the basis for further building the teaching style. Many factors can be addressed: the students age, the specifics of the subject being taught, and the general social situation in the classroom. Ideally, teachers should at least know their audience a little and understand who they are teaching. For example, the process of learning a foreign language is a challenging task, not only because of the complexity of the process itself but also because of the characteristics of a person. Studies show that people of different ages perceive learning new languages differently (Castañeda, 2016). For older students, writing and reading skills are the least difficult. Learning the new rules is not particularly difficult for them, as adults can analyze them critically. Speaking and listening to recordings, on the other hand, makes the learning process much more difficult. Simultaneously, for children, these components are the least problematic, since younger people more easily grasp pronunciation features.

Therefore, in this case, the teacher must find a compromise in approaches and address different age categories in different ways. Since no academic method describes how to appeal to such an audience, the mentor must select techniques according to the specific personalities he teaches. Thus, the most important reason for developing the teaching style is the maximum effectiveness of teaching and obtaining the best results. On the one hand, the educator can use the experience without paying attention to the characteristics of students. However, the complete transfer of the necessary knowledge and skills from the teacher to the students cannot be guaranteed, which means that the mission of the teacher will not be completed to the end.

Conclusion

There are a considerable number of teaching methods developed specially and formed throughout human history. A variety of classifications try to describe many of the most different cases that a teacher may encounter. These situations are considered both from the structure of the educational process and from the mentors position in the classroom. However, all this diversity cannot describe all possible cases, since each audience is a unique and constantly changing system. Therefore, teachers must develop their style based on the studied techniques. They should be applied flexibly, adapting the teaching strategy by the conditions in the classroom and the characteristics of students. Only in this way can the maximum effectiveness of teaching be achieved, and the proper transfer of knowledge from one person to another be ensured.

References

Cardino Jr, J. M., & Cruz, R. A. O. D. (2020). Understanding of learning styles and teaching strategies towards improving the teaching and learning of mathematics. LUMAT: International Journal on Math, Science and Technology Education, 8(1), 19-43. Web.

Castañeda, S. (2016). Methodologies for teaching English to adult students in Spanish vocational education programs. Journal of Professional, Continuing, and Online Education, 2(1), 1-23. Web.

Jones, S., Gopalakrishnan, S., Ameh, C.A., Faragher, B., Sam, B., Labicane, R.R., Kanu, H., Dabo, F., Mansary, M., Kanu, & van den Broek, N (2018). Student evaluation of the impact of changes in teaching style on their learning: A mixed method longitudinal study. BMC nursing, 17(24), 1-9. Web.

Mohanna, K., Chambers, R., & Wall, D. (2016). Your teaching style: A practical guide to understanding, developing and improving. CRC Press.

INTRODUCTION:

Throughout my first semester of college,I have learned much more than I anticipated.I gained a lot of knowledge about software development life cycles which will surely come in handy in developing my future career. My undergraduate college experience has been an innovative process.I first entered Patan college for professional studies back in September 2019 with a goal in my mind to become a software engineer.So, I took the course of Bsc(hons) in Computer science and software engineering which I saw as a suitable course to achieve my future objective.Beginning of the session I was introduced to study skills which has helped me a lot in developing my learning and speaking skills.

Leaning is a life long never ending process. Human being learns new things throughout its lifetime. There is no best way to learn. Everyone has a unique approach in learning, and because of this, the best way to deal with learn is the way you learn. A learning style is a certain way that the mind receives and sets new information. There are different approaches to manage adjusting, anyway the three essential styles are visual, auditory, and tactile. It is significant for the general progression of person. Simply the person who is sharp understudy can suffer and create in the present concentrated environment.We always continue to learn from the day we born till the day we die. A presence without learning looks like stagnating water. Human being learn everything that comes to him i.e. learn from its actions, its experience etc.

BODY:

From a test I took it seems like I am well fitted to be called as an auditory and visual learner. I generally learn by hearing ,tuning in, examining or seeing pictures. I understand and review things I have heard. I try to store data by the means it sounds and that I have a neater time understanding spoken directions than written ones. I often learn by reading out loud because you have to hear it or speak it in order to know it.As an auditory visual learner, I in all likelihood mumble or banter with myself or others in case I become depleted. People may think I am not centering, regardless of the way that I may be hearing and understanding everything being said.

