Learning Styles the Theory Essay

Pages: 8 (2744 words)  ·  Style: MLA  ·  Bibliography Sources: 7  ·  File: .docx  ·  Level: College Senior  ·  Topic: Teaching

SAMPLE EXCERPT . . .
In the Honey and Mumford learning styles, like the pragmatists, to try everything, but they are impatient with long discussions. (McCombs and Vakili, p1582-600) They learn best when they save techniques that will help them to time and if they are able to try new techniques and feedback can be given. Pragmatists do not work well when there are no guidelines or instructions given, or if you do not feel that benefits are going to do it. (Nielsen et al. p124-28)

The immediate focus of learning experiences as the basis of experience-based learning models has as constructivist approaches from. In contrast to behaviorism and cognitivism goes constructivism as a learning paradigm assumes that knowledge can not be taught objectively, but is designed individually by each individual. This position is reflected by it's the developmental psychologist Jean Piaget, the forerunner of radical constructivism. (McCombs and Vakili, p1582-600)

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Piaget describes the growth of cognitive (knowledge) structures as the interplay of the two processes of assimilation and accommodation. According individuals interpret environmental information in the context of their existing knowledge and fit it into this: they assimilate new knowledge into their existing structures. If a piece of information to current knowledge contradicts such a way (in terms of a "disturbance"), that is not a fit is possible, it is necessary to change the structures of knowledge in a way that the information for the individual again makes sense, the knowledge structures are accommodated. (Evans, p93-102)

Essay on Learning Styles the Theory of Assignment

The role of the teacher is, in fact, to counter the negative messages previously transmitted by giving new permissions that are in line with the development of the learner, "it is normal that you explore the world, you discover that you experience, "you can think about before adopting a way of doing things," you can think for yourself ," etc.. By being aware of the issues of the learner and the deadlock in the process of learning, the teacher can be more able to respond correctly, in order to facilitate passage through the different phases of cycle learning. In doing so it not only helps the learner to learn better, but to be better and live better. (Lam, p439-52)

To generate the instrument are based on the theory and questionnaires D. Kolb, resuming the circular process of learning in four stages and the importance of learning from experience. However, in some respects differ from the Kolb model, since the questionnaire and descriptions of learning styles do not seem entirely adequate. So try to increase the effectiveness of learning and to seek a comprehensive tool geared towards the improvement of learning. (Marquardt, p45-49)

Then generate descriptions of the styles more detailed and based on the action of the subjects. Also, take the quiz or test responses as a starting point and not as an end. They also analyze more variables that the test proposed by Kolb. Ideally, says Honey (1986, in Alonso, et al. 1997) "should be that everyone was able to experience, reflect, develop hypotheses and apply the same way. This means that all the potentialities were evenly distributed. But the fact is that individuals are more capable of one thing from another "(p. 69).

After Honey and Mumford learning styles, the activist learns best when they resolve to help in the middle of a new experience or a new problem. They enjoy working with teams, whether it's role playing, team tasks or simulations. The activist makes a good leader and they do not mind, thrown in the middle of a stressful task or assignment. (McCombs and Vakili, p1582-600)

The activists could have hard to learn when to listen to a long lecture or presentation. And if the activists on their own, without being required to leave the group, the activists their full potential in reading, writing or thinking for themselves. In the Honey and Mumford learning styles, the reflector is an observer, someone who gathers information before completion. They think deeply before making a final decision. (Hartley, p365-81)

The reflector learns best when they can people-watch and then review what they learned at the end of the day. Also, how do they make reports and analysis on the information that they observed to help people help themselves to handle better. (Rayner, p115-77)

This model explains why an active engagement of the individual with his environment from the perspective of constructivism, a high priority for the learning takes: Individual experiences are the source of any learning process. (McCombs and Vakili, p1582-600)

Conclusion

In addition, the social interaction comes in the constructivist understanding of learning has a crucial role. Teamwork and communication allow a vote on the one individual perspective (intersubjective agreement) and to provide other learning opportunities through the coming together of different perspectives. The emphasis on action and social interaction is reflected in various models of experience-based learning. (Marsick and Watkins, p132-51)

Since the learning cycle is run through again and again, while running the learning process of a helical motion leads immediately to an even higher level. (McCombs and Vakili, p1582-600) Kolb emphasizes that the learning cycle can basically start any of the four points, including in the mediation of abstract concepts (eg theories), which tested through active experimentation in practice and so the learner will actually experience. (Vermunt, p78-79)

Kolb believes that every individual certain steps in the learning cycle very well, others mastered so well, and assigns the four steps of four learning styles at: Diver Gierer (preferably concrete experience and observation and reflection), assimilate (preferably observation and reflection and abstract concept formation), converge (preferred abstract conceptualization and active experimentation), Accommodator (preferred active experimentation and concrete experience).

Works Cited

Lam, Y.L. Defining the effects of transformation leadership on organization learning: a cross-cultural comparison: School Leadership & Management, 2002, pp 439-52.

Marquardt, M. Action learning in action: Transforming problems and people for world- class organizational learning. Palo Alto, CA: Davies-Black Publishing, 1999, pp45-49.

Marsick, V.J., and Watkins, KE. Demonstrating the value of an organization's learning culture: The Dimensions of Learning Organizations Questionnaire, Advances in Developing Human Resources, 2003 5, pp132-151.

Evans, C. And Graff, M. "Exploring style: enhancing the capacity to learn?," Education & Training, Vol. 50, 2008, pp. 93-102.

Hartley, D. "Education, markets and the pedagogy of personalisation": British Journal of Educational Studies, Vol. 56, 2008, pp. 365-81.

Kozhevnikov, M. "Cognitive styles in the context of modern psychology: toward an integrated framework of cognitive style," Psychological Bulletin, Vol. 133 No. 3, 2007, pp. 464-81.

McCombs, B. And Vakili, D. "A learner-centered framework for e-learning," Teachers College Record, Vol. 107 No. 8, 2005, pp. 1582-600.

Nielsen, T., Kreiner, S. And Styles, I. "Mental self-government: development of the additional democratic learning style scale using Rasch measurement models," Journal of Applied Measurement, Vol. 8 No. 2, 2007, pp. 124-48.

Rayner, S.G. "Reconstructing style differences in thinking and learning: profiling learning performance," in Riding, R.J. And Rayner, S.G. (Eds), International Perspectives on Individual Differences. Volume 1: Cognitive Styles, Ablex, Stamford, CT, 2000, pp. 115-77.

Vermunt, J.D. "Student learning and teacher learning," Keynote Address, Exploring Style: Enhancing the Capacity to Learn, paper presented at 12th Annual Conference of the European Learning Styles Information Network, 12-14 June, Dublin, 2007, pp78-79.

Waring, M. And Evans, C. "Things have to change: the necessary evolution of initial teacher training," paper presented at the Annual International Conference… [END OF PREVIEW] . . . READ MORE

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