LEARNING STYLE

Definition

Learning styles refers to the way and

condition in which learners most eefeciently
and most effectively perceive, process, store
and recall what they are attempting to learn
(James &Gardner 1995)
 Definition

• Keefe (1979) defines Learning Style as the

way the learners learn, taking into account
cognitive ,affective, and physiological
factors that affect how learners perceive,
interact with and respond to the learning
enviroment
 Six Learning Style Principles
• Both the style by which the teacher prefers to
teach and the style by which the learner prefers to
learn can be identified.
• Educators need to guard against relying on
teaching methods and tools which match their
own preferred learning styles.
• Educators are most helpful when they assist
learners in identifying and learning through the
their own style preferences.
 Six Learning Style Principles
(cont.)
• Learners should have the opportunity to
learn through their preferred style.
• Learners should be encouraged to
diversify their style preferences.
• Educators can develop specific learning
activities that reinforce each modality or
style.
Learning Style Models and Instruments

1 Brain Preference Indicator

(Right-Brain, Left-Brain, and Whole-Brain)
2 Field-Independent/Field-Dependent
3 Group Embedded Figures Test (GEFT)
4 4. Environmental Preference Survey (EPS)
(Dunn and Dunn Learning Style Inventory)
5 Myers-Briggs Type Indicator (MBTI)
Learning Style Instruments (cont.)

6. Kolb Learning Style Inventory (LSI)

7. 4MAT System
8. Gardner’s Eight Types of Intelligence
9. VARK Learning Styles
 Learning Style Instruments
1. Right-Brain/Left-Brain and Whole-Brain Thinking
•Brain Preference Indicator
•Right hemisphere are emotional, visual–spatial,
nonverbal hemisphere
Thinking processes using the right brain are
intuitive, subjective, relational, holistic, and time
free.
•Left hemisphere are vocal and analytical side
Thinking process using reality-based and logical
thinking with verbalization.
• No correct or wrong side of the brain
• Each hemisphere gathers in the same sensory
information but handles the information in
different ways.
• Knowledge of one’s own brain hemispherical
performance can help educators identify the
strengths and weaknesses of various teaching
methods.
Examples of Right-
Brain/Left-Brain and
Whole-Brain
Thinking
 Left Brain
• Intellectual
• Prefers talking and writing
• Recognizes/remembers names
• Solves problems by breaking them into parts
• Conscious of time and scschedules
• Doesn’t interpret body language
• Objetive
• Structured environment
• Logical
• Rarely uses metaphors, analogies, auditory/visual
 Right brain
• Intuitive
• Prefers drawing and manipulating objects
• Recognizes/remembers faces
• Solves problems by looking at the whole, looks for
patterns, uses hunches
• Not conscious of time and schedules
• Interprets body language
• Subjective
• Self acting
• Frequently uses metaphor,analogies,movement and
action.
Educators Role based on the Brain Model is to stimulate
the use of the whole-brain thinking

To stimulate left brain To stimulate Right brain

thinking thinking
• Provide structured • Provide a more un-
environment by relying structured ,free flowing
on specific objective environment that allow for
and a course outline creative opportunities