1. ELLI:

The Effective Lifelong Learning Inventory (ELLI) has demonstrated to be an integral asset for producing mindfulness, reflection and self-improvement arranging about learning throughout my first semester of college. It has been utilized viably over a scope of establishments, branches of knowledge and levels of concentrate to raise student mindfulness and to advance student improvement. Most as of late ELLI has given both helpful quantitative information and been an impetus for much important subjective information in the Dispositions to Stay and Succeed venture.A brief of the seven dimensions of learning power is discussed below.

• Changing and Learning: a feeling of yourself as somebody who learns and changes after some time; the inverse is being ‘stuck and static’
• Critical Curiosity: a direction to need to ‘get underneath the surface’; the inverse is being ‘passive’
• ’Meaning Making: making associations and seeing that learning ‘matters to me’; the inverse is essentially ‘gathering information’
• Creativity: hazard taking, energy, creative mind and instinct; the inverse is being ‘rule-bound’
• Learning Relationships: taking in with and from others and furthermore having the option to adapt alone; the inverse is either being ‘separated’ or ‘over-dependent’
• Strategic Awareness: monitoring your contemplations, emotions and activities as a student and ready to utilize that attention to design and oversee learning forms; the inverse is being ‘robotic’
• Resilience: the direction to continue on in the improvement of your own learning force and relish challenge; the inverse is being ‘fragile and dependent’

I see myself as a critically curious and creative learner.When I find something really interesting to I try to get beneath the surface and find things out.I can’t agree what I am told without a proper reason behind it.So, I always have a desire to find things out on my own.I always enjoy a challenge and trying to solve a problem on my own.Trying to take risks and being creative has always been my speciality.i see things differently on most of my projects and try to take a different approach to it than the other members.

2. MAP(motivation attitude and personality):

• Motivation:

  Motivation is defined as the external influences and internal mechanisms that direct our behaviours. Motivation always gives a human being the power to fight back.Me as student always have been motivated from my family.This has affected on my amount of effort I put in my studies with strong will. As a beginner when I feel I am succeeding I always feel the increase in my confidence and have the desire to improve more.So everyone should stay motivated which will surely improve their performance in every sector.

• Attitude:

  An attitude is a mode of behavior that is often thought to be a typical reaction of an individual.Attitudes are formed through experience.The friends I have made,teacher that taught me ,family,media have always led me to have a positive attitude.

• Personality:

  Every individuals are different from one another and all possess differing traits.My personality keeps on changing through interaction with the environment and people around me.Most of the time I see myself as a relaxed and patient individual.

3. MYERS-BRIGGS TYPE INDICATOR (MBTI):

Myers-Briggs Type Indicator or MBTI in short structure is an reflective self-report poll demonstrating contrasting mental inclinations in how individuals see the world and decide. The first forms of the MBTI were built by two Americans, Katharine Cook Briggs and her little girl Isabel Briggs Myers. The MBTI depends on the theoretical hypothesis proposed by Swiss specialist Carl Jung,who had estimated that individuals experience the world utilizing four head mental capacities – sensation, instinct, feeling, and thinking – and that one of these four capacities is predominant for an individual a large portion of the timeDivided into 4 categories are Judging Perception , Sensing Intuition, IntroversionExtraversion, Thinking Feeling,. Each person is said to have one preferred quality from each category, producing 16 unique types.I can be considered as the ISFP personality type or The creator. ISFP stands for Introversion, Sensing ,Feeling and perceiving. People with an ISFP character type will in general be imaginative, flighty, and compassionate in their conduct. They have a solid handle of their detects and frequently have clear recollections. They appreciate little gatherings of individuals and have an enthusiasm for aiding others.I frequently appreciate setting aside an effort to be separated from everyone else and center intently around the points of interest of a situation.I feel energized when I am given space to work on my own.I am always ready to work when my peers supports and encourages me.

Each character prime example has qualities and vulnerable sides, and these are regularly enhanced in proficient settings where I frequently experience an assorted gathering of individuals with boundlessly various foundations and worth frameworks.

