A CONSUMER'S GUIDE TO LEARNING STYLES PROGRAMS.An Expert's Advice on Selecting and Implementing Various Models in the Classroom Editor's Note Editor's Note (foaled in 1993 in Kentucky) is an American thoroughbred Stallion racehorse. He was sired by 1992 U.S. Champion 2 YO Colt Forty Niner, who in turn was a son of Champion sire Mr. Prospector and out of the mare, Beware Of The Cat. Trained by D. : The educational marketplace is full of products and services that are promoted as tools for addressing the learning style differences of students in the classroom. The School Administrator turned to an authority on the subject of learning styles to help sort out the significant from the mundane (jargon) mundane - Someone outside some group that is implicit from the context, such as the computer industry or science fiction fandom. The implication is that those in the group are special and those outside are just ordinary. as school leaders consider investing in these programs in their own districts. How might school administrators best find out about learning styles programs and instruments relevant to K-12 students? Depending on the kind of information needed, administrators and teachers can: * contact the Arizona State University's Educational Information System (800-624-2347) to purchase a "Gold File" on the topic. Gold files give a general overview of learning styles; * visit the local university library and do an ERIC search or ask the Educational Research Service to handle it. EPIC searches can locate specific information about particular aspects of learning styles; * request information from educational associations, several of which offer publications, audiotapes and videotapes, training programs, and conferences on how to implement learning styles models; * get in touch with universities, organizations, and experts providing in-depth information on a particular learning style model or instrument. They can direct the administrator to pilot projects, training, resources, and model school programs. Administrators should consider creating a library of resources for staff use. The collection does not have to be extensive, but should provide sufficient information to enable teachers and other instructional staff to make informed decisions. These learning/reading style resources can include video and audio tapes, books, magazines, articles, brochures, reports of on-site visits, and copies of ERIC searches. With so many models of learning styles, how does one decide which to use? All conceptual models of learning styles share the premise that not all people learn the same way. Like the theory of multiple intelligences Multiple intelligences is educational theory put forth by psychologist Howard Gardner, which suggests that an array of different kinds of "intelligence" exists in human beings. , learning styles theorists and practitioners recognize the many learning capacities or intelligence profiles of individuals--which accounts for the variety of approaches. To decide which model or instrument is most appropriate, select a model that is based on sound learning theory and an instrument that has proven over time to be valid and reliable, one that meets the needs of students and staff. Administrators then should decide how the information will be used. If administrators want to sensitize sen·si·tize v. To make hypersensitive or reactive to an antigen, such as pollen, especially by repeated exposure. teachers to their own style differences, they might have staff self-administer Gregorc's Style Delineator de·lin·e·ate tr.v. de·lin·e·at·ed, de·lin·e·at·ing, de·lin·e·ates 1. To draw or trace the outline of; sketch out. 2. To represent pictorially; depict. 3. , Dunn and Dunn's Productivity Environmental Preference Survey, or Myers-Briggs Type Indicator Myers-Briggs Type Indicator Definition The Myers-Briggs Type Indicator (MBTI) is a widely-used personality inventory, or test, employed in vocational, educational, and psychotherapy settings to evaluate personality type in adolescents and adults age 14 . These would give the faculty a better understanding of their own learning- and teaching-styles preferences. Teachers and administrators also become more aware of how to work together more effectively. If the information will be used to improve reading instruction, Garbo's Reading Style Inventory is most appropriate. This instrument describes for teachers the student's learning style for reading and recommends complementary reading methods and materials based on the student's identified reading-style preferences. Supportive Environments What type of school environment will foster style-based learning? Any administrator serious about promoting systemic, school-based re form will promote a school environment that is compatible with an approach to instruction based on learning styles. Style-based learning is best supported in a school environment that focuses on encouraging a professional culture of excellence in teaching and learning. This kind of environment will cultivate cul·ti·vate tr.v. cul·ti·vat·ed, cul·ti·vat·ing, cul·ti·vates 1. a. To improve and prepare (land), as by plowing or fertilizing, for raising crops; till. b. a faculty and administrators who are open to experimenting with and refining refining, any of various processes for separating impurities from crude or semifinished materials. It includes the finer processes of metallurgy, the fractional distillation of petroleum into its commercial products, and the purifying of cane, beet, and maple sugar research-based instructional strategies based on students' identified styles. Many youngsters at risk of academic failure have been found to be global, hands-on learners. Such students benefit from high-interest, activity-based projects. Their teachers need to experiment with and share their ideas about materials that students can feel and