learning styles: discover how your · learning styles 1 learning styles methods and theories n...
Post on 22-Aug-2020
7 Views
Preview:
TRANSCRIPT
Learning Styles: Discover How Your Child Learns CYNTHIA SIMUNOVICH, DIRECTOR
BRANSON ACADEMY, INC January 2016
(Revised from Learning Styles © 2008)
Learning Styles ii
Preface
Knowinghowyouandyourchildlearnisa
powerfultool.Itwillhelpyoudesignalearning
environmentandchooseinstructionalmaterials
thatfocusonthestrengthsofyourchild’sunique
learningstyleandabilities.
Everyonelearnsdifferently.Exploringthese
methodsandtheorieswillhelpyoudiscovernot
onlyhowyourchildlearns…buthowyoulearn.
Enjoythejourney!
Learning Styles iii
Table of Contents
Preface ............................................................................................................................ ii
Knowinghowyouandyourchildlearnisapowerfultool.
Learning Styles ................................................................................................................ 1
Methods and Theories .................................................................................................. 1
Sensory Learning ............................................................................................................. 2
Personality Types ............................................................................................................. 4
ASL ............................................................................................................................. 5
ARL ............................................................................................................................ 7
CSL ............................................................................................................................. 9
CGL ........................................................................................................................... 11
Multiple Intelligences ...................................................................................................... 13
Cognitive Development .................................................................................................. 15
SUMMARY ............................................................................................................... 16
Appendix ……………………………………………………………………………………… 17
Learning Styles 1
Learning Styles Methods and Theories
n Sensory Learning (auditory, visual, kinesthetic)
ThissectionbrieflycoversthebasicsofSensoryLearning–auditory,visualandkinesthetic.
n Personality Types
This section outlines an easy method to discover a child's basic learning style through Personality Type -- based on research from Dr. Keith Golay. Most parents have a good sense of whether their child is strong-willed, shy, or a social savant, by the time he/she is toddling around the room pulling down books from shelves or playing peek-a-boo from behind the bathroom door. This section will help you clearly identify your precocious child’s strengths.
n Multiple intelligences or “smarts” (music, athletic, mechanical, social, artistic, etc.)
n Cognitive Development (abstract/random, sequential/concrete)
For more in-depth information on methods and theories, I
recommend reading the texts listed on the Reference page at the
end.
Learning Styles 2
Sensory Learning Auditory,visual,orkinesthetic.Whatdoesthatmean?
Example:
Afriendgivesyoudirectionstoarestaurant.Youphysicallymakeright hand, or left hand gestures,maybe even turn your body onedirection or another, as you listen to his directions. You areprobably a kinesthetic learner. Kinesthetic learning uses physicalactivities for learning. In this case the physicalmovements of thebodyreinforcethedirectionsgiven.
If instead,yousketchthedirectionsinmapformtogetaclearerpicture,youaremostlikelyavisuallearner.Youarevisualizingthedirectionstotherestaurant–usingspatialcognition.
Finally,ifyouwritethedirectionsverbatim,youaremostlikelyavisualprintlearner.Youarehearingthedirections,butyouneedtoseethewordstogetthepicture.
Doesmychilduseonlyonesenseforlearning?
Some individuals have a strong dominant sense. Most of usoverlapsensoryinputforlearning.Itisoftenchallengingtoidentifyasingledominantsensorylearningstyleinayoungchildoryourself.
Achildmaybeauditoryandkinesthetic.Orvisualandkinesthetic.Oravisualprintlearner.
Learning Styles 3
This is why utilizing a multi-sensory hands-on approach is themost effective teaching method for Grades K-6. Children processinformation through tactile stimulation for cognitive development,including optical development, and the development of fine andgrossmotorskills
ThenhowcanIdiscovermychild’ssensorylearning?
To discover your child’s dominant sensory learning trait, payattentiontoyourchild’sresponsesinordinarycircumstances.
n Does she watch what you are doing?
n Or does she listen carefully to instructions?
n Does he use his body to express emotions?
n Does she point out colors, or notice sounds?