ISFP strengths:

• hunger to improve the lives of people
• Easy-going and versatile frame of mind
• Loyalty to individual convictions and qualities
• Deeply- established interest about the world
• Sensitivity to the necessities of people around them

ISFP Weaknesses:

• Difficulty understanding and observing standards
• Struggling to adjust feelings in distressing circumstances
• Distaste for theoretical or unique data
• Prioritizing their very own requirement for independence

4. MY BELBIN ROLES:

Belbin describes a team role as ‘a tendency to behave, contribute and interrelate with others in a very specific means.’ There square measure three action minded roles – Shaper, Implementer and Completer Finisher; three folks minded roles – Co-ordinator, Teamworker and Resource Investigator and three cerebral roles – Plant, Monitor judge and Specialist. Developed by Meredith Belbin in 1981, following 9 years of study and has become one in every of the foremost accessible and wide used tools to support team building. The team roles were designed to outline and predict potential success of management groups, recognising that the strongest groups have a diversity of characters and temperament varieties. Has been criticised because of it’s potential oversimplification and ‘pigeon-holing’ of people. However, once used showing wisdom to achieve insight regarding the operating of the team and establish the team strengths and weaknesses it is extraordinarily helpful.From all the nine categories,I feel like the best role that suits me is Innovator.I think I am a creative person.Most of the time I am never out of ideas and always have plan in mind. I have a strong imagination and a desire to be original. As an innovator I prefer to be independent and tend to approach tasks in a scientific way. As a creative individual the innovator can play a crucial role in the way a team approaches tasks and solves problems.

5. HONEY AND MUMFORD:

Honey and Mumford learning styles were created by Peter Honey and Alan Mumford in 1986. Their work is motivated from and based upon Kolb’s learning styles model. In any case they delivered their very own Learning Styles Questionnaire (LSQ) in light of the fact that it was discovered that Kolb’s LSI had low legitimacy with managers.Therefore as opposed to asking individuals straightforwardly how they learn, as Kolb’s LSI does, Honey and Mumford gave a survey that tests general social propensities. The basis behind this is a great many people have never intentionally thought about how they truly learn. Also, to be a compelling student, people must think about their learning styles or inclinations and discover approaches to get the hang of utilizing those methods.To help with finding the right learning style or inclination, Honey and Mumford have built up a survey based on a continuum as the figure appears underneath. Realizing your learning style encourages people to settle on more intelligent choices in modifying the learning openings and your inclination of best learning, builds the range and assortment of encounters which are potential learning openings, improves learning abilities and mindfulness.

Since I learn by watching and thinking and lean toward tuning in to addresses ,watching exhibits, examining and bunch exchanges. So out all the four, Reflector suits me as my principle learning style.I like to consider my encounters and see from alternate points of view. I like to gather information legitimately and from others and investigate it completely before settling on a choice. This may lead me to defer arriving at a choice rapidly. I am mindful and like to be inactive in talks and watch others in real life. I am a decent audience and contemplate all focuses before offering my own perspectives.

Reflectors are the individuals that learn by watching and pondering what occurred. They may abstain from jumping in and want to observe as a passive spectator. Want to remain back and see encounters from various alternate points of view, gathering information and setting aside the effort to progress in the direction of a proper end.

CONCLUSION:

I am very glad that I studied this course which has helped me identify my learning preferences, strengths and weaknesses. I am gratefull to have covered most of the learning styles which is responsible for my growth in confidence level. All the group activities and the presentation I did has surely help me level up. And lastly I look forward to continue my journey with all the skills and materials I gained from this session.

INTRODUCTION

Every Human without noticing is learning things through whole life from being a little child end ending as a student this period can be called as active period of learning then follows the passive learning period when any adult is learning from seeing things hearing things, touching, doing, and many any other. all this can be called as a learning styles or tactics strategies etc. Which can be applied in a learning process at any time and everywhere.

Main body

Learning In general is a process when any learner is acquiring the right or sometimes unnecessary knowledges which helps them in the future to achieve any goals. Ich learner has own styles of learning which suits learner the best.

