education learning styles - lbccwr214 / frontpagelbccwr214.pbworks.com/f/final+project.docx · web...

Education Learning Styles

Chris Lambert, Dave Edwards, James Patterson8/10/2009

Table of ContentsIntroduction......................................................................................................................................................................3

Current Method................................................................................................................................................................3

What We Know.................................................................................................................................................................3

Environmental Factors to Be Considered......................................................................................................................4

Is There A Local Affect?.................................................................................................................................................5

Summary/Conclusion........................................................................................................................................................5

Appendix A............................................................................................................................................................................6

Learning Style Survey August 1, 2009.................................................................................................................6

Appendix B............................................................................................................................................................................8

Therapist Interview August 4, 2009....................................................................................................................8

Appendix C..........................................................................................................................................................................10

Educator Interview – Lora August 8,2009.........................................................................................................10

Educator Interview – Meg August 8,2009.........................................................................................................12

Educator Interview – Nicole August 9,2009......................................................................................................14

of 17

Education Learning Styles

IntroductionThere currently exists the opportunity to help students achieve better grades, as well as help students that are having difficulties. The idea of matching a students learning style with the style of teaching used by the educator will enhance the learning process. By implementing the education style the phrase “No Child Left Behind” would become a truism rather than a cliché.

Current MethodThis concept of learning styles is not a new one; it is believed that the idea people learn differently probably originates with the ancient Greek physician Hippocrates, who identified different types of personalities (Wratcher, Morrison, Riley and Scheirton, 1997). However researchers have been studying the topic for more than 40 years but it wasn’t until the late 1980’s, when Richard Felder and Linda Silverman published a paper on the subject, that learning styles really began to be understood. Grasha (1996) defines learning as, “personal qualities that influence a student’s ability to acquire information, to interact with peers and the teacher, and otherwise participate in learning experiences”.

Students learn in many ways, in reality everyone has a preferred method by which we learn and process information. Most of us haven’t realized this because we attended schools where the teachers lectured and wrote on the blackboard; we answered their questions and then took a test with pencil and paper. This method or style of teaching has been the “norm” for many years and continues today. Schools have taught one way and haven’t encouraged or helped students to discover their unique style of learning. This traditional method of teaching is often a mismatch with the preferred learning style of many students. When this mismatch occurs; the student(s) becomes bored and inattentive in class, they do poorly on tests, and often get discouraged. The parents of these students begin to question if their child has a learning disability or are they just “going through a phase”. The reality is simply that the student has a preferred learning style that doesn’t match the teaching style. While many instructors are aware that different learning styles exist; they choose to utilize the traditional standard for simplicity’s sake. Occasionally there are teachers who attempt to utilize a wide variety of teaching methods hoping that they will cover most of the students preferred learning styles. Though this “shotgun approach” may appear to address the issue, it may not be the most effective or efficient approach. “Students are slipping through the cracks and are being pushed through the system” (Bingenheimer, 2009).

What We KnowMost experts agree that there are three basic learning styles and that each individual possess a single style or a combination of styles. The three basic learning styles that have been identified are visual, auditory, and tactile/kinesthetic (Learning Styles take your test). It is estimated that approximately 65% of the population are visual learners, 30% are auditory, and the remaining 5% are tactile learners (Figure 1) (Understanding Your Learning Styles Chart).

Visual Learners: learn through seeing. These learners retain information the best when colors are used, facial expressions and body language are seen, and diagrams and charts are used to highlight the material being covered. Visual learners tend to sit in the front of the class and typically take detailed notes during classroom discussions and lectures.

Auditory Learners: learn through listening. These learners tend to talk themselves through procedures and listen to what others have to say. They learn best through speaking or by recording lectures and replaying them. According to Learning Styles take your test, the verbal learner thinks in words rather than in pictures and written material is often not comprehended until heard.

Tactile/Kinesthetic learners normally are hands- on learners and prefer to actually do what is being taught. This person learns by doing and normally expresses him/herself through gestures. They retain information after they have done it. The kinesthetic learners are easily frustrated when they have to sit for long periods of time (Understanding Your Learning Styles).

Howard Gardner expanded on these three learning style categories when he conceived the seven different ways to demonstrate intellectual ability known as Multiple Intelligence. His seven categories

are Visual/Spatial, Verbal/Linguistic, Logical/Mathematical, Bodily/Kinesthetic, Musical/Rhythmic, Interpersonal, and Intrapersonal. Gardner’s seven Multiple Intelligence categories are defined as the following (Learning Styles take your test):

Visual/Spatial: see visual learners above.

