sarsr2024 Karen Hood's Paper
Depanmest of Mathemaries Edteation
EMT 705 Summer 1995,
Jin Wilson, instructor
Exploring Learning Styles and Instruction
by
Karen Hood
EMT 705
Theory
Learning is an interactive process, the product of student and teacher activity within a specific learning
environment, These activities, which are the central elements of the learning process, show a wide variation in
pattern, style and quality (Keefe, 1987). Learning problems frequently are not related to the difficulty of the
subject matter but rather to the type and level of cognitive process required to lean the material (Keefe, 1988).
Gregore and Ward (1977) claim that if educators are to successfully address the needs of the individual they
have to understand what "individual" means. They must relate teaching style to learning style.
‘The famous case of Tinker versus DesMoines Community School District (1969) which concerns itself wit
student rights will be extended to encompass the right of a student to learn in ways that complement his ability
to achieve. Public Law 94-142 which requires the identification of learning style and individualization for all
handicapped children is one step away from mandating individualization for all students (Dunn and Dunn,
1978). Educators must learn to base programs on the differences that exist among students rather than on the
assumption that everyone leams the same way (Keefe, 1987).
Learning has taken place when we observe a change of leamer behavior resulting from what has been
experienced. Similarly, we can recognize the leaming style of an individual student only by observing his overt
behavior. Learning style is a consistent way of fumctioning that reflects the underlying causes of leaming
behavior (Keefe, 1987)
Keefe (1991) describes learning style as both a student characteristic and an instructional strategy. As a student
characteristic, learning style is an indicator of how a student learns and likes to learn. As an instructional
strategy, it informs the cognition, context and content of learning,
Each leamer has distinct and consistent preferred ways of perception, organization and retention. These leaming
styles are characteristic cognitive, affective, and physiological behaviors that serve as relatively stable indicators
of how leamers perceive, interact with and respond to the leaning environment (Keefe, 1~87).
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Students learn differently from cach other (Price, 1977). Caplan (1981) has determined that brain structure
influences language structure acquisition. It has been shown that different hemispheres of the brain contain
different perception avenues (Schwartz, Davidson, &Maer, 1975). Stronck (1980) claims that several types of
cells present in some brains are not present in others and such differences occur throughout the brain's structure.
Talmadge and Shearer (1969) have determined that learning styles do exist. Their study shows that the
characteristics of the content of a learning experience are a critical factor affecting relationships that exist
between learner characteristics and instructional methods. Reiff(1992) claims that styles influence how students
learn, how teachers teach, and how they interact, Each person is born with certain preferences toward particular
styles, but these preferences are influenced by culture, experience and development, Keefe (1987) asserts that
perceptual style is a matter of learner choice, but that preference develops from infancy almost subconsciously.
A teacher alert to these preferences can arrange for flexibility in the learning environment.
Learning style is the composite of characteristic cognitive, affective and physiological factors (Keefe, 1991). A
useful approach for understanding and describing learning styles is the consideration of these factors.
Cognitive styles are the information processing habits of an individual. These represent a person's typical modes
of perceiving, thinking, remembering, and problem solving (Keefe, 1991). External information is received
through the network of perceptual modalities. This information is the raw data that the brain processes for
learning to occur, If there is a deficit in a perceptual modality the brain will receive incorrect or incomplete data
and limited or inappropriate learning will occur (Keefe, 1988),
Learning modalities are the sensory channels or pathways through which individuals give, receive, and store
information. Most students learn with all of their modalities but have certain strengths and weaknesses in a
specific modality (Reiff, 1992). These avenues of preferred perception include kinesthetic/tactual, auditory and
visual (Eiszler, 1983).
Stronck (1980) describes the kinesthetic/tactual leamers as the ones who try things out, touch, feel, and
manipulate. Kinesthetic/tactual learners express their feelings physically. They gesture when speaking, are poor
listeners, and they lose interest in long speeches. These students learn best by doing. They need direct
involvement in what they are learning. More than thirty percent of our students may have a kinesthetic/tactual
preference for learning (Barbe, 1979)
Auditory leamers talk about what to do when they learn, They enjoy listening, but cannot wait to have a chance
to talk themselves. These students respond well to lecture and discussion (Barbe, 1979).
Visual learners learn by seeing. They think in pictures and have vivid imaginations. They have greater recall of
concepts that are presented visually (Barbe, 1979).