Learning styles are divided in different categories and sub categories. Many different Scientists and psychologists have been working in developing a number of different methods to understand the different ways in which learners learn best. One of the most known method is the VARK model which is made up from four main types of learners: Visual, Auditory, Reading/writing, and Kinesthetics.

A good number of the students are more visual learners. Visual learner using tactics like high lighting or Color-coding the notes by using different colours pens markers etc, also some visual elements like video, graphics, pictures, time lines, diagrams power point presentation, chart etc. Visual learning style can be used also as very enjoyable and very effective learning tools which can attract even those who use a different learning technic or style.

Auditory learners also known like verbal leaners are those who will learn most effectible from listening to what a teacher, lecturer or anybody else is saying and gather information from it. This kind of students usually taking very few notes during the lesson as they are too busy processing what they heard because they learn by listening. Also, they may record everything they hear and another effective teaching and learning strategy for these learners would be an organization of small group activities or group discussions. Often students with auditory learning skills they have a great memory because, verbal learning needs to process and retain lots of information in a short time.

Reading/writing technique some student would Prefer words and texts as an information gather method. They would use presentation style, by text or writing. Student is Writing the words but the brain converts them into their spoken counterparts and processes them in different way than it does with true visual information.

Kinesthetic learners’ students with kinesthetic skills learn more easier though the action, physical movement aspect, during studying process such as, touch, feel, hold, perform create, by doing something which requires act or hands on work, and real experience. Kinesthetic learners are usually involved in different physical activities like running, swimming, dancing, and many other sports.

Conclusion

Therefore, by approaching right technic or learning style the student will learn more efficiently and process the information much faster at the and as a result achieve the goal and succeed in whatever student will do

Sir Ken Robinson is a British author and speaker who took the TED Talk stage to speak about how the culture of American education contradicts three things that help humans and human life thrive. Those three things outlined in his TED Talk are diversity, curiosity and creativity. In his speech, he talked about gaps in the American education system, and the importance of individualized learning within schools. He also mentioned that it is important to value teachers and to think of their job as an important contribution to the future. While comparing American schools to other schools around the globe, he declared that America must rethink their schools system.

I thought that throughout his dialogue of what American schools have gotten wrong throughout the years and what they can do better to support their students, he made some important, reflective points. One of these points revolves around testing within in schools, standardized and nonstandardized. Robinson thinks that the dominant culture of education has become solely focused on tests, which he believes to be wrong. In his speech he stated that, “Assessment should support learning, it shouldn’t obstruct it, which it often does.” I think that this is a very controversial topic within school systems, but is also important to think about and consider from many different viewpoints. I think that assessment, which oftentimes results in testing, is crucial in the classroom to know where students are at, what they understand and what they can improve on. With that said, I also think it is important to be mindful and cognisant of how often students are testing, why testing can be stressful and how said tests can affect learners. For me when I take tests or quizzes I only seem to memorize the material, take the test or quiz and then forget everything I learned. This happens to me because I am always so focused on the grade or score I will get, not so much about what I am retaining from the material. I think this is one of the ways assessment can limit learners from knowledge and obstruct active learning, which is why I believe this is a crucial topic for educators to actively think about and engage with.

The second most important point that I think Robinson discussed was about the real role of leadership in education. He thinks that an educators job is to be aware and facilitate “climate control”. He talked about this in the sense that educators must create a climate in their classrooms and schools of possibility. Robinson states that when teachers do that, “people will rise to that and achieve things that you completely did not anticipate and couldn’t have expected.” I like the way that he framed this as “climate control”, because I think it gives educators a different lens to look through when thinking about giving students chances and opportunities in the classroom. The reason I think this point is important is simply because all students in a classroom and in a whole school have many different needs and things they’re good at. I think that teachers must celebrate the differences and give students equitable experiences to thrive in their own individual ways. Those different ways may include working with a specific student much harder than you work with other students because they don’t understand the material, giving a student material that is more challenging because they are excelling in class, and everything in between. If teachers do not give their students that kind of support and climate in the classroom, than students may not ever see their potential or the possibilities that await them.