Verbal/Linguistic: see auditory learners above.

Logical/Mathematical: learners use logic and patterns to make connections with material to learn. Normally statistics are very beneficial to help process information. These people usually process information in a systematic way. They normally pick up logical flaws in others actions and make note of them.

Bodily/Kinesthetic: see tactile/kinesthetic learners above

Musical/Rhythmic learners think in sounds and rhythms. They often tap their hands or feet to create beats while learning. They also hum tunes and study best while listening to music to retain information that they learn.

Interpersonal learners empathize with others to understand. They often put themselves in other’s shoes to understand how they think. These people normally can sense feelings and use both body language and verbal language to open communications with people.

Intrapersonal learners understand their own feelings, dreams, and relationships to learn information. They compare material being taught to their own experience in order to interpret the data.

Environmental Factors to Be ConsideredFormal vs. Informal: A formal setting would be the traditional desk and chair or possibly a table. An informal setting would be the floor, a couch, a beanbag, etc. Every student's brain will function differently in the same postural position. So when you see a student slouching in a traditional desk or chair, it may simply mean that they would learn better in more of an informal setting.

Noise vs. Quiet: Some students find sound distracting and some find it calming. It may be beneficial to have several study areas established. One where the noise level is kept to a minimum and one where some background noise is present.

of 17

65%

30%

5%

PopulationVisual AuditoryTactile/Kinesthetic

Figure 1

Temperature: Room temperature also plays a key role in learning. If a student is too cold or too hot, they will have more of a hard time concentrating on what their learning task is. It is recommended that the classroom temperature be cool if possible. This way those who do not like being cold can simply wear another layer of clothing and be comfortable.

Bright vs. Dim: Everybody's eyes react differently to light. Some students may need to sit by a bright reading lamp while others may get a headache when too much light is present. A light level that all students find comfortable should be sought.

Mobility: The human body is built to move and it does particularly like to sit still for long periods of time. Have students to stand, stretch, and take short breaks as needed during studying. It is good to study in 20-30 minute increments with a brief break between each block of time. Research has shown that it only takes 30 seconds to rest and recharge the brain.

Although these methods are widely accepted they are still heavily criticized. Most of the criticism stems from the fact that there is no overall theory, only an overabundance of models and tests for categorizing learning styles. Educators haven’t been able to agree regarding the establishment of a single set of accepted principles. This gridlock has created an environment that is allowing generations of students to pass through the educational system without reaching their full potential.

Is There A Local Affect?Bingenheimer (2009) says that approximately 60% of the adolescents that he has dealt with on a professional level have issues that result from a negative educational experience. He believes that there needs to be a complete revolution of the educational system and that there must be more emphasis placed on teaching methods that are geared specifically towards student’s preferred methods of learning. When asked if matching students with a particular method or style of teaching would improve our schools education process; three local educators agree that students would benefit. They all believe that knowing a students learning style from the onset would be beneficial when planning lessons (Lora, Meg, Nicole; Educator Interview, 2009).

We asked local residents for their opinion regarding the current educational system and the need for more focus on learning styles. In our survey we asked 100 people to rate our current education system on a scale of 1 to 5 (5 being the best). 21% rated the education system below average while 42% gave an average rating. When asked to compare the U.S. system globally, 58% said we were average (Appendix A, Learning Styles Survey). While the data is only a sampling of the local population and isn’t overwhelming; it is clear that there is a perceived concern for the current educational system and the methods used to instruct students.

Summary/ConclusionWe believe the evidence is clear. Preferred learning styles are vital in the educational process and there needs to be more emphasis placed on them. Educators at all levels already recognize their existence and importance yet they continue to educate using the methods that have been used for generations. There simply needs to be someone willing to go against the “norm” and implement a “new standard”. Someone to implement a system that tests students at an early age and pairs them with educators that utilize teaching methods geared towards their preferred learning style. We need a school district that is willing to truly put students first and will commit to educating all not just a percentage. We need a district that will put into practice the testing required to evaluate students when they first enter the system and refuses to let any student slip through the cracks. We need a school district that is willing to restructure itself so that teaching styles can be paired with learning styles. We need more teachers with a passion and creativity who are willing to connect with students, who will step outside that box of “this is how we’ve always done it” and reach students at their level.

of 17

The research has been done and a plethora of tools have already been developed to assist teachers in evaluating the students. The only thing left to do is for Albany School District to partner with one of the many testing providers and implement the program.