manipulate. Teachers also need to learn about effective classroom organization and management strategies that support this kind of student activity and involvement. How can administrators help teachers incorporate learning styles into their classrooms? Administrators can play many roles to encourage the adoption of styles-based instructional approaches on all grade levels, in all content areas, and with all student ability levels. As a team, administrators and teachers should identify students' greatest instructional needs and expected outcomes. This evaluation should be conducted as an integral part of an overall strategic school improvement plan that: * advances the school's mission; * supports the staffs bedrock beliefs about teaching and learning; * clearly outlines effective curriculum, teaching, and school organizational policies and practices to achieve each goal of the action plan; * recommends guidelines guidelines, n.pl a set of standards, criteria, or specifications to be used or followed in the performance of certain tasks. for monitoring progress (including responsibility, status reporting, and meetings); * identifies needed resources; * establishes realistic implementation timelines; and * outlines how results will be measured (including provisions for a mid course review of the plan). Administrators often hold open meetings to evaluate and select the most appropriate model and assessment inventory to build staff commitment to incorporate learning styles in their classrooms. After the model and instrument have been selected (sometimes more than one), the next step is professional development. Teachers need ongoing, building-based staff development that offers coaching, modeling, and continuous feedback. Teachers need to be continually exposed to various learning situations and information to sustain and refine a successful learning/reading styles-based instructional program. Teachers should visit model programs, attend seminars and conferences, watch videos, and read current articles on learning styles theory, concept, and practice. Administrators also need to provide teachers with the time and resources to learn new strategies and make appropriate instructional materials for their students. Implementation Strategies What are some specific ways that learning styles might be implemented in the classroom? The major assumption underlying all the various style models is the need to prescribe pre·scribe v. To give directions, either orally or in writing, for the preparation and administration of a remedy to be used in the treatment of a disease. complementary instructional resources, use effective classroom management strategies that support instruction, and establish a classroom environment that brings high levels of student involvement and engagement in learning activities. Based on the styles of the students, teachers can begin to use strategies that best complement those styles. It is important for teachers to include in student portfolios information about students' individual learning style preferences. Some learning/reading style instruments provide computerized profiles that describe each individual's best style of learning and outline the group profile of The entire class. These profiles, observations, and checklists should be shared with students, their parents, other instructional staff, and included in student portfolios. Teachers might begin implementation by redesigning their classrooms and establishing a complementary classroom management system that accommodates their students' styles. They also might vary the way they present new information, concepts, and skills. According to according to prep. 1. As stated or indicated by; on the authority of: according to historians. 2. In keeping with: according to instructions. 3. John Goodlad's 1984 book, A Place Called School, most teachers use too few instructional strategies and those that are used conflict with the modality modality /mo·dal·i·ty/ (mo-dal´i-te) 1. a method of application of, or the employment of, any therapeutic agent, especially a physical agent. 2. strengths of most youngsters. Most teachers instruct in·struct v. in·struct·ed, in·struct·ing, in·structs v.tr. 1. To provide with knowledge, especially in a methodical way. See Synonyms at teach. 2. To give orders to; direct. v. their students by using the lecture method or writing on the chalkboard. Students generally have to listen, look at the teacher, take notes, and write in workbooks. A styles approach would encourage teachers to begin teaching to students' sensory modality strengths--visual, tactual tac·tu·al adj. Tactile. , and kinesthetic--far more than to their weaknesses--usually auditory auditory /au·di·to·ry/ (aw´di-tor?e) 1. aural or otic; pertaining to the ear. 2. pertaining to hearing. au·di·to·ry adj. (with the exception of gifted students who tend to exhibit strengths in all four sensory modalities Modalities The factors and circumstances that cause a patient's symptoms to improve or worsen, including weather, time of day, effects of food, and similar factors. ). Does a learning styles approach help students assume responsibility for their own learning? Absolutely. Students need to be held accountable for their academic performance. The application of learning styles and multiple intelligences allows each learner to proceed at a rate that is achievable, makes no unfair comparisons with the progress of others, assures positive reinforcement positive reinforcement, n a technique used to encourage a desirable behavior. Also called positive feedback, in which the patient or subject receives encouraging and favorable communication from another person. , and provides assessment procedures that reflect the learning styles of all students. Learning/reading styles teaching approaches empower youngsters to learn faster and easier. Once students