Most of the students not doing well in school are kinesthetic\tactual learners. Instruction geared toward the other
modalities can cause these leamers to fall behind. As this happens, students begin to lose confidence in
themselves and resent school because of repeated failure (Reiff, 1992)
An effective means to reach all learners is modality-based instruction, which consists of organizing around the
different modalities to accommodate the needs of the learner. Modality based instruction consists of using a
variety of motivating, introductory techniques and then providing alternative strategies when a student fails to
grasp the skill or concept. Ifa learner does not initially understand the lesson, the teacher needs to intervene,
personalize instruction and reteach using a different method (Reiff, 1992). Perceptual modality preferences are
not separate units of learning style. Instruments and assessment approaches that lead teachers and researchers to
consider modality preferences in general terms may contribute to the misunderstanding of individual differences
rather than help develop and use information on individual differences in teaching (Eiszler, 1983).
Affective components of leaming styles include personality and emotional characteristics related to the areas of
persistence, responsibility, motivation and peer interaction (Reiff, 1992),
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The physiological components of leaning styles are biologically based modes of response that are founded on
sex-related differences, personal nutrition and health, and reactions to the physical environment (Keefe, 1991).
Student performances in different subject areas are related to how individuals do, in fact, learn. Systematic ways
to identify individual preferences for learning and suggestions for teaching students with varying learning styles
can be based on an individual's diagnosis of his learning style (Price, 1977). Comprehension of ~ individual
differences and learning styles can provide teachers with the theory and knowledge upon which to base
decisions. Once a teacher has determined why a student responds in a certain way, then they can make more
intelligent decisions about instruction methods (Reef, 1992),
Several research studies have demonstrated that students can identify their own learning styles; when exposed to
a teaching style that matches their learning style, students score higher on tests than those not taught in their
learning style; and it is advantageous to teach and test students in their preferred modalities (Dunn and Dunn,
1978)
‘The Learning Style Profile (LSP) provides educators with a well validated and easy-to-use instrument for
diagnosing the characteristics of an individual's learning style. LSP provides an overview of the tendencies and
preferences of the individual learner (Keefe,1991).
All students can benefit from a responsive learning environment and from the enhancement of their learning
skills (Keefe, 1991). No educational program can be successful without attention to the personal learning needs
of individual students. A single approach to instruction whether traditional or innovative, simply does not do the
job (Keefe, 1987). Using one teaching style or learning style exclusively is not conducive to a successful
educational program (Dunn and Dunn, 1978). "Hard to reach and hard to teach students " are more successful
when taught with different modality strategies (Reiff, 1992).
Students vary widely in their cognitive styles yet few teachers consider this variable when planning instruction
(Fenstermacher, 1983). If'we wish students to have optimum learning in our schools, we must change the way
we deliver instruction, If a student continues to fail to respond to changed instruction then we must retrain his or
her cognitive styles to make school success possible (Keefe, 1987).
Itis nothing less than revolutionary to base instructional planning on an analysis of each student's learning
characteristics. To do so moves education away from the traditional assembly-line mass production model to a
handcrafted one (Keefe, 1987). Planning appropriate and varied lessons will improve both instructional and
classroom management. Realistically, a teacher cannot be expected to have a different lesson for every child in
the classroom, however, lessons can reflect an understanding of individual differences by appropriately
incorporating strategies for a variety of styles. When individual differences are considered, many researchers
claim that students will have higher achievement, a more positive attitude, and an improved self-concept (Reiff,
1992),
Planning learning-style based instruction involves diagnosing individual learning style; profiling group
preferences; determining group strengths and weaknesses; examining subject content for areas that may create
problems with weak skills; analyzing students' prior achievement scores; remediating weak skills; assessing
current instructional methods to determine whether they are adequate or require more flexibility; and modifying
the learning environment and developing personalized learning experiences (Keefe, 1991). A better
understanding of leaming style can help teachers reduce frustration for themselves and their students (Reiff,
1992). A knowledge of style can also show teachers how some of their own behaviors can hinder student
progress (Keefe, 1988),
Eiszler (1983) claims that varying teaching strategies to address all channels promotes learning no matter what
students' preferences of cognitive styles are. Dunn (1979) showed that slow leamers tend to increase their
amounts of achievement when varied multisensory methods were used as a form of instruction. However, not
everyone agrees with matching learning styles and teaching styles. Rector and Henderson (1970) have
determined through their research that the effect of various teaching strategies depends on such factors as the
wlson.oe.uga.edulemt705emt705.hoodhimld~textsKoote (1961) describes learning iyl,characlerist and an insructona statagy.Slext=AS ani. 38sarsr2024 Karen Hood's Paper
nature of the concept to be taught, the students’ characteristics, and the time available. In their study no
significant difference was found in different teaching strategies and student achievement.