Appendix A

Learning Style Survey August 1, 2009

Survey Questions: Results:

1. On a scale of 1 – 5 (1 being worst and 5 being best) how would you rate the education system?

3%20%

42%

22%

13%

1 2 3 4 5

2. Compared to the rest of the world on a scale of 1 to 5 (5 is the best and 1 is the worst) where does America’s education fall in grades K - 12

20%

58%

19%3%

1 2 3 4 5

3. What if anything would you change about today’s education system?

4. Are you familiar with the philosophy o f Learning Styles in education?Y / N

YesNo

010203040506070

65

35

of 17

5. Do you feel the method of teaching affects an adolescent’s ability to learn?Y / N

YesNo

020406080

100 83

17

6. Do you believe that schools put enough emphases on the different Learning Styles?Y / N

Yes No0

20

40

60

80

7. If adolescents were taught according to learning styles what do you think would be the overall outcome?

a. Higher test scores and gradesb. Higher percentage of graduating seniorsc. Better overall education (i.e. reading, writing,

spelling, math)d. All the abovee. Nothing would change

A B C D E0

102030405060

7 3

21

51

18

8. At what grade level do you believe education should begin focusing on Learning Styles geared towards individual students?

a. 1st through 5th

b. 6th through 8th

c. 9th through 12th

36%

29%

35%

1st - 5th 6th - 8th 9th - 12

of 17

9. Should these methods continue through the college level?Y / N

YesNo

66

34

10. How much should the average household expect to pay (taxes) for an improved educational system?

a. $0, we are already taxed enoughb. $50 – $100 per yearc. $100 or more

36%

46%

18%

A - $0 B - $50 - $100 C - $100 or more

of 17

Appendix B

Therapist Interview August 4, 2009Dr. Steve Bingenheimer

I sat down with Dr. Steve Bingenheimer, a licensed therapist and Pastor of Plainview Church, to get his perspective on the topic of learning styles and the current education system. Steve has over 20 years of counseling experience with 12 of those years dealing specifically with adolescents both as a youth pastor and a therapist. His point of view comes from both the professional arena as well as that of a parent of 5.

1. How many years have you worked with adolescents?

Steve has twelve years of experience as a therapist and youth pastor. Currently he is Senior Pastor of a local church in Albany.

2. What do you feel has been the most common issue for today’s teens?

The most common issue that I see in today’s youth is “a lack of belief they can build a good life”. I see a “lack of vision and direction” which feeds the lack of self belief.

3. How big of a roll does education play in to that issue?

Education should play a bigger role (in positive influence) than it does. The system fosters a belief in “I’m stupid”.

4. What percentages of adolescents who come into your office have had issues that are affected by or the result of a negative educational experience?

This may sound like a really high number but I would say 60% of the adolescents that I have dealt with are a result of a negative educational experience.

5. If you could affect change in the educational system what would that change be?

We need to find teachers with a passion and creativity to connect with students. We also need to get rid of tenure with the union. The teacher that has 80% of the students scoring in the 80 percentile should be paid more than the teacher that only has 20-30% percent of the students doing as well. The 20% of students that don’t seem to be doing well should be moved to a different teacher that they connect with.

6. Do you feel that in today’s world of “no student left behind” that many students are in fact being left behind?

Oh yes, without question. Students are slipping through the cracks and are being pushed through the system.

7. When dealing with adolescents do you try to employ a “counseling style” that is geared toward that individual?

Absolutely, you have to be willing to get down to their level. Using the clinical approach would yield results but when I meet them at their level and connect with them I would get much deeper results.

8. What are your feelings regarding the current educational system and the emphasis placed on learning styles?

There definitely isn’t enough emphasis. It would take a complete revolution to change a system that has been in place so long.

of 17

9. Do you believe that students would benefit from a system where learning styles are paired up with “teaching styles”?

Oh, without question.

10. As a professional and as a parent do you believe that our educational system should develop a curriculum that emphasizes learning styles?

Only if we want to compete globally. Other country’s educational systems far surpass the U.S.

11. At what age (grade) do you feel this would be most beneficial and would have the greatest impact overall?

We should start right at the beginning. Start testing in Kindergarten and continue throughout the primary grades (1st -5th) I think we should test on a bi-annual basis and as students interest change make the necessary adjustments.

of 17

Appendix C

Educator Interview – Lora August 8,2009

Since teachers have different methods and styles for educating their students and the students seem to learn better in one environment or style over another.