understand their styles and how they learn, they use their strengths to assume responsibility for their own learning. They also help others learn according to their style. For example, if a youngster is teaching a highly visual peer during cooperative learning cooperative learning Education theory A student-centered teaching strategy in which heterogeneous groups of students work to achieve a common academic goal–eg, completing a case study or a evaluating a QC problem. See Problem-based learning, Socratic method. , he or she would try to use pictures, graphs, diagrams, and other pictorial aides during the lesson. If anything, styles teaching raises teacher's expectations and places more responsibility on youngsters than does traditional teaching. The implementation of a recommended learning/reading styles strategy should produce higher student motivation and increased academic learning. However, one student's style cannot infringe in·fringe v. in·fringed, in·fring·ing, in·fring·es v.tr. 1. To transgress or exceed the limits of; violate: infringe a contract; infringe a patent. 2. on another's styles. I cannot, for example, talk to a peer because I understand concepts better through discussion if my classmates Classmates can refer to either:
How does one establish a learning styles approach in an already full curriculum? Learning styles theory, concept, and practice focuses on expanding teachers' instructional repertoires so they can better deliver a high-content, balanced curriculum. Styles is not an add-on but one of many research-based instructional approaches that contributes to improved student performance. Balancing Students' Needs Can you balance the needs of the group with the needs of the individual student? Definitely, but depending on the individual and the group, this can be a real challenge. This is a problem teachers grapple with daily. Styles teaching, however, helps solve this problem. When youngsters understand their styles and the styles of others, chances improve that everyone will pull together and no one will feel singled out because he or she learns differently. Some styles instruments provide extensive information about groups as well as individuals. These computerized profiles allow teachers to emphasize methods and strategies that complement the styles of most of the students in the group. For youngsters whose learning style factors fall well outside the group patterns, the teacher should make necessary accommodations. Teachers find it easier to meet everyone's needs if sufficient choices are provided. When youngsters are working on reports, the teacher might provide various reporting options, such as producing a quiz or test, poster, tape recording, or written report. Learning styles instruments that focus on environmental preferences seem so common sensible. Are they worth the cost and effort? Yes, for three reasons. First, research strongly supports the important role environmental preferences play on a student's motivation and ability to learn. Underachievers tend to need soft light and an informally designed classroom. Learning style instruments and training help to sensitize teachers, making them more aware of their students' needs and more likely to alter the environment to accommodate those needs. Second, the two respected instruments dealing with environmental preferences also provide much data about other key learning style factors, such as the student's perceptual per·cep·tu·al adj. Of, based on, or involving perception. strengths, emotional proclivities, sociological preferences, mobility needs, best time of day for learning, and so on. These two instruments are Marie Carbo's Reading Style Inventory and the Learning Style Inventory, developed by Rita and Kenneth Dunn and Gary Price Gary Price is a librarian, best known for founding ResourceShelf.com and originating Price's List of Lists, "a database of ranked listings of companies, people and resources freely available on the Internet", which is now maintained by others. . The reading inventory also lists the strategies, reading methods, and reading materials that best match the student's learning style for reading. These can increase students' motivation and achievement substantially. Third, while some environmental preferences are readily observable ob·serv·a·ble adj. 1. Possible to observe: observable phenomena; an observable change in demeanor. See Synonyms at noticeable. 2. , these two inventories provide information about students' preferences for sound, light, temperature, and design in an understandable format that facilitates planning. For example, a number of students in a class that is noisy may respond that they need quiet to learn or quiet while they are reading. By working with the computerized group profile of either instrument, teachers could show their students a graphic representation of the needs of the group. The teacher would not be viewed as imposing what may appear to be arbitrary rules on the group, but rather would be helping students to become aware of the entire group's needs. Fourth, with some students--particularly those at-risk of academic failure--environmental design preferences are one of several crucial factors in the instructional environment that will determine how well or poorly these youngsters will perform academically. Consequently, a complete profile of how these youngsters learn best is needed to accelerate their rate of progress and remove barriers instilled during years of repeated failure. Underachieving students tend to be strongly global; think in a holistic, deductive de·duc·tive adj. 1. Of or based on deduction. 