Example:Duringahistorylessonournine-yearolddaughtersatnext tome, followingalong in thebook lineby line,as I read. Ourseven-yearoldsonplayedonthefloorwithhisLegos.Ourdaughterneeds to see the words to get the message. She is a visual printlearner. Our son is an auditory/kinesthetic learner. He needs tohearwhile"doing"something. Whenhishandsandbodyarebusyheisabletolistenmoreattentively. Bothareabletodiscussideaspresented and answer questions – even though to all appearancesonechildisjustsittingonthefloorplaying.
Learning Styles 4
Personality Types
The four personality groups researched by Dr. Keith Golay are
bulleted below. The following pages contain a boxed summary of
each type followed by a brief written description with practical
applications for teaching and a few personal anecdotes. Thematerial
is adapted from Learning Patterns and Temperament Styles and
DebraBell'sTheUltimateGuidetoHomeschooling.(SeeReferences)
n Actual Spontaneous Learner – impulsive, autonomous, risk taker
n Actual Routine Learner – compliant, thoughtful, likes routines
n Conceptual Specific Learner – prefers to learn alone
n Conceptual Global Learner – creative, outgoing, social
Learning Styles 5
ASL
TheActual-SpontaneousLearnerImpulsive,autonomous,competitive,quick
Inventive,arisktaker
Strong-willed
Defiantwhenboundariesareimposedwithoutunderstandingthereason.
Doesnotlikestructure,routine,seatworkorsittingstill.
BuildingonASLStrengthsUseLOTSofhands-on,activity-basedlearningopportunities.
Interestspecifictextsorresourcematerials
Benefitsfromdiscussionandone-on-onedirectinvolvement.
~~Thischildisachallenge!Focusonthepositives.~~
"He has a lot of confidence in climbing," a youngmother said while describing hertoddler. I had a climber, also - but never perceived his scaling the public librarybookshelveswithsuchapositiveoutlook!Aftermonthsoftellinghimto“Getdown!” Ifinally presented him with a reasonable explanation. “Sweetie, people don’t climbbookshelves.”Heneverdidagain.Webothlearned.Heisastrong-willedchildneedingrationalexplanations,andIneededtoseehewasnotbeingintentionallyrebellious--hewasusingmethodsofexplorationthatmatchedhisstrengthsandintellect.
Learning Styles 6
TheActual-SpontaneousLearner
This learner is impulsive, autonomous, competitive, quick,inventive, a risk taker, and defiantwhen boundaries are imposed.This is the childwhodoes not like structure, routine, seatwork orsittingstill.
We know one ASLwhowould sit stillonlyonhismom's lap forstorytime.Hewasalsoabletositforlongperiodswithfullmentalconcentration, if it was a project he had chosen. An ASL who isauditory-kinestheticwilllearnifaparentreadsaloudwhilethechildbuildswithLego’sorblocks. This canbeaveryeffectivestrategy,and you will be surprised how much information the childcomprehendsandretains.
Often this typeof learner isslower indeveloping the finemotorskills needed forwriting andmath assignments. Themotor skillswilldevelop,andeventuallythechildwillbeabletodothewrittenwork needed. We found that our ASL could complete a mathassignmentinfifteenminutesifreadaloud,comparedtoanhourofstrugglingtowriteouttheproblems.Duringtheelementaryyearsifthat works – Do It! Help your child develop fine motor skills inpositive,enjoyablewaysusingmanipulativesandhands-onprojects.Developmentalabilitiesthroughoralassignments–untilthechildisreadytomoveon.
Learning Styles 7
ARL
TheActual-RoutineLearnerCompliant,thoughtful
Doeswellwithroutinesandrules.
Organized,dependable,seeksapprovalofothers
Likesorderandstructure.
Doesnotlikeopen-endedassignments.
Doesnotlikechangesinschedules.Weakinabstractthinking.
Notusuallyarisk-taker.
BuildingonARLStrengthsProvidetextsthatpresentconceptssequentially.
Giveclear,specific,step-by-stepdirections.
Doeswellusinganorganizedstudyarea
ARL’sareusuallyself-reliantwhengivenspecificassignmentsanda
structuredstudyschedule.
(Almost the direct opposite of the ASL.) The ARL child needs gentleencouragement.Think:Structure–Order–Specifics
Learning Styles 8
TheActual-RoutineLearner
This is thecompliant, thoughtful, child. This temperament ismostoften seen in little girlswhoarehelpful anddowellwith routinesand rules. She is organized,dependable, seeks approval of others,andissometimescalledthe"Teacher'sPet".