1. Do you think matching students with a particular method or style of teaching would improve our schools education process?

Careful consideration should be made when placing students with teachers. Principals, teachers, resource personnel and parents should be involved with student placement process. Learning style as well as temperament/personality should be a consideration in placement.

Personally speaking, knowing what type of learning style a child predominantly uses from the onset of the year would be a valuable tool when lesson planning. Every teacher strives to create the best venue for successful teaching and learning. It would be ideal to know the audience from the start. There is one thing to take note of though; teachers are already educated to use multiple modality style teaching across the curriculum. So the needs of students should be met. That’s not to say that a learning delay, lack of parent involvement, language barriers won’t possibly delay a child’s learning but they are points to be considered. A learning style is different for all students and it’s been documented that most individuals use more than one at any given time and not even the same modalities each time.

2. What age do you think the matching of students with a teachers method of teaching and the students learning style?

Early on would seem to prove most useful. Developing a positive outcome where a student feels successful and engaged early on is an important ingredient in active learning. When children are frustrated they tend to shut down, tune out; and all of those other euphemisms we hear.

3. Should it be continued through high school, is it possible? From your perspective what would you say would be the draw backs?

Ideally. I think the biggest drawback is the lack of exposure that creates inadaptability to other teaching styles. When students leave elementary school and move into middle/Jr. high and high school they will not simply have one teacher anymore but many, along with myriad of different teaching styles. I don’t necessarily believe it is matching up the learning style to a particular teacher as much as it is teaching the children to understand how they learn.

4. How much time and expense would it take to evaluate a teacher’s method of teaching?

Teachers should already be using a multiple modality style of teaching. If more information was needed there are already programs in place in most school districts across the US (I’ve worked in two states already that do,) where their administrator and even peer-to-peer evaluations are done.

I think the problem lies with lazy teachers not teaching to meet the needs of their students, lazy parents who are not actively involved with their child’s learning., and students who are used to instant gratification, the “entertain me” I don’t want to think for myself crowd.

Administrators are over tasked with meetings about students, school board, curriculum, and standards; budget and so on and so on. They are only doing their one maybe two required evaluations a year. Sadly, there are bad teachers who remain teaching.

There are those parents who think school is a free babysitting service and the teacher’s job is to raise and entertain their child while the parent and plays a hands off role, “that’s your problem” or my favorite, “(you fill in the name) doesn’t do that at home.”

So to get back to the question, teachers should already be teaching to meet the needs of all their students. Teachers should be evaluating their students and adjusting their teaching styles to their audience.

5. What would it take to determine a students learning style and how long?

Teachers should be doing this already, daily anecdotal records, notes, and informal and formal assessments. There should be records kept on all students’ levels of comprehension, acquisition and areas of weakness to know when to provide remediation.

Teachers assess students all year. I mentioned earlier individuals do not strictly use only one modality, e.g.; kinesthetic, auditory, visual, for learning. There may be a more dominant but there is never a “one way” map to teaching or learning.

6. As a teacher would you be interested in participating in this type of educating students?

As I’ve stated, probably too many times now, teachers should already be teaching using a multiple modality approach, evaluating their students learning styles and adjusting their teaching accordingly.

I do, however, believe matching personality can be a valuable tool in gaining openness to learning by the student. I found this to be especially relevant in my experiences working with kids with special needs/varying disabilities. Parents need to take an active participation in choosing a teacher, we teachers call it “shopping for a teacher, but it is a good resource for parents. Delivery of information is important though it shouldn’t take a lights, camera, and action production to get children to learn or even want to learn. Learning in itself should be rewarding and a teacher who presents new concepts with enthusiasm can engage students without a lot of hoopla. An enthusiastic persona can smooth the road to positive learning attitudes and better response to instruction.

I would take the idea you presented and go a step further. I would discuss teaching/learning strategies and metacognition, the thinking about how we think/learn. The reason so many students in other countries are so educationally successful and retain so much information is because they are actively involved in their learning, thinking about how they learn and making learning personal for them, thus the information stays with them. This would be something that could be introduced in younger grades but expounded upon in Jr. and senior high when metacognition really begins to take place. When students understand how they learn and then apply it to later situations, lessons, encounters (school and life) it’s a win-win situation for all parties involved.

I would also love for continuing education required for all certified teachers to have mandatory classes on using other teaching styles, where techniques are explored and real life examples used. Many teachers are stale. Not just the veterans get stale either to trying new things; the saying, “this is the way I’ve always done it” comes to mind.

