Throughout the four weeks of this course, we learned about different learning styles. I have learned that besides being a visual learner, I am also an auditory learner. I sometimes learn best through discussions, talking things through, and listening to what others have to say. Although written information is meaningful in my ability to learn, I profit more from reading out loud and utilizing a tape recorder to retain the information. I happen to balance my learning styles well, and feel that I am flexible when using various styles of learning. As an educator, I can provide my students with assessments like the ones provided so they can understand and perceive what kind of learners they are. This will help me as an educator identify my student’s strengths and weaknesses while creating assignments to best help each learner. I strongly believe that learning is a process just like everything in life. Learning is a constant process built through experience.
I find that Learning Style Perspectives would be a helpful text for new educators as well as those who want to grow within their craft, and those who have not had any experience with learning styles/theories concerning the adult learner.
Learning is the magnitude for which we articulate something and the level of how we gain an understanding of something. Learning is the process by which a reasonably lasting change transpires as an outcome of preparation or experience. Learning allows creativity and perspectives to form. Thus, using knowledge highlights our ability to absorb information and utilize it to the best of our aptitude. Learning entails all the things that can happen in allowing change. Learning happens when people take pristine information and integrate it into their life. I feel that every learner differs in the way they take in or process information and understand the information provided. I feel that successful teaching and training cannot be restricted to the transfer of information; rather it needs to be established on brainpower at work. To be a valuable educator, one needs to comprehend the significance of including all their students in learning how to attain knowledge. An instructor focuses on all learners and their needs. When a teacher’s concentration is on their students it allows those students to have a voice and to gain quality education. If a student has a quality education then he or she will be skilled enough to collect and integrate information while utilizing and developing critical thinking skills and problem solving. I am going to remember these important aspects as I grow as a Course Developer and educator.
People learn at various rates, so it is expected for them to be fearful or uneasy when faced with learning. Positive reinforcement by the instructor as well as other learners (classmates) can improve knowledge.
Students retain knowledge from classes sequentially to profit from instruction. I learned when one fully understands a lesson they can apply it to their everyday life. In order for students to retain the information taught, one needs to understand and distinguish the value or reason for that information. Personally, I’ve learned that when I completely understand something, I am able to grow within my opinions, while recognizing and appreciating new outlooks. The best motivators for adult learners are awareness and self-seeking gain. If an adult learner can be shown that the course profits them practically, they will achieve more, and the rewards will be unwavering.
Saturday, December 12, 2009
Sunday, December 6, 2009
Never Rely On One Method
“A major mismatch between instructor style and learners' styles can lead to trouble. For example, suppose that learners prefer independent work and reading, but the instructor prefers group projects. Never rely totally on any one method, but try to vary them. If a student does not seem to be learning, consider whether his/her learning style might be at odds with your teaching style. Remain flexible and be able to change planned learning activities if students are having trouble in a given area.”
I really liked this quote because I have met various learners of all ages who believe they are dumb, lethargic, or unwise because they cannot comprehend certain information the way the others do. When these learners can complement the way they approach information with the means of how they learn, they see growth in knowledge and awareness, building, character, and for students, grades. Learning style assessments offer one a chance to discover how they are apt to react under various situations and how to move toward information in a fashion that best tackles your own specific needs.
This quote goes back to an ordinary setback student’s face is not being capable of connecting course material to the real world. Students sense that if the information they learn in school is ineffective and that it is a waste of time, they believe the information won't profit them later on in life. When students are skilled enough to put their knowledge to use in real life situations, they are able to live their education, while acquiring the utensils to resolve their troubles, and grow independently with every aspect of their life.
I believe students need to be challenged, connected, and excited/willing to learn and grow. Yet, educators need to comprehend that each student learns differently. Therefore different methods/approaches should be utilized. Certain students learn material faster and easier more so than others because of the way their brains work. If simply one kind of teaching approach is used, not every student's learning needs will be met. Several teaching methods need to be shared so that students have the chance to learn in several ways. The more prospects presented for a student to gain knowledge, the more helpful instruction happens to be. Hence, the most profitable teaching method is one that engages several techniques with the intention of accepting every student's distinctive learning style.
Tuesday, December 1, 2009
Learning styles
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.
Sunday, November 29, 2009
Building Learning Styles
The main goal for having a variety of learning styles is to create meaningful learning experiences accessible by all students, regardless of broad disparity in culture, information processing, learning styles, and individual strengths and challenges.
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