LEARNING STYLES MEANING OF LEARNING DEFINITION OF LEARNING PURPOSE OF LEARNING CHARACTERISTICS OF LEARNING LEARNING PROCESS LEARNING STYLES COMPARING LEARNING STYLES TEACHING AIDS FOR DIFFERENT LEARNING STYLES BALANCED LEARNING EXPERIENCE IDENTIFYING THE LEARNING STYLE CONCLUSION BIBLIOGRAPHY

MEANING OF LEARNING It occupies an important place in the school programs. The change in behaviour of the individual brought about by experience. It is an enrichment of experience. Learning = Organism X Environment

DEFINITION OF LEARNING According to Wooworth R.S. “any activity can be called learning so far as it develops the individual and makes his behaviour and experiences different from what that would otherwise have been.”

According to Henry P. Smith “learning is the acquisition of new behaviour or the strengthening or wreaking of old behaviours as the result of experience.”

According to Gates and other “learning is the modification of behaviour or the experiences.”

PURPOSE OF LEARNING Acquisition of knowledge :- It indicates perception, conception and associative learning. Acquisition of skills :- It indicates writing, reading, art, drawing, handwork, musical performances, verbal fluency and other which involves sensory-motor process. Acquisition of attitudes and ideals :- It indicates the behaviour that come under affective domain.

CHARACTERISITICS OF LEARNING LEARNING IS ADJUSTMENT LEARNING IS ORGANISING EXPERIENCE LEARNING IS PURPOSEFUL LEARNING IS INTELLIGENT LEARNING IS ACTIVE LEARNING IS BOTH INDIVIDUAL AND SOCIAL LEARNING IS THE PRODUCT OF ENVIRONMENT LEARNING IS MATURATION LEARNING IS UNIVERSAL AND CONTINUOUS

LEARNING PROCESSSUSSESSFUL

ATTEMPTS

MOTIVE

NEEDS

UNSUSSESSFUL ATTEMPTS

BA R R I E R S

GOAL

LEARNING STYLES Active learners :- Retain and understand information best by discussing it, applying it or explaining it to others. “Let’s try it out and see how it works.” Prefer group work. Finds it difficult to sit in lectures just taking notes; requires interaction. Strategies :- In classes that allow little time for discussion or problem solving activities, compensate for these lacks when you study.

LEARNING STYLES Study in a group, with members taking turns to explain different topics. Work with others to “guess” what will be potential exam questions and figure out the answers. You will always retain information better if you find ways to do something with it.

LEARNING STYLES Reflective learners : - Retain and understand information best by thinking about it first. “let’s think it through first.” Prefer working alone. Needs thinking time during lectures.

Strategies : - In classes that allow little or no time for thinking about new information, compensate for this when studying. Don’t just read or memorize the material.

LEARNING STYLESIt might be helpful to write short summaries of readings or class notes in your own words.

LEARNING STYLES Sensing Learners : - Like to learn facts. Like to solve problems using well established methods and dislike complications and surprises. Tend to be patient with details and are good at memorizing facts and doing hands on work. Do not like courses that have no apparent connections to the real world.

LEARNING STYLES Strategies : - Remember and understand information best by seeing how it connects to the real world. Ask for specific examples of concepts and procedures, and find out how the concepts apply in practice. If enough specifics are not there, try to find them in recommended text, or by brainstorming with classmates.

LEARNING STYLES Intuitive learners : - Prefer discovering possibilities and relationships. Like innovation and dislike repetition. May be better at grasping new concepts and are more comfortable with abstract material and mathematical formulations. Tend to work faster and are more innovation but may be careless. Do not like courses that involve a lot of memorization and routine and routine calculation. Strategies : - Ask for interpretations for theories that link the facts, or try to find the connection yourself.

LEARNING STYLES Prone to careless mistakes during exams. Allocate time to read the entire question before answering and be sure to check your calculations and results.

LEARNING STYLES Verbal Learners : - Remember best what they see: i) pictures ii) diagrams iii) demonstrations

Strategies : - Try to find diagrams, sketches, schematics. Use concept map to list key points. Colour code your notes with highlighter.

LEARNING STYLES Verbal Learners : - Gets more out of words, either written or spoken explanations.

Strategies : - When studying, write summaries or outlines of course material in own words. Write in groups where members explain concepts and ideas. Do the explaining.

LEARNING STYLES Sequential learners : - Gain understanding in small sequential, logical steps. Tend to follow logical stepwise paths while problem solving. Know a lot about specific aspects but find trouble in relating them.