Our ARL child is also a visual print learner – happiest using a"workbook" method approach. She is self-reliant when givenspecificassignmentsandstep-by-stepdirections.
Open-ended assignments are frustrating for the ARL. Giveassignmentswithspecificchoices.Forexample,ifcreatingamosaicart project –provideseveralpatterns foruse,andsuggestmakingasquaretileoracoveringanexistingbox. For awriting assignment,askthechildtowriteastorywithspecificcharactersthataredoingsomethingatnight. For a history timeline project ask the child tocutoutpicturesofshipsandtradingvessels,pasteandlabelthem.
Because an Actual-Routine Learner is so literal, it is important togivethischildoptionsthatshemaynototherwiserecognize,andtogentlychallengehertothink"outsidethebox."Intime,shewillgainconfidencetoexploreopen-endedprojects.
Learning Styles 9
CSL
TheConceptual-SpecificLearner
"Frankly,Mother,IPrefertoDoItMyself!"*
Serious-mindedSatisfiedbeingalone
Strongpowersofconcentration
Successfulinwhateverareashemaychoose.
Detail-orientedwithinhistask.
The“absent-mindedprofessor.”
BuildingonCSLStrengthsBearesourceperson.
Providethetoolsnecessaryforyourchild’sinterests
(i.e.software,labequipment,robotickits,artmaterials)
Provideencouragementandsupport.
*(DebraBell,TheUltimateGuidetoHomeschooling)
OurCSLstilllockshimselfoutofhisapartmentandcan’tremembertoshowupforafamilyholidaydinner.Buthetaughthimselfthreecomputerprogramminglanguagesatagefifteen!
Learning Styles 10
TheConceptual-SpecificLearner
This is theserious-mindedchildwho isquitesatisfiedbeingalone.This child has strong powers of concentration and will focus hisinterest and be successful in whatever areas he may choose. Hevalues intellectual achievement, is detail-oriented within his task,butneedstoberemindedtoeat,changehisclothes,combhishair--orpayhistaxeswhenhe'sgrown.
We have a CSL in our family, also. As a teen he taught himself avariety of computer languages and foreign languages,won awardsfor his professionalmagic shows,made art out of "FoundObjects,destroyedtheblenderinapaper-makingproject,never,ever,foldedhisclothes,internedwithandwasmentoredbyvariousindividuals,established his own successful business, and rarely remembersmajorholidays–"Oh,it'sThanksgiving?"
IfyouhaveaCSLmakesureshe’sfed,anddressedappropriatelyfortheweather.DailytextsandphonealarmssometimeshelptheCSLkeeptrackofwherehe/sheneeds tobe–don’tcounton it. Knowthat you will be awakened in the middle of the night because helockedhimselfout…again!And,youwillenjoyabundantcreativityandresourcefulnesswiththischild.
Learning Styles 11
CGL
TheConceptual-GlobalLearneror“Hey,Everybody,LookatMe!”
Creative,outgoing,dramatic
Peopleoriented
Preferslearningingroupsituations.
Tendstoaweaknessinstudyskills,technicaldetailsandspelling.
BuildingonCGLStrengthsDevelopsskillsinsocialsituations.
(groupclassesorreal-timeonlinecourses)
Usuallylovesbeinginvolvedinthecreativearts
(music,drama,design)
Orvolunteeringincommunityorganizations
Thepeopleperson,or socialbutterfly, is oftenan intuitive, conceptual, artisticindividual.Interpersonalconnectionsareimportant!
Learning Styles 12
TheConceptual-GlobalLearner
This child is creative, outgoing, and dramatic. This is the peopleoriented person who gets along well with both adults and peers.Sheprefers learning in group situations anddoeswellwithonlinecoursesthatincludechatgroupsordiscussionboards.TheCGLwillbenefit from a homeschool park day group, group classes, andcommunityinteractions.
While the CGL can multi-task while studying, she also can beforgetful and careless, with a tendency for weak study skills,technicaldetails,andspelling!
HelpyourCGLsetupastudyareathatsuitshertemperament–dimlightingandmusicmaybe justwhatsheprefers. Sheneeds togetthebigpicturefirst,beforebreakinganassignmentintomanageablesteps. (Whereas, theASLneeds tobeginwithbite-sizepieces thatleadtothebigpicture.)
