Eight Styles of Learning
Linguistic Learner
• likes to: read, write and tell stories.
• is good at: memorizing names, places, dates and trivia.
• learns best by: saying, hearing and seeing words.
Logical/Mathematical Learner
• likes to: do experiments, figure things out, work with numbers, ask questions and explore patterns and relationships.
• is good at: math, reasoning, logic and problem solving.
• learns best by: categorizing, classifying and working with abstract patterns/relationships.
Spatial Learner
• likes to: draw, build, design and create things, daydream, look at pictures/slides, watch movies and play with machines.
• is good at: imagining things, sensing changes, mazes/puzzles and reading maps, charts.
• learns best by: visualizing, dreaming, using the mind's eye and working with colors/pictures.
Musical Learner
• likes to: sing, hum tunes, listen to music, play an instrument and respond to music.
• is good at: picking up sounds, remembering melodies, noticing pitches/rhythms and keeping time.
• learns best by: rhythm, melody and music.
Bodily/Kinesthetic Learner
• likes to: move around, touch and talk and use body language.
• is good at: physical activities (sports/dance/acting) and crafts.
• learns best by: touching, moving, interacting with space and processing knowledge through bodily sensations.
Naturalistic Learner
• likes to: be outside, with animals, geography, and weather; interacting with the surroundings .
• is good at: categorizing, organizing a living area, planning a trip, preservation, and conservation.
• learns best by: studying natural phenomenon, in a natural setting, learning about how things work.
Interpersonal Learner
• likes to: have lots of friends, talk to people and join groups.
• is good at: understanding people, leading others, organizing, communicating, manipulating and mediating conflicts.
• learns best by: sharing, comparing, relating, cooperating and interviewing.
Intrapersonal Learner
• likes to: work alone and pursue own interests.
• is good at: understanding self, focusing inward on feelings/dreams, following instincts, pursuing interests/goals and being original.
• learns best by: working alone, individualized projects, self-paced instruction and having own spac
Wednesday, July 29, 2009
Learning Styles
Introduction to
Learning Styles
by Marcia L. Conner
You may realize that people learn and process information in different ways, but can you describe what those differences are or improve the unique ways that you learn? For decades, education researchers designed models that differentiate how people learn, yet the results are often harder to understand than the people they describe.
This introduction puts learning styles information into easy to understand language and provides sources where you can learn more. I also offer a Learning Style Assessment that you can use to gauge your dominant learning style and techniques you can use to benefit from your individuality.
Overview of learning styles
Books about different ways people learn
Links to other websites about learning styles
Overview of learning styles
Learning styles classify different ways people learn and how they approach information.
If you feel like you can’t learn something important — even after you use a method a friend, a parent, a colleague, or a teacher suggested — you might have a different learning style than that person and their approach might now be the best approach for you. You learn and processes information in your own special way, though we all share some learning patterns, preferences, and approaches. Knowing your own style can also help you realize that other people may approach the same situation in a way that’s different from your own.
I meet learners of all ages who think they’re dim, dumb, lazy, or crazy because they can’t understand materials the way the others do. When these learners can match the way they approach information with the way they learn, they see dramatic improvements in understanding, meaning making, self-image, and for students — grades.
Learning style assessments provide you an opportunity to learn how you are likely to respond under different circumstances and how to approach information in a way that best addresses your own particular needs.
Perceptual Modalities
The learning styles assessments I find most helpful examine how you take in information through your senses. Researchers call these sorts of assessments “perceptual modality assessments.” They look at how you see, hear, feel, and move through the world. Those perceptions deeply affect your ability to learn. Whether you tend to rely more or less on one sense than another has a tremendous influence on how you interpret new experiences and succeed in whatever you work with each day. Take a perceptual modality assessment now.
Multiple Intelligences
Howard Gardner asserts there are at least seven modalities (referred to as intelligences) that can be used to describe your individual style. His work encourages everyone to think about learning in new and creative ways. On this site I link to several multiple intelligences assessments.
