Learning Styles Definition:
This approach to learning emphasizes the fact that individuals perceive and process information in very different ways. The learning styles theory implies that how much individuals learn has more to do with whether the educational experience is geared toward their particular style of learning than whether or not they are “smart.” In fact, educators should not ask, “Is this student smart?” but rather “How is this student smart?”
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"Teachers must know about differences in learning styles and regard adaptions designed to accommodate differences as an expected part of their teaching responsibilities," (The Adaptive Dimension, Saskatchewan Education, 1992, p. 10-11)
“When teachers understand the concept of learning styles and apply that knowledge in their interaction with students, those students are more likely to enjoy their school experiences and to achieve academic success”
Learning styles group common ways that people learn. Everyone has a mix of learning styles because everyone is different. Some people may discover that they have a principal style of learning, with far less exploitation of additional styles. Others may discover that they employ various styles in various situations.
Utilizing several learning styles in order to gain knowledge is a moderately fresh approach. This method is one that instructors have merely started to distinguish. Conventional schooling has primarily utilized linguistic and logical teaching techniques. It also exercises a controlled variety of learning and teaching techniques. Several schools still rely on classroom and book-based teaching, much reiteration, and forced exams for support and evaluation. An outcome is that we frequently brand those who apply these learning styles and method as “intelligent.” Those who exercise less preferential learning styles frequently find themselves in subordinate classes, with several not-so- flattering classifications and sometimes lower class teaching. This can generate constructive and unconstructive spirals that strengthen the idea that one is “intelligent” or “unintelligent.”
By acknowledging and comprehending an individual learning style, one can utilize methods better fit for them. This enhances the tempo and quality of one’s learning.
By encouraging students to recognize and comprehend their learning styles, educators can construct an encouraging atmosphere that is beneficial to making the most of student academic potential.
This approach to learning emphasizes the fact that individuals perceive and process information in very different ways. The learning styles theory implies that how much individuals learn has more to do with whether the educational experience is geared toward their particular style of learning than whether or not they are “smart.” In fact, educators should not ask, “Is this student smart?” but rather “How is this student smart?”
~~~~~~
"Teachers must know about differences in learning styles and regard adaptions designed to accommodate differences as an expected part of their teaching responsibilities," (The Adaptive Dimension, Saskatchewan Education, 1992, p. 10-11)
“When teachers understand the concept of learning styles and apply that knowledge in their interaction with students, those students are more likely to enjoy their school experiences and to achieve academic success”
Learning styles group common ways that people learn. Everyone has a mix of learning styles because everyone is different. Some people may discover that they have a principal style of learning, with far less exploitation of additional styles. Others may discover that they employ various styles in various situations.
Utilizing several learning styles in order to gain knowledge is a moderately fresh approach. This method is one that instructors have merely started to distinguish. Conventional schooling has primarily utilized linguistic and logical teaching techniques. It also exercises a controlled variety of learning and teaching techniques. Several schools still rely on classroom and book-based teaching, much reiteration, and forced exams for support and evaluation. An outcome is that we frequently brand those who apply these learning styles and method as “intelligent.” Those who exercise less preferential learning styles frequently find themselves in subordinate classes, with several not-so- flattering classifications and sometimes lower class teaching. This can generate constructive and unconstructive spirals that strengthen the idea that one is “intelligent” or “unintelligent.”
By acknowledging and comprehending an individual learning style, one can utilize methods better fit for them. This enhances the tempo and quality of one’s learning.
By encouraging students to recognize and comprehend their learning styles, educators can construct an encouraging atmosphere that is beneficial to making the most of student academic potential.
HI!
ReplyDeleteI would agree with most of what you said, but after studying other blogs and reading other articles, I honestly think the student has to want to learn the information, and it needs to be interesting.
I like your question of "how is this student smart"
I have had a few students that I could not answer that question. Not everyone can learn everyting.