2. Involving or using deduction in reasoning. de·duc manner; learn best with tactual/kinesthetic instructional materials that are high content; are not necessarily self- but adult-motivated, or consistently persistent and responsible. They require informal learning environments that are highly organized and offer frequent feedback and positive reinforcement. Research also shows academically at-risk youngsters tend to be most alert during the late morning or early afternoon hours. Inappropriate Applications What are the limitations of a learning styles approach and how might it be misused? Teachers and administrators must recognize instructional strategies based on learning/reading styles are one of many research-based teaching approaches that practitioners must be familiar with to accommodate the diverse needs of their students. Other research-based instructional approaches that can be used in any content area include: accelerated learning; cooperative/collaborative learning; reality-based learning; active/experiential learning; interdisciplinary in·ter·dis·ci·pli·nar·y adj. Of, relating to, or involving two or more academic disciplines that are usually considered distinct. interdisciplinary Adjective learning; modeling (including "thinking aloud", interactive guided practice, cues, scaffolding, webbing, advance organizers, etc.); multicultural mul·ti·cul·tur·al adj. 1. Of, relating to, or including several cultures. 2. Of or relating to a social or educational theory that encourages interest in many cultures within a society rather than in only a mainstream culture. learning; cognitive and metacognitive learning; and brain-compatible learning strategies. Does a learning styles instrument recognize differences in students' cultural and ethnic backgrounds and are there dangers in this? As with any paper-and-pencil instrument, some danger exists of misinterpretation and confusion especially with students from diverse cultural, linguistic, and ethnic backgrounds. To minimize this danger, some learning style researchers have tested their instruments with diverse groups of students to eliminate confusing con·fuse v. con·fused, con·fus·ing, con·fus·es v.tr. 1. a. To cause to be unable to think with clarity or act with intelligence or understanding; throw off. b. language. Some have translated their instrument into commonly used languages. All learning style researchers strongly recommend the findings from learning styles inventories always be used in conjunction with observation, teacher and student interviews, and portfolios. Research in learning styles has compared learning styles within, between, and/or among different cultures. The findings indicate some important differences among groups but with many different styles represented within any single group. Although the most widely used learning styles instruments do not assess students' cultural backgrounds, there is considerable evidence that in dealing with diverse student populations, cultural and other contextual factors may influence achievement. Many studies indicate that culture and social circumstances profoundly shape a learner's interactions with his or her environment and influence the way in which different groups of students respond to classroom activities. When instruction is compatible with the learner's culture patterns, learning is more rapid and effective. However, one cannot generalize generalize /gen·er·al·ize/ (-iz) 1. to spread throughout the body, as when local disease becomes systemic. 2. to form a general principle; to reason inductively. to the extent that specific ethnic groups have defined learning styles. This kind of stereotyping may lead to pigeonholing pi·geon·hole n. 1. A small compartment or recess, as in a desk, for holding papers; a cubbyhole. 2. A specific, often oversimplified category. 3. The small hole or holes in a pigeon loft for nesting. tr. certain groups of students and, at its, worst, encourage segregation segregation: see apartheid; integration. and discriminatory dis·crim·i·na·to·ry adj. 1. Marked by or showing prejudice; biased. 2. Making distinctions. dis·crim practices. Supporting Research What research has been done on the models to gauge their reliability and validity? The kind and quality of research on the various models in the field varies greatly. Notable is the research on the Dunn and Dunn model with nearly 100 studies conducted at universities throughout the United States United States, officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. and several national and international awards for excellence in research. Administrators need to scrutinize scru·ti·nize tr.v. scru·ti·nized, scru·ti·niz·ing, scru·ti·niz·es To examine or observe with great care; inspect critically. scru carefully the research behind any learning style model to ensure it is based in sound theory and practice, as well as on well-conducted research in the field. Research on learning styles is rapidly becoming worldwide. With growing diversity of students and concerns for educating all students to achieve high, world-class academic standards, the research is likely to concentrate on improving student achievement. It will eventually move out to the international educational arenas, comparing various populations and describing for educators the implications for learning style differences for instruction. Learning Styles Programs Based on model developed by Rita and Kenneth Dunn: Center for the Study of Teaching and Learning Styles Rita Dunn School of Education and Human Services St. John's University Grand Central and Utopia Parkways Jamaica, N.Y. 11439 718-990-6335 Publishes a newsletter, bibliographic information, research reports, and instructional and curricular materials. Conducts research and workshops. Focuses primarily on the Dunn and Dunn model. National Reading Styles Institute Marie Carbo car·bo n. pl. car·bos Informal A carbohydrate. 