Today low achievement is blamed directly on the school, their teachers, and the instructional programs or
methods being used. Achievement scores reveal only where a child is academically. I.Q. tests suggest a child's
potential, not why he or she has not progressed further or more quickly. Personality instruments serve to explain
student behavior but they provide little insight into how to help him achieve. It is possible however to help each
child learn more efficiently by diagnosing the individual's learning style (Dunn and Dunn, 1978).
Just juggling the requirements of courses without attention to what needs to occur between teachers and students
inside the classroom will not automatically produce better prepared students. Students not only need to feel
confident that they can learn but also need to possess skills that they can use to facilitate their learning,
(Kilpatrick, 1985). Students who understand their learning styles and who exercise active control over theit
cognitive skills do better in school. They are better adjusted, have more positive attitudes toward learning and
achieve at higher levels than their less skillful peers (Keefe, 1991).
As teachers continue to restructure the learning environment so as to accommodate various learning styles,
evaluation must occur to determine the effectiveness of the teaching and learning process. Exploring and
implementing alternative evaluation methods will provide the teacher with more complete and accurate
information about the capabilities of their students. For example, student products, students working in
cooperative groups, role-playing or simulated situations, questions on audiotapes or computers are other avenues
through which we can test students rather than the traditional paper and pencil method (Reiff, 1992).
Ifa student does not leam the way we teach him, we must teach him the way he leams (Dunn and Dunn, 1978),
As educators we must strive to continue to learn not only from research, but also from our students and each
other. This continued education will certainly benefit our students as we try new ideas and new teaching
strategies. As we implement new ideas we will address more learning styles and further facilitate the education
of our students. We should not seck to have students, who are products of our teaching style, be clones of
ourselves, but rather we should strive to teach our students how to build upon their strengths and become better
educated individuals. By addressing students’ learning styles and planning instruction accordingly we will meet
more individuals' educational needs and will be more successful in our educational goals.
References
Barbe, W. B., & Swassing, R. H. (1979). Teaching through modality strengths. New York, NY: Zane-Bloser, Inc.
Caplan, D. (1981). Prospects for neurolinguistic theory. Cognition, 10(1 3), 59-64.
Dunn, R. (1979). Learning-A matter of style. Educational Leadership, 36(6), 430-432.
Dunn, R., & Dunn, K (1978, March), How to create hands-on materials. Instructor, pp. 134-141
Dunn, R., & Dunn, K (1978). Teaching students through their individual learning styles. Reston, VA: Reston
Publishing Company, Inc.
Eislzer, C.F. (1983). Perceptual preferences as an aspect of adolescent learning styles. Education, 103(3), 231-
242.
Fenstermacher, G. D. (1983). Individual differences and the common curriculum. Chicago, L: National Society
for the Study of Education,
Gregore, A. F., & Ward, H. B. (1977). Implications for learning and teaching: A new definition for individual.
NASSP Bulletin, 61, 20-26.
|ison,c0e.uga.edulemt705/emt705.hood hinl#~text=Keofe (1991) deserbes learning tye.characteiste and an instructional strategy Slext=AS an... 418sarsr2024 Karen Hood's Paper
Keefe, J. W. (1991). Learning style: Cognitive and thinking skills. Reston, VA: National Association of
Secondary School Principals.
Keefe, J. W, (1988). Profiling and utilizing learning style, Reston, VA: National Association of Secondary
School Principals.
Keefe, J. W. (1987). Theory and practice, Reston, VA: National Association of Secondary School Principals,
Price, G., Dunn, R., & Dunn, K. (1977). A summary of research on learning style. New York, NY: American
Educational Research Association,
Rector, R. E., & Henderson, K. B. (1970). The relative effectiveness of four strategies for teaching mathematical
concepts. Journal for Research in Mathematics Education, 1, 69-75
Reiff, J. C. (1992). Learning styles. Washington, DC: National Education Association.
Shwartz, G. E., Davidson, R. J., & Maer, F, (1975). Right hemisphere lateralization for emotion in the human
brain: Interactions with cognition. Science, 190(4211), 286-288
Stronck, D. R. (1980). The educational implications of human individuality. American Biology Teacher, 42,
146-151
Talmadge, G. K., & Shearer, J. W. (1969). Relationship among learning styles, instructional methods and the
nature of leaming experiences. Journal of Educational Psychology, 57, 222-230.
Practice
‘One inch square Wheat Thins?
Materials: Box of Wheat Thins
rulers
chalkboard
Wheat Thins are advertised as being one inch square. However, the average wheat thin is one inch square. Divide
the class into groups and have your students use a ruler to determine the size of one wheat thin. Record each
‘groups’ measures on the board. Have students average the measures and determine how close the average is to 1
square inch, Be sure to instruct students on the reasons why the measure is a square measure. You may want to
have a class discussion on truth in advertising and how it relates to the crackers.