Although Robinson brought up some important points, I think that a lot of what he said in his speech can be countered against. One of the most valid criticisms of his speech was from an education blogger, teacher, author and expert on education research named Tom Bennett. Bennett stated as a counter, “I tire of someone who has never been a classroom teacher telling me what classroom teaching is like, or how children should be taught.” I thought that this was an interesting and valid point because overall, I do not think that Robinson has a clear idea about how hard teachers and educators work to do all of the things (and more) that he was saying are lacking from the American education system. Because he was never a classroom teacher, he does not understand and misses out on things teachers experience such as building genuine relationships between teachers and students to provide support and success in and out of the classroom.

The second counter argument that I thought was most valid was stated by cognitive scientist, Dan Willingham. Willingham pointed out that the way Robinson was talking about the American education system and education reform was not in a productive, “revolutionary” way. Willingham stated that he wanted Robinson to tell him what is going to make things different this time around. I think that this is important because complaining about things without doing anything about them will not make anything better. In fact, this could lead to a worse climate regarding the education system. I do not believe it was fair of Robinson to go up on stage and bash the American education system without offering ideas or inputs on what could make it more successful.

The main idea behind the use of “Learning Styles” is that learners are categorized into many different, unique styles. People may fall under one or more specific types of styles, and it is believed that if you teach students according to their style, it will result in improved learning. After reading the article titled “All You Need to Know About the ‘Learning Styles’ Myth, in Two Minutes”, I feel a little confused on where my stance is regarding “Learning Styles”. I think that because this is something that has been discussed all throughout my life, I have grown accustomed to saying what my “Learning Style” is and how it supports me, even if it truly doesn’t.

In the article I thought it was interesting when it talked about how people depend on “Learning Styles” simply because, “It’s more comforting to my ego to think that a class was difficult because of a teaching style I didn’t like than because I wasn’t concentrating or because I’m simply not clever or motivated enough” instead of thinking of themselves as low ability. The small amount of evidence behind the idea that “Learning Styles” don’t exist proves that often what happens with said “Learning Styles” is that everyone performs better when they are taught by one style. This evidence makes sense to me because if everyone has different needs and learns in different ways, than the most effective way to learn something new that you are not familiar with would be to understand that specific thing simply through the way it is presented to you, especially in a large group setting. I only have one question or limitation I can think of to go along with that idea. That limitation is if students are teaching themselves something or trying to understand something on their own, how might they know what what the nature of the material is? In other words how would they know how to most effectively learn and understand the material without resorting to what works best for them, also known as their own “Learning Style”? With all these different beliefs, ideas and evidence regarding “Learning Styles”, it makes me think more about how they might be considered a myth and not productive. Overall I think that I would need more clear evidence to back this idea up before I could give a reasonable, and truthful yes or no answer to whether I think “Learning Styles” exist or not.

There are three different types on learning styles, these are: Visual, Auditory and Kinaesthetic. They are all quite different and everyone has their own preference will in a learning environment. Some people might find more than one Style helpful for themselves while others might struggle to learn from any of these styles.

A visual learner will learn well by watching demonstrations on the topic. They tend to have neater handwriting at a younger age, spacing and neatness are top priority as a visual learner feels appearance is important. A visual learner likes as much description as possible and will often imagine the words they are reading in their head. They have great concentration. Visual learners often recognize words by sight and will often write things down and take as much notes as possible. Visual learners often prefer images, maps, graphs and other forms of visual representation (ThoughtCo, 2018). Visual learners are not often distracted, they don’t often notice sounds but can be distracted by movement.

An Auditory Learner learns well from verbal instruction from others or themselves. Auditory learns tend to avoid description and have messier handwriting at an earlier stage of life and tend to write lightly on their material. They believe details are not important and they often imagine things in sounds, Auditory learners are easily distracted by sounds and tend to talk to themselves.

A Kinaesthetic Learner learns well from hands on work by doing and being actively involved. They are often bad spellers and will have good handwriting, but it can deteriorate in smaller places. They tend to not be attentive to visual or auditory presentation They also often tend to fidget or move, and they try things out. ‘’A kinaesthetic learner will often lose interest quickly’’ (Child1st, 2019)

After completing the online questionnaire, I have found out that my preferred learning style is to be kinaesthetic. I am not surprised by this result as my dream profession is to be a construction or engineering teacher and they both require a lot of hands on, practical work. I also had a high score in the Auditory learning style, this result was a bit more surprising as I never thought of myself as someone who learns easier by sound.