Asateenager,ourCGLhadthepoiseandconfidencetoconductthemusicforourchurchworshipservice.Sheperformedwiththelocalsymphony orchestra. She could mentally track all the intricatehairstylesandmake-upneededforatheatricalproduction.Yet,sheneeded to write down assignments for her regular studies! Writingtasks with colorful white-board markers on her bathroommirrorwasthemosteffective!
Learning Styles 13
Multiple Intelligences Multipleintelligencesmaybecomemoreapparentasachildgrows.
Whataremultipleintelligences?
In the 1980's there was a growing recognition of more kinds of
smarts than just book learning. Probably something we all
understoodintuitively–therejustwasn'tresearchtobackitup.So
a few people, including pioneering psychologist Howard Gardner
starteddoing just that. WhatGardnerandothersdiscoveredcame
tobeknownastheseventypesofintelligences--laterexpandedto
nine.Theoriginalsevenintelligences,or"smarts"are:
wordsmartmusicsmartathleticsmart
logicsmartartisticsmartmechanicalsmart
social/peoplesmart
Pretty obvious? It’s easy to identify friends and family in those
categories."Oh,he'srealgoodwithhishands,hecanfixanything."
Or, "she'ssuchapeopleperson."Or, "shehasagreen thumb–she
Learning Styles 14
canmakeanythinggrow." Yes, theyaddednaturalist smart to the
list!Also,existential.Someonewhothinksphilosophically.
Forafullreviewofthe(now)nineintelligencessee:TheNineTypes
ofIntelligencebyHowardGardner.
http://skyview.vansd.org/lschmidt/Projects/The%20Nine%20Types%20of%20Intelligen
ce.htm
Learning Styles 15
Cognitive Development
As your child grows itwill be helpful to understand cognitive learning
processes. Onemodel of cognitive learning is based on perceptual and
orderingabilities.Thereare:
TWOperceptualqualities1)concreteand2)abstract
TWOorderingabilities1)randomand2)sequential
Perceptualdealswithhowwetakeininformation.
Concreteperceptionsuseallthesenses(includingtaste,touch,smell,
sight,andhearing).
Abstractperceptionsinvolveunderstandingideasandconcepts.
Orderingdealswithhowthatinformationisprocessed.
Randomprocessingorganizesdatainchunks,andnon-linearly,(i.e.no
specificorder).
Sequentialprocessingorganizesdatainasequential,linear,logical
manner.
Wealltakeinandorderinformation–wejustdoitindifferentways.
~~~~~~~~~~
Learning Styles 16
SUMMARY
SensoryLearningPersonalityTypesMultipleIntelligences
CognitiveDevelopmentSequentialandRandomOrdering
Weacquireandprocess information inavarietyofways! Noone-sizecurriculumorlearningenvironmentfitseveryone.
Youandyourchildmaybeinterestedindoingmoreresearchtofindouthowyoulearn.Onlinetestsandquizzes,orquestionnairescanhelp.You’ll
alsofindhelpfulinformationfreeatyourlocallibrary.
DO!
Discover your child's learning style. Use instructional materials that fit your child. Allow time for cognitive and motor skill development. Look for the positives in your child's learning style. Capitalize on your child's strengths. Involve your child in discovering learning patterns.
Learning Styles 17
References
Armstrong,Thomas.7KindsofSmart.PenguinBooks,1993.
(ThisbookreferencesHowardGardner'smultipleintelligencestheories.)
Bell,Debra.TheUltimateGuidetoHomeschooling,(part2,sect.9)
TommyNelson,Inc.,2001Edition.
(Theauthordevotesanentirechaptertodescribingpersonalitytypes,andhowtohelpeachchildlearninwaysthatemphasizethepositivesandstrengthentheweaknesses.)
Golay,Keith.LearningPatternsandTemperamentStyles.Manas
Systems,1982.
Holt,John.HowChildrenLearn.(RevisedEdition)byDaCapoPress,
1983.
(Thoughnotspecificallyaboutlearningstyles,thisisaninsightfulbookonthenatureofearlylearning.)
Tobias,Cynthia.TheWayTheyLearn.TyndaleHousePublishers,
1994.
Willis,Mariaemma,andHodson,Victoria.DiscoverYourChild’s
LearningStyle.PrimaPublishing,1999.
top related