This work suggests people can be:
1. Verbal-linguistic: sensitive to the meaning and order of words
2. Musical: sensitive to pitch, melody, rhythm, and tone
3. Logical-mathematical: Able to handle chains of reasoning and recognize patterns and order
4. Spatial: perceive the world accurately and try to re-create or transform aspects of that world
5. Bodily-kinesthetic: able to use the body skillfully and handle objects adroitly
6. Interpersonal: understand people and relationships
7. Intrapersonal: possess access to one's emotional life as a means to understand oneself and others.
Mind Styles
According to Anthony Gregorc, there are four basic learning styles. Gregorc's Mind Styles model categorizes learners as Concrete Sequential (CS), Abstract Sequential (AS) Abstract Random (AR) and Concrete Random (CR).
1. Concrete Sequential (CS) learners are hardworking, conventional, accurate, stable, dependable, consistent, factual, and organized.
2. Abstract Sequential (AS) learners are analytic, objective, knowledgeable, thorough, structured, logical, deliberate, and systematic.
3. Abstract Random (AR) learners are sensitive, compassionate, perceptive, imaginative, idealistic, sentimental, spontaneous, and flexible.
4. Concrete Random (CR) learners are quick, intuitive, curious, realistic, creative, innovative, instinctive, adventurous.
Learning Styles Indicator
David Kolb's Learning Style Model classifies learners as having a preference for 1) concrete experience or abstract conceptualization (how they take information in), and 2) active experimentation or reflective observation (how they internalize information).
1. Type 1 (concrete, reflective). A characteristic question of this learning type is "Why?" Type 1 learners respond well to explanations of how course material relates to their experience, their interests, and their future careers. To be effective with Type 1 students, the instructor should function as a motivator.
2. Type 2 (abstract, reflective). A characteristic question of this learning type is "What?" Type 2 learners respond to information presented in an organized, logical fashion and benefit if they have time for reflection. To be effective, the instructor should function as an expert.
3. Type 3 (abstract, active). A characteristic question of this learning type is "How?" Type 3 learners respond to having opportunities to work actively on well-defined tasks and to learn by trial-and-error in an environment that allows them to fail safely. To be effective, the instructor should function as a coach, providing guided practice and feedback.
4. Type 4 (concrete, active). A characteristic question of this learning type is "What if?" Type 4 learners like applying course material in new situations to solve real problems. To be effective, the instructor should stay out of the way, maximizing opportunities for the students to discover things for themselves.
Myers-Briggs
The Myers-Briggs Type Indicator, based on the work of Carl Jung identifies 16 personality styles based on:
How you relate to the world (Extravert or Introvert)
Extraverts try things out, focus on the world around
Introverts think things through, focus on the inner world of ideas.
How you take in information (Sensing or iNtuiting)
Sensors (practical, detail-oriented, focus on facts and procedures)
Intuitors (imaginative, concept-oriented, focus on meanings and possibilities)
How you make decisions (Thinking or Feeling)
Thinkers are skeptical, tend to make decisions based on logic and rules
Feelers are appreciative, tend to make decisions based on personal and humanistic considerations
How you manage your life (Judging or Perceiving).
Judgers set and follow agendas, seek closure even with incomplete data
Perceivers adapt to changing circumstances, resist closure to obtain more data.
For example, one learner may be an ESTJ (extravert, sensor, thinker, perceiver) and another may be an INFJ (introvert, intuitor, feeler, judger). On this site I include links to several temperament assessments.
Others
There are other ways to organize learning style models. These fall into general categories such as information processing, personality patterns, and social interaction.
Information processing distinguishes between the way you sense, think, solve problems, and remember information. You have a preferred, consistent, distinct way of perceiving, organizing, and retaining information. Kolb's Learning Styles inventory, Gregorc's Mind Styles Model, and Keefe's Human Information Processing Model.
Personality patterns focus on attention, emotion, and values. Understanding these differences allows you to predict the way you'll react and feel about different situations. The Myers-Briggs Type Indicator and the Keirsey Temperament Sorter are two of the most well-know personality pattern assessments. A lesser known assessment is Dellinger's Psycho-Geometrics.
Social interaction looks at likely attitudes, habits, and strategies learners will take toward their work and how they engage with their peers when they learn. Some learners are independent, dependent, collaborative, competitive, participant, and avoidant. Reichmann and Grasha as well as Baxter Magolda have developed assessments.