179 Lafayette Drive Syosset, N.Y. 11791 516-248-8002 Originator Originator A bank, savings and loan, or mortgage banker that initially made a mortgage loan that is part of a pool. Also, an investment bank that has worked with the issuer of a new securities offering from the beginning and is usually appointed manager of the underwriting of the concept of reading styles and developer of the Reading Styles Inventory based on the Dunn and Dunn model. Publishes a diagnostic test that identifies a student's learning style for reading. Conducts research, offers workshops, and sponsors a national conference. Based on model developed by Anthony Gregorc Anthony F. Gregorc is most well known for his theory of a Mind Styles Model and its associated Style Delineator.[2] Career Gregorc has taught mathematics and biology. : Gregorc Associates Inc. P.O. Box 351 15 Doubleday Road Columbia, Conn. 06237 203-228-0093 Developer of the Gregorc Model of Mind Styles and publisher of a style delineator and support materials. Conducts research and in-service workshops and offers books and tapes. The Learner's Dimension Kathleen Butler P.O. Box 6 Columbia, Conn. 06237 203-228-3786 Developer of the Model for Style Differentiated Instruction Differentiated instruction (sometimes referred to as differentiated learning) is a way of thinking about teaching and learning. It involves teachers using a variety of instructional strategies that address diverse student learning needs. based on Gregorc's model. Publishes conceptual and practical materials on style-differentiated instruction, combining thinking skills and learning styles. Offers in-service workshops. Based on models developed from Carl Jung's identification of psychological types: Center for the Applications of Psychological Type Jerry Mcdaid 2815 N.W. 13th St., Suite 401 Gainesville, Fla. 32609 800-777-2278 or 904-375-0160 Conducts training sessions in the Myers-Briggs Type Indicator. Offers extensive publications. Consulting Psychologist Press P.O. Box 10096 3803 East Bayshore Road Palo Alto Palo Alto, city, California Palo Alto (păl`ō ăl`tō), city (1990 pop. 55,900), Santa Clara co., W Calif.; inc. 1894. Although primarily residential, Palo Alto has aerospace, electronics, and advanced research industries. , Calif. 94303 800-624-1765 or 415-969-8901 Publishes Myers-Briggs Type Indicator, materials related to application of psychological types, and the Embedded Inserted into. See embedded system. Figures Test assessing the cognitive style Cognitive style is a term used in cognitive psychology to describe the way individuals think, perceive and remember information, or their preferred approach to using such information to solve problems. dimension of field dependence and independence. Hanson Silver Strong and Associates J. Robert Hanson Robert Hanson or ... Hansen or ... Hanssen may be:
34 Washington Road Princeton Junction Princeton Junction could refer to:
609-799-6300 Publishes Learning and Teaching Style Inventories and extensive materials connecting learning styles to instructional strategies. Offers in-service training. Based on model developed by Bernice McCarthy: Excel Inc. Bernice McCarthy 200 W. Station St. Barrington, Ill. 60010 708-382-7272 Developer of the 4MAT system. Offers numerous publications and extensive workshop and training programs. Based on the modalities model: Zaner-Bloser Publications P.O. Box 16764 Columbus, Ohio Columbus is the capital and the largest city of the American state of Ohio. Named for explorer Christopher Columbus, the city was founded in 1812 at the confluence of the Scioto and Olentangy rivers, and assumed the functions of state capital in 1816. 43216-6764 614-486-0221 Publishes Walter Barbe and Raymond Swassing's book explaining modality-based instruction, the Modality Kit that assesses students' ability to do tasks in different modalities, a practical filmstrip film·strip n. A length of film containing a series of photographs, diagrams, or other graphic matter prepared for still projection. filmstrip n → tira de diapositivas titled "A Common Sense Approach to Learning," and curriculum materials. Based on model developed by Charles A. Letteri: Comp-U-Think Inc. Charles A. Letteri P.O. Box 4 Westford, Vt. 05494 802-860-8080 Provides research reports, bibliographic materials, workbook work·book n. 1. A booklet containing problems and exercises that a student may work directly on the pages. 2. A manual containing operating instructions, as for an appliance or machine. 3. training materials, and a software program that tests seven areas of cognitive skills cognitive skill Psychology Any of a number of acquired skills that reflect an individual's ability to think; CSs include verbal and spatial abilities, and have a significant hereditary component and generates a profile. Conducts in-service training. Based on previous research and various models: National Association of Secondary School Principals The National Association of Secondary School Principals (NASSP) is a United States educational advocacy organization consisting of secondary school principals. To promote excellence among middle school and high school students, NASSP founded and still sponsors the National Honor James O'Keefe 1904 Association Drive Reston, Va. 22091 703-860-0200 Provides instrumentation, publications, and assistance for the use of the NASSP NASSP National Association of Secondary School Principals NASSP North American Society of Social Philosophy Learning Style Profile. Publications include several monographs and workbooks, with emphasis on enhancing student's cognitive styles. Based on multiple intelligences: Project Zero Harvard Graduate School of Education The Harvard Graduate School of Education (HGSE) is a graduate school at Harvard University, and is one of the top schools of education in the United States. It offers six doctoral concentrations and thirteen masters programs. 323 Longfellow Hall Cambridge, Mass. 02138 617-495-4342 Focuses on Howard Gardner's work on multiple intelligences. |
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