Strategies : - Ask to fill in the skipped steps by consulting references.

LEARNING STYLES Take time to outline lecture material in a logical order. Try to strengthen global thinking skills by relating each new topic studied.

LEARNING STYLES Global learners : - Seem to learn in large jumps, absorbing materials almost randomly without seeing connections, then suddenly “getting it.” May be able to solve complex problems. May have severe difficulties in solving problems when they have not grasped everything. May have difficulty in explaining their knowledge.

LEARNING STYLES Strategies : - When studying, quickly skim over the material first to get an overview before delivering into the details. Cover individual subjects in large blocks rather than spending a short time on every subjects. Try to relate the subject to things you already know.

COMPARING LEARNING STYLES

TEACHING AIDS FOR DIFFERENT LEARNING STYLES

TYPES OF

LEARNER

TEACHING AID

VISUAL Charts, graphs, diagrams, and flow charts Sight words Flashcards Visual similarities and differences Pictures and graphics Maps Silent reading Written instructions Computer assisted learning

TYPES OF

LEARNER

TEACHING AID

AUDITORY

Discussion, dialog, debate Memorization Phonics Oral reading Hearing anecdotes or stories Listening to tapes or CDs Cooperartive learning groups

TEACHING AIDS FOR DIFFERENT LEARNING STYLES

TYPES OF

LEARNER

TEACHING AID

KINESTHETIC

Playing games Role playing Read body language/gestures Mime Drama Learn or memorize while moving (pacing, stationary bike, finger or whole body games)

TYPES OF

LEARNER

TEACHING AID

TACTILE Learning by doing "Hands-on" Creating maps Building models Art projects Using manipulative Drawing, designing things Writing / tracing

TEACHING AIDS FOR DIFFERENT LEARNING STYLES

TYPES OF

LEARNER

TEACHING AID

ACTIVE Prefer "doing, discussin, explaining" vs listening and watching Prefer active experimentation Like acting and role playing Like team competition

TYPES OF

LEARNER

TEACHING AID

REFLECTIVE

Tend toward deductive learning Prefer reflective observation Intrapersonal skills valued Journals Learning logs

TEACHING AIDS FOR DIFFERENT LEARNING STYLES

TYPES OF

LEARNER

TEACHING AID

GLOBAL Interpersonal connection important to them Stories and anecdotes Seeing the "whole" rather than in parts Highly interesting project and materials Functional games and activities Think-pair-share; Praise-question-polish Teacher feedback; person-to-person communication

TYPES OF

LEARNER

TEACHING AID

ANALYTICAL

Intrapersonal skills valued Journals Learning logs Sequentially organized material, timelines, diagrams Moving from "part" to the "whole" Puzzles, logic games

BALANCED LEARNING EXPERIENCE

SENSORY-INTUITIVE : - Provide both hard facts and general concepts. VISUAL-VERBAL : - Incorporate both visual and verbal cues. ACTIVE-REFLECTIVE : - Allow both experimental learning and time for evaluation and analysis. SEQUENTIAL-GLOBAL : - Provide detail in a structural way, as well as the big picture.

CONCLUSIONThere are so many aids and methods which has helped learning to a great extent. It is because of the modern technology in this era which has made the impossible task possible by equating all the learners. The modern trends has removed the gap between learners with disabilities and made them stand by the side in the same row which they were not eligible to stand.

BIBLIOGRAPHY Blackmore, J. (1996). Pedagogy: Learning styles [Online]. Available: http://granite.cyg.net/~jblackmo/diglib/styl-a.html[1997, September 10]Canfield, A. (1980). Learning styles inventory manual. Ann Arbor, MI: Humanics Media. Dille, B. & Mezack, M. (1991). Identifying predictors of high risk among community college telecourse students. The American Journal of Distance Education, 5(1), 24-35. Dowdall, R. J. (1991). Learning style and the distant learner. Consortium project extending the concept and practice of classroom based research report. (ERIC Document Reproduction Service No. ED 348 117) Gee, D. G. (1990). The impact of students' preferred learning style variables in a distance education course: A case study. Portales: Eastern New Mexico University. (ERIC Document Reproduction Service No. ED 358 836) Gibson, C. C. (1998). The distance learners academic self-concept. In C. Gibson (Ed.) Distance learners in higher education: Institutional responses for quality outcomes. pp. 65-76. Madison, WI: Atwood.