Books on learning styles and different ways people learn
This list only includes books I have read that I can personally recommend as easy to read and understand. I may not agree with everything they say, but I believe these are the best of the bunch and more of what they say is useful than confusing. Those that are more academic in tone or are exceptions to my "more useful" are noted. Books are listed alphabetically. Beside each of the books that I have read is an abbreviation that tells you which type of learning styles the book addresses. VAK=Visual/Auditory/Kinesthetic, VAK+ refers to models that look at VAK + other modes, MI=Multiple Intelligences, MS=Mind Styles, MBTI=Myers Briggs, PG=Psycho-Geometrics, LSI=Learning Styles Indicator.
Would you like us to review your learning styles book? Send a note telling us about the book.
Learn More Now: 10 Simple Steps to Learning Better, Smarter, and Faster by Marcia L. Conner (John Wiley & Sons, 2004) VAK+ ( Read chapter 3 online)
7 Kinds of Smart: Identifying and Developing Your Multiple Intelligences by Thomas Armstrong (Plume, 1999) MI
The Complete Guide to the Learning Styles Inservice System by Rita Stafford Dunn, Kenneth J. Dunn. (Allyn & Bacon, 1998) If you are a teacher, this is a terrific book to introduce you to how to create a learning styles program in your classroom. VAK
Discover Your Child's Learning Style by Mariaemma Willis, Victoria Kindle-Hodson (Prima Publishing, 1999)
How to Implement and Supervise a Learning Style Program by Rita Dunn (ASCD, 1996) Even though this book is written primarily for educators, I find it one of the very most straightforward and useful book available. VAK+ ( Read chapter 1 online)
In Their Own Way: Discovering and Encouraging Your Child's Multiple Intelligences by Thomas Armstrong (Tarcher, updated 2000) MI
Learning Unlimited: Using Homework to Engage Your Child's Natural Style of Intelligence by Dawna Markova and Anne R. Powell VAK
A Mind at a Time by Mel Levine (2002)
The Open Mind: Exploring the 6 Patterns of Intelligence by Dawna Markova (1996) VAK
Please Understand Me: Character and Temperament Types by David Keirsey, Marilyn Bates MBTI
So Each May Learn: Integrating Learning Styles and Multiple Intelligences by Harvey F. Silver (ASCD, 2000) MBTI & MI
The Way They Learn by Cynthia Ulrich Tobias (Focus on the Family, 1999)
The Way We Work: What You Know About Working Styles Can Increase Your Efficiency, Productivity, and Job Satisfaction by Cynthia Ulrich Tobias (Broadman & Holman, 1999) MS
What Type Am I? Discover Who You Really Are by Renee Baron MBTI
Who are You? 101 Ways of Seeing Yourself by Malcolm Godwin. A beautiful picture book that addresses every imaginable way to assess how you work, live, and learn. Also a terrific gift-book.
I have not personally read the following books, but hear good things about them.
4Mat About Teaching; Format in the Classroom by Bernice McCarthy (EXCEL, 2000) LSI
10 Best Teaching Practices: How Brain Research, Learning Styles, and Standards Define Teaching Competencies by Donna Walker Tileston (2000)
Black Children: Their Roots, Culture, and Learning Styles by Janice E. Hale-Benson (1986)
Bringing Out the Best in Your Child: 80 Ways to Focus on Every Kid's Strengths by Cynthia Ulrich Tobias
Boys and Girls Learn Differently!: A Guide for Teachers and Parents by Michael Gurian
Every Child Can Succeed by Cynthia Ulrich Tobias
Learning Styles by Barbara K. Given
Quantum Pathways: Discovering Your Personal Learning Style by Bobbi DePorter, Mike Hernacki (Learning Forum, 2000) MS
Psycho-Geometrics: The Science of Understanding People, and the Art of Communicating with Them by Susan Dellinger (Audio Cassette, 1997) PG
A Teacher's Guide to Cognitive Type Theory & Learning Style by Carolyn Mamchur (ASCD, 1996)
Teaching and Learning Through Multiple Intelligences by Linda Campbell (2nd ed) MI
You Are Smarter Than You Think! Learning Made Easier in Three Simple Steps by Renee Mollan-Masters (1997)
These books are not about learning-styles per se, but offer information on assessments that relate to learning.