*FYI-50% of all teachers quit after their 2nd year.

of 17

Educator Interview – Meg August 8,2009



Certainly there are benefits to matching a student and teacher with a similar style to enhance learning. There are many different types of learning styles (kinesthetic, auditory, visual, etc) and if a student was better at learning in one way and the teacher only taught in another, there could be a problem engaging and reaching the student. It would seem unfair to have a child who is a kinesthetic, hands-on learner to have to be with a teacher who makes her students sit in a seat all day and read notes from a board. Also, some students respond better to strict routines and procedures, rules and expectations while others respond better to a looser variation and more open way of learning. It would hopefully cause students to have a better chance to learn; teachers to feel a connection to their students and truly understand how to reach them, and therefore resulting in a feeling of self-efficacy in the classroom.

However, it should be noted that pre-service teachers should be taught in their academic schools to teach in a multimodal style, because most students learn in more than one way and actually need several different methods for the brain to be able to learn and retain information.


I would think it would need to start taking place fairly early on to reach the students as they are building their foundation for learning. Why start off a student with a negative experience and delayed amount of learning if it could be avoided by matching a student and teacher with similar styles?

3. Should it be continued through high school, is it possible?

If it has begun in the earlier grades and the student has become accustomed to a particular learning style, then it should be continued through high school. There are always several different teachers for each core academic subject and level that a student could find to match their interests with others.

4. From your perspective what would you say would be the draw backs?

There are several drawbacks to this theory. One would be that parents would be allowed to “shop around” for their child’s teacher. If they are really looking for a teacher with certain learning/teaching style qualities to match with their child, then it is fair game. My current principal often responds to parent requests by asking them to list the qualities they want their child’s teacher to have, not to name a particular teacher. She then matches the teacher and child from there. Also, it should be noted that in “real life” we cannot always pick who we want to work with or how something is presented to us. By always being taught in one particular learning style, would that then prevent a student from being able to adapt to other methods of teaching and learning? What if there is a student who doesn’t match any teacher? What would happen if one teacher seemed to get the most requests/matches? Shouldn’t we be promoting that ALL of our teachers are trained and knowledgeable in teaching all kinds of students?

of 17


Through the process of reflection and perhaps a research-based check-list or rubric to evaluate certain areas, a teacher could determine his/her style. It wouldn’t be expected for a novice teacher to fully understand how he/she teaches, but as they become more experienced and gain knowledge about what they do, they could make that determination. If they wanted to see what kinds of lessons they were usually planning, they could highlight in their lesson plans the different kinds of styles (such as pink=auditory, blue=visual, etc) and see where the bulk of their lessons fall. They also should know how they discipline and structure their class to determine at what end of that spectrum they fall on.

I think most exemplary teachers would be able to state their philosophy and mission for teaching, as well as state how they teach.


Parent and teacher anecdotal notes, observations, past performance in the classroom, actually asking the student (in developmentally appropriate terms) what kind of way they like information presented to them and what kind of things/qualities they would like to see in their teacher.

7. What is your take on this idea?

Whenever an idea has the student’s best interest at heart, it can feasibly be a good idea. There are far too many students who are struggling for whatever reason (learning disability, language barrier, lack of home support, behavioral problems, lack of motivation) and unfortunately “fall through the cracks” and fail. Our education system is nowhere near where it should be. If this is something that could help, then it should certainly be researched further.


I would have to say that one the hand, yes! It would be so much easier to plan because the students in general would be able to match how I prefer to teach. But on the other hand, sometimes it’s good to have different kinds of learners in your class to challenge yourself and try new ideas, outside of your comfort area. Ultimately, a balance of learning styles and activities should be encompassed in the lesson plans throughout the day.

of 17

Educator Interview – Nicole August 9,2009



I believe anytime you can specifically adapt and modify a lesson to meet a particular students learning style the student will benefit greatly, but that idea is physically impossible in today’s traditional class. I currently try to modify lessons for IEP and 504 plan students and the goal is to modify the lesson in a way that the student learns the best (or to their particular learning style) because traditional methods don’t work as well for them. Typically you might have 3 – 5 students per class, but the amount of time and effort involved can be overwhelming. Teachers do not have enough prep time and resources (materials, books, space, etc…) to be able to handle this load successfully every time.


