Learning Styles Summary

Topic	Study	Detail	Evaluation	Application
Cognitive styles	Witkin	Field dependence / Field independence
	Pask	Holists vs Serialists
	Kagan	Impulsive vs Reflective
How many different styles?		Touch and see Co-operative One to one enjoy pressure or competition Independent Active or Passive etc
	Dunn and Dunn, 1978	Environmental factors Emotional factors Physical Psychological
Why and how learning styles matter	Entwistle (1991)	1. take account of the range of learning styles 2. recognise that their own learning style is likely to be reflected in their teaching 3. acknowledge the dangers of allowing one particular approach to teaching to exclude the voice of others.
KOLB'S LEARNING STYLE CHARACTERISTICS		Diverger Strengths 1 2 3 4 5 6 7 8 9 10 11 12 Disadvantages 1 2 3 4 5 6 7 8		Homework Relationship with teacher
		Assimilator Strengths 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Disadvantages 1 2 3 4 5 6 7 8 9		Homework Relationship with teacher
		Converger --Strengths 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Disadvantages 1 2 3 4 5 6 7 8 9 10		Homework Relationship with teacher
		Accommodator Strengths 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Disadvantages 1 2 3 4 5 6 7	Arguments against its use, including suspect methodology, misapplication of statistical procedures, logical inconsistencies in theory construction, and a general lack of support for reliability and validity are examined. In addition, current research studies supporting its continued popularity are presented. Koob,-Jeffrey-J; Funk,-Joanie 2002	Homework Relationship with teacher
LEARNING MODALITY CHARACTERISTICS		Auditory Visual Kinaesthetic	Should we label? Learning styles are not fixed Different learning strategies would be used depending upon the task at hand. It is important for the student to learn a range of learning strategies as well as make use of their dominant learning style.	Homework Relationship with teacher Homework Relationship with teacher Homework Relationship with teacher

Kolb

		Perception
		Concrete learning from specific experiences, relating to people, and sensitivity to feelings and people	Abstract Logical analysis of ideas, systematic planning, acting on intellectual understanding of a situation
Processing	Reflective careful observation before making a judgement, viewing things from different perspectives, and looking for the meaning of things	You like to look at things from many points of view. You would rather watch rather than take action. You like to gather information and create many categories for things. You like using your imagination in problem solving. You are very sensitive to feelings when learning.	You are concise and logical. Abstract ideas and concepts are more important to you than people issues. Practicality is less important to you than a good logical explanation.
	Active ability to get things done, risk taking, influence people and events through action	You are primarily a "hands-on" learner. You tend to rely on intuition rather than logic. You like to rely on other people's analysis rather than your own. You enjoy applying your learning in real life situations.	You like solving problems and finding practical solutions and uses for your learning. You shy away from social and interpersonal issues and prefer technical tasks.

Gregorc and Butler(1984)

		Perception
		Concrete	Abstract
Ordering	Random	1.Why? listening speaking interacting brainstorming	4.If?
	Sequential	3.How? Experimenting Manipulating Improving Tinkering	2.What? Observing analyzing classifying theorizing

McCarthy (1987)

Perception

Concrete

Abstract

Processing

Reflective

1.Why? Discussion method. The teacher motivates the student

2.What? Teacher provides information

Active

4.If? Teacher evaluates and remediates as the student discovers his or her self

3.How? Teacher coaches and facilitates

Topic

Study

Detail

Evaluation

Application

Grasha’s six learning styles

Independent

Dependent

Competitive

Collaborative

Avoidant

Participant

Learning style and teaching style

Joyce & Hudson (1968)

Medical students

Little evidence elsewhere

Bennett (1976)

"Insecure and less stable child" works harder and more successfully in a formal class setting

Which styles are generally better for most people?

Barkman (1991)
Method	Percentage recalled
Reading	10
Hearing	20
Seeing and Hearing	50
Student talking	70
Student talking and doing	90

Gagné and Rohwer (1985)

Pictorial over verbal

Concrete over abstract

Grammatical structure over non-structured presentation

Barkman (1991)
Methods of Instruction	Recall after 3 hours	Recall after 3 days
Telling	70%	10%
Showing	72%	20%
Telling and Showing	85%	65%

Mackenzie and White (1982)

Active -90%

Passive -58%

A learning-styles school

What needs to be done

How this can be achieved

Curry’s Onion Model (1983)

Instructional preference

Informational processing style

Cognitive personality style

Myers-Briggs Type Indicators

Extrovert or Introvert

Sensors or Intuitors

Thinkers or Feelers

Judgers or Perceivers