David Kolb is a learning theorist who believe in a four-stage learning cycle and four distinct learning styles. The four- stage learning cycle that Kolb believed in is as follows: Concrete experience- Reflective Observation- Abstract Conceptualisation- Active Experimentation. “Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984)

A concrete experience is a new experience, or it can also be a reinterpretation of an existing experience. Reflective observation is to see if there are any inconsistencies between the new experience and the understanding of the new experience. Abstract conceptualization is when the reflection promotes a new idea which In other words is someone learning from their experiences. Active experimentation is when a learner applies their ideas to the world around them to see what happens. There is no start or end point in this experiential life cycle and each stage feeds and supports the next stage.

Kolb believes in four main learning styles which are: Accommodator, Assimilator, Converger and Diverger. He believes they work on an axis to his idea of the four -stage learning cycle.

The Accommodator approach is the most hands- on and practical approach to learning, it relies on gut instinct and doing instead of thinking, an accommodator does not like routine and they take creative risks to see what happens. Accommodators are most prevalent in the general population.

The Diverger is someone that would prefer to watch something rather than doing it, according to Kolb they are imaginative and sensitive. Divergers look at things in a different perspective, they will think deeply of their experiences.

The Converger is someone that will think about things and then try them to see if they work in practice, a converger will often work by themselves and think carefully while acting independently. They like facts and will often ask ‘’how?’’. Convergers are also problem solvers to practical situations.

An Assimilator is someone that watches and thinks. It is the most cognitive approach as they are logical and concise. They can understand wide ranging information and logically organise it perfectly. They prefer concepts to people and prefer thinking over doing. Assimilators like structured organised learning.

Honey and mumford are learning theorists that believed in four different types of learning styles, these are: Activist, Reflector, Theorist and pragmatist. ‘’Honey and Mumford’s learning styles are believed to be based from Kolb’s work’’. (University of Leicester, 2019)

The activist is someone that learns by doing, they will try anything at least once and aren’t afraid to give things a go. Actvisits like role playing and problem solving. They will often act without giving things a thought at first

The reflector is someone that likes to think things through, they consider all angles and implications and they like to listen and observer others. Reflectors are cautious and full of thought, they don’t enjoy deadlines but also don’t like when things aren’t planned meticulously.

A theorist is someone who needs to know facts, they need structure and our logical and rational thinkers. Theorists don’t like uncertainty or subjectivity.

The Pragmatist is someone that asks a lot of questions, they like tackling things straight away and linking the theory to the problem. Pragmatists are practical people who need clear guidelines and they enjoy coaching and feedback and need instant rewards. They do not like open ended discussions.

Howard Garner is a developmental psychologist best known for his theory of multiple intelligences, He believed that the conventional concept of intelligence was to narrow and restrictive and that there are other way to measure ones IQ that often get missed out on and forgotten about that a individual may have. ‘The biggest mistake of past centuries in teaching has been to treat all students as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects the same way.’ (Garner, 1990)

There are eight different intelligences on Garners MI chart, These are: Verbal, Musical, Intrapersonal, Interpersonal, Naturalist, Kinaesthetic, Visual and Logical Intelligences.

Garners theory of different intelligences is important to education because some ways of education may not be recognised academically. A lot of educators and schools have adopted these intelligences and base the curriculum and classroom around these intelligences.

Bibliography

1. Child1st, 2019. Child1st. [Online] Available at: https://child1st.com/blogs/resources/113559047-16-characteristics-of-kinesthetic-and-tactile-learners [Accessed 21 November 2019].
2. Garner, H., 1990. [Interview] 1990.
3. Kolb, D., 1984. Experiential Learning: Experience As The Source Of Learning And Development. In: Experiential Learning: Experience As The Source Of Learning And Development. s.l.:s.n., p. 38.
4. ThoughtCo, 2018. ThoughtCo. [Online] Available at: https://www.thoughtco.com/three-different-learning-styles-3212040 [Accessed 13 November 2019].
5. University of Leicester, 2019. University of Leicester. [Online].