I personally have two young boys (2nd grade and 5th grade) and their method of learning is completely different for both of them. My youngest is struggling to learn in a traditional class because he is very hands on and looks at information in a very abstract way. My oldest is challenged by math because his brain wants to figure it out another way than how the teacher is instructing them. The teachers they have are amazing teachers and I am grateful for what they are doing for my kids every day, but it goes back to teaching to the group as a whole, and they need to focus on the majority of students in the class that learn a specific way. In a perfect world it would be ideal to teach to a particular learning style as early as kindergarten, but not always realistic.

3. Should it be continued through high school, is it possible?

Yes it should continue through high school, and at times it is possible to do. If you look at some of the elective classes, where the enrollment might be lower numbers then it can be possible. In some of the required classes the numbers are just too great to be able to modify the lesson to each learning style. In Philomath some teachers use music to teach, they walk around the class with a banjo and make songs to the material being taught. Some teachers love group conversations where you are graded on participation of expressing your thoughts and ideas. Some classes have greater technology available so they teach with smart boards, and interactive software.

4. From your perspective what would you say would be the draw backs?

I think that teaching to a particular learning style in high school would be great, but not always true to what the student will find in the real world and college. Many students really struggle to succeed in college because the format is so dramatically different than high school. The lectures are with hundreds of students in an auditorium, and there is little contact with the instructor. Also for those students who enter directly into the work force find quickly that they may not be trained to their particular learning style. During the training process you are at the mercy of whoever is assigned to train you, and you either need to pick up the concept quickly or risk the chance of being let go.

of 17


I personally don’t think it would take a great deal of time and money. Teachers know what they do best, and they are very aware of how they process information. I would not be surprised that teachers can tell you specifically what works best for them and they could even tell you from what teachers in the past they were successful with. I think most individuals could quickly describe what type of learner they are and what methods teaching work best with them.


I think the younger the student, the more difficult it is to determine what type of learning style works best for them. This could be easily determined within a few months. My only concern is that through the development of that child over time this method of learning might not work as well for them and they may need reevaluated at different developmental stages in the students life.

7. What is your take on this idea?

Again in a perfect society this would be great and I would completely support the idea, but schools have become a very political place and like any business they want you to do the most you can with as little resources as possible. For example in a class I teach which is Intro to Business I have a professional and technical endorsement to label me highly qualified to teach this course. Since I have that particular endorsement I am eligible for a grant to receive money to use specifically for that course. But if my students don’t do well on a test given to juniors and their math scores are low then the State of Oregon could put restrictions on my grant money for my Intro to Business class. I don’t teach math, but the math scores of those students could negatively affect my classes. To me that is unfair and a mismatched consequence of my teaching.


Of course, if you talk to the majority of teachers they really want the students to understand the material and to find the connection of how it can impact their life. These teachers are passionate about their subjects and just want the students to be exposed to the concepts and ideas and use the information as a stepping stone to their next stage of their life. If they can find a way that conveys their message accurately and still makes the government happy with their test scores then it is a win-win situation.

of 17

Works Cited

Bingenheimer, Dr. Steven. "Learning Styles" Personal Interview4 Aug. 2009.

Grasha, A. F. (1996). Teaching with style Pittsburgh, PA: Alliance

Learning Styles: From History to Future Research Implications for Distance Learning. Institute of Design,

Illinois Institute of Technology, Chicago, 2007 Web 7 Aug. 2009.

<http://www.abed.org.br/revistacientifica/Revista_PDF_Doc/2007/2007_Learning_styles_from_histor

y_to_future_Heloisa_Moura.pdf>.

"Learning Styles take your test." Learning Styles - take Learning Styles Test. Web. 07 Aug. 2009.

<http://www.ldpride.net/learningstyles.MI.htm#Learning%20Styles%20Explained>.

Christensen, Lora. "Educator Interview." E-mail interview. 4 Aug. 2009.

Meg. "Educator Interview." E-mail interview. 4 Aug. 2009.

Stueve, Nicole. "Educator Interview." E-mail interview. 4 Aug. 2009.

Understanding Your Learning Styles. Chart. Ldpride.net, 2009. 4. Print.

Understanding Your Learning Styles. Ldpride.net, 2008. Print.

Wratcher, M. A., Morrison, E. E., Riley, V. L., & Scheirton, L. S. (1997) Curriculum and program planning: A study

guide for the core seminar. Programs for higher education: Nova Southeastern University.

of 17

education learning styles - lbccwr214 / frontpagelbccwr214.pbworks.com/f/final+project.docx · web...

Documents