Learning Styles
for
Individuals
&
Groups
To be Human
O
a baby must learn
O So, all of us must be either
learning or stagnating…
O growing or dying.
Learning occurs
O
according to universal principles
O according to cultural, age/gender,
and cultural differences.
Learning: Age Development
Piaget’s “theory of cognitive development”
1. Sensorimotor (0-2) from mother, hand & eye
coordination
2. Preoperational (2-7) egocentrism & animism
3. Concrete Operational (7-12)
concrete legalism
4. Formal Operational (13- ) hypothetical and
universalistic thinking… and much more….
Universal Principles
O
Learning is part of cultural
socialization
O Learning is motivated according to
Maslow’s hierarchy of needs (q.v.).
O Learning is facilitated by a trustful,
disciplined, caring environment/teacher
Different Intelligences
O
Physical intelligence or skill
O Emotional intelligence (understanding feelings)
O Social intelligence (sensing the ways of groups)
O And different types of cognitive intelligence
Differences
O
Learners (as individuals and groups)
should be distinguished by differences in
culture, community, tone and style of the
class, and by age/maturity and gender
distinctions.
O
Attention should be paid to differences in
learning styles—we all learn in different
ways.
Different Learning Styles
1. Visual (spatial): prefer pictures images,
2.
3.
4.
5.
spatial understanding
Aural (auditory/musical): prefer sound/music
Verbal (linguistic) prefer words, written and
spoken explanations
Physical (kinesthetic): prefer use of body,
hands and sense of touch
Logical (mathematical): prefer logic,
reasoning and systems….
And then…
See something
Hear something
Handle something
Learning Styles: two more
6. Social (interpersonal) prefer learning in
groups with other people—group activity
7. Solitary (intrapersonal): prefer working
alone and use of self-study
Memletic: appreciating differences in learning
styles; learning geared to individual differences
This doesn’t mean:
O
We all fit into one of: three, five, seven or
whatever, categories.
O Rather, most of us are quicker and happier
in some combination of learning styles—
may have one that works best.
O So, Kids (and maybe all of us) need a
variety of styles. Your group will help you
settle on some, but don’t totally neglect
any.
Noticing Learning Disabilities,
Difficulties, Disorders (LD)
1. Dyslexia
2. Dyscalculia
3. Dysgraphia
4. Dyspraxis
5. Executive Functioning
6. ADHD
Learning Disabilities
http://ncld.org/types-learning-disabilities/what-is-ld
O LD is more than a “difference” or “difficulty”
with learning—it’s a neurological disorder
that affects the brain’s ability to receive,
process, store and respond to information.
O LD will vary in how it each individual child,
adolescent, and adult.
O Understanding the basic facts will enable
you to help yourself, your child, or someone
you know. (the National Center for
Learning Disabilities)
Dyslexia
(National Center for Learning Disabilities)
This language processing disorder
can hinder reading, writing,
spelling and sometimes even
speaking.
Disgraphia
(National Center for Learning Disabilities)
This LD affects writing and can lead
to problems with spelling, poor
handwriting and putting thoughts on
paper.
Dyscalculia
(National Center for Learning Disabilities)
Dyscalculia refers to a wide range
of lifelong learning disabilities
involving math.
Dyspraxia
(National Center for Learning Disabilities)
A disorder that affects motor skill
development, often coexists with
other learning disabilities.
ADHD
Attention-Deficit/Hyperactivity Disorder
O ADHD is not the same as a learning
disorder.
O It is considered here because it definitely
interferes with learning and behavior.
O Also, about one-third of people who have LD
have ADHS also.
O Generally: two types of ADHD
Hyper-impulsive ADHD
O
Move and fidget constantly, restlessness
O Talk nonstop; trouble with quiet activities
O Often act without thinking about consequences
O Have trouble taking turns or often disrupt games
and conversations
O Have trouble controlling temper outbursts
Inattentive Type ADHD:
May:
Appear to not pay attention to details or to
listen when spoken to
O Daydream a lot; slow to process information
O Struggle to follow instructions or to sustain
attention long enough to learn something new
O Have trouble completing homework
O Misplace things needed to complete tasks
O Become bored easily
O Be poorly organized
O
http://www.ncld.org/types-learning-disabilities
Learning Styles:
Individuals & Groups
O Just as individuals can have learning
disorders, groups can have learning
dysfunctions.
O We try to help both individuals and
groups to work through their
difficulties.
Disclaimers
O
This PPT is a very quick and superficial
overview of complex issues.
O If used as introductory for those who have
not studied human development and
learning, an expert facilitator is advised.
O Or, it can be used for review, in which case,
explanation, criticisms, nuances,
suggestions can be added by the group.
Questions for Reflection
and Discussion
1. What was most important for you from this
overview or review of Learning Styles?
2. What criticisms do you have of this
Summary—or what suggestions?
3. What use might parents, teachers, leaders
or supervisors can you make of this PPT?
Questions for Reflection
and Discussion
4. Give one example as to how recognition of learning
styles has or might help a student.
5. A family’s communication style tends to be yelling.
How might this effect, not only a child of the family,
but the ability of the family to learn and grow?
6. A church or organization has a very autocratic
leader not given to suggestions. How might this affect
it as a potential learning organization
Questions for Reflection
and Discussion
7. This is complex, yet very important,
information. How could you and your
organization continue to learn and grow
as learning organization?
Implications
1.
Most of us will learn principles of
human development, learning styles,
and learning difficulties, and may
pass tests on all this, but, as time
goes on, we won’t remember each
detail—rather this information
becomes intuitive in adjusting to
differing situations.
Implications
2. Just as Piaget’s and other developmentalists’
theories and stages had to be critiqued, tweaked,
and integrated by later experts, so we never
master this material. Rather, we go on learning
about human development, human relationships,
and teaching-learning from students and from our
team or colleagues.
Implications
3. One of the points made here, and
often neglected, is that: beyond students,
families, groups and churches, cities and
societies are all in the process of
learning. It is important to consider the
learning disorders or dysfunctions of
families, communities and cultures—what
they are learning… and what they are not
learning.