‘What is one square foot?
Materials: One box of Wheat Thins for each group
Floor Tile
The floor tiles in most classrooms are one square foot. Divide students into groups. Have your students assume
that each cracker is one square inch and determine the area of the floor tile by covering the tile with crackers and
counting the number of crackers on each tile. Ask if there is a quicker way to determine this area. Students
should be able to determine the area by multiplying the length of each side of the tile.
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Extension: Estimate the perimeter of the football field in terms of wheat thins.
‘What does the biggest area mean?
Materials: 12 Wheat Thins for each student
Have students to build a geometric figure that will encompass the most area using the crackers for the perimeter.
Discuss their findings. This activity may also be done on a geoboard with a string 12 inches long. Students
should find that the largest area occurs when they construct a square.
‘One perimeter, how many different areas?
Have students to use a 12 inch piece of string to construct the following shapes and have them to find the area of
each shape. Square, Rectangle with one side 2 units long, Equilateral triangle, Right Isosceles Triangle, Circle
‘Which shape has the greatest area? What makes area and perimeter different?
How do the area of a circle and the area of a square compare?
Materials: Grid paper, scissors, paper and pencil
Use grid paper to make a circle, a square and a rectangle of the same area, What is the smallest area possible?
How do the areas of each compare?
Using average pace length to determine area
Materials: Yardstick, paper and pencil
Have students to determine their average pace length by walking 100 feet 10 times and averaging the number of
paces it took them each time they walked. Use this average to calculate the area of a portion of land by "stepping.
off the perimeter of the land and recording the lengths of each side. One suggestion is to determine if the band
practice field will 'fit’ on the student parking lot.
Animals and their Home Ranges
Have students research different animals and record the size of their home ranges. An animal's home range is the
amount of space the animal needs to fulfill its requirements for food, breeding, and so forth. Have students make
‘graphs comparing the size of the animal to the area of its home range. Students should then discuss what might
happen to an animal if the size of its habitat is altered through a natural disaster such as fire or man's
development of the land. Students should realize that the larger the animal, the larger the home range of the
animal,
Presenting Surface Area
Materials: One inch grid paper
Assorted rectangular boxes.
Scissors
Tape, Paper, Pencil
Divide your class into groups and give each group several sheets of grid paper and a set of the other materials.
Use the one inch square grid paper to cover the boxes. Tell your students that they are not to let the squares
overlap and that they need to be certain to cover all exposed surfaces (like gift wrapping the box). Have students
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to find the area of each side by counting the number of squares on each side. After recording this information
have them find the total surface area of each box by adding the areas of the sides together. You may wish to ask
students about finding a shortcut for doing this and they may derive the formula for the surface area of a box for
you. Be sure that you are including an imaginary or real lid on your box.
‘Modeling the Room
Materials: Rulers
Grid Paper
Scissors
Have student groups measure all of the objects in the room to determine their dimensions. They are to build a
scale model of their object using the grid paper and a scale of the class's choosing. They will need to label their
object so that others can identify it. Use each group's object and put them together to from a scale model of the
room, This activity should reinforce the need for accurate measures and what a scale model represents. Discuss
relative size of the objects. Invariably, someone will have represented one of the objects incorrectly.
Rectangular Solids
Materials: Grid paper
Tape
Patterns for solids
Have student groups build rectangular solids from grid paper. Let them choose which solid to model. Once they
have built the models they need to find the surface area of the model.
Formulating the area of a triangle
Use grid paper and pencil to draw a parallelogram. Have students cut the parallelogram so that they have 2 equal
triangles. Find the area of the original rectangle and the two triangles. Discuss the relationships between the
areas, Students should derive that the area of each triangle is half that of the parallelogram.
Extension or beforehand: Have students draw a parallelogram on a sheet of grid paper and cut it out. Students
should cut the parallelogram so that the pieces form a rectangle of the same area.
Geometric Lake Day
Provide students with a pool, swim rings, measuring devices, beech towels, balls, umbrellas, ete. They can
provide edible solids of their choice, such as brownies and sodas. Students should complete the activity sheet.
Discovering Pi
Provide students with circular objects and a measuring device. Have students complete the chart provided on
exploring circumference and diameter.
Discovering Ptolemy
Give students different quadrilaterals inscribed in circles and have them complete the Discovering Ptolemy
activity sheet. It is more interesting to the students to draw their own quadrilaterals and to post the measures on a
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chart, Students usually need to work together to formally state the theorem.
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