Brainstyles: Change Your Life Without Changing Who You Are by Marlane Miller and David Cherry (Brainstyles, 1997)
Dewey Color System: Embrace Hue You Are by Dewey Sadka (Energia, 2001)
Kokology 2: More of the Game of Self-Discovery by Tadahiko Nagao, Isamu Saito (Fireside, 2001)
Kokology: The Game of Self-Discovery by Tadahiko Nagao (Fireside, 2000)
The Psychologist's Book of Self-Tests: 25 Love, Sex, Intelligence, Career, and Personality Tests Developed by Professionals to Reveal the Real You by Louis H. Janda
Who Do You Think You Are?: 12 Methods for Analyzing the True You by Tucker Shaw
The following books were written primarily for academics and people interested in the research behind various learning styles theory. I have only included those I have read and find approachable — though I can only recommend them to people seeking deep detail.
Cognitive Style: Five Approaches and Relevant Research. Kenneth M. Goldstein (1978)
Cognitive Styles and Classroom Learning. Harry Morgan (Praeger Publishers, 1997)
Cognitive Styles and Learning Strategies: Understanding Style Differences in Learning and Behaviour. Richard Riding, Stephen R. Rayner. (David Fulton Publications, 1998)
Experiential Learning: Experience as the Source of Learning and Development David Kolb (Prentice-Hall, 1984) LSI
Frames of Mind: The Theory of Multiple Intelligences by Howard Gardner. This is a terrific book that introduced the notion of multiple intelligences. I didn't include it in the list above because it's long and very dry at times.
Handbook of Individual Differences, Learning and Instruction. David H. Jonassen, Barbara L. Grabowski. (Lawrence Erlbaum, 1993)
Learning and Teaching Style: In Theory and Practice by Kathleen A. Butler (1988)
Learning Strategies and Learning Styles: Perspectives on Individual Differences by Ronald R. Schmeck, editor. (Plenum Press, 1998)
Learning Style Perspectives: Impact in the Classroom by Lynne C. Sarasin (Atwood, 1998)
Modes of Thought: Explorations in Culture and Cognition by David R. Olson, Nancy Torrance, editors (1996)
Perspectives on Thinking, Learning, and Cognitive Styles. Robert J. Sternberg, Li-Fang Zhang, editors.
Teaching and Learning Through Multiple Intelligences by Bruce Campbell, Dee Dickinson, Linda E. G. Campbell (Allyn & Bacon, 2nd edition 1996)
Thinking Styles Robert J. Sternberg (Cambridge University Press, 1997)
Links to other websites about learning styles
International Learning Styles Network, part of the Center for Study of Learning and Teaching Styles at St. John's University links you the latest research, local activities, and some of the most influential people in the learning-styles field.
CTL Learning Styles Web Pages from the Center for Technology and Learning (CTL), Indiana State University addresses why there are learning styles, Learning Styles in Higher Education, Types of Learning Styles, Using Styles to Teach, and Applying Computer Technologies. CTL also has a Teaching Styles web page.
Support4Learning links to all sorts of resources about learning styles and multiple intelligences.
Theory of Multiple Intelligences explains Howard Gardner's work, Harvard Project Zero, the traditional view of intelligence, how this view has impacted schools historically, what Multiple Intelligences theory proposes, and how MI affect the implementation of traditional education.
VARK: A Guide to Learning Styles specifically focuses of verbal, auditory, and kinesthetic learning styles.
If you reference this page in a report or article, the citation should read:
Conner, M. L. "Introduction to Learning Styles." Ageless Learner, 1997-2007. http://agelesslearner.com/intros/lstyleintro.html
http://agelesslearner.com/intros/lstyleintro.html
Learning Styles
by Marcia L. Conner
You may realize that people learn and process information in different ways, but can you describe what those differences are or improve the unique ways that you learn? For decades, education researchers designed models that differentiate how people learn, yet the results are often harder to understand than the people they describe.
This introduction puts learning styles information into easy to understand language and provides sources where you can learn more. I also offer a Learning Style Assessment that you can use to gauge your dominant learning style and techniques you can use to benefit from your individuality.
Overview of learning styles
Books about different ways people learn
Links to other websites about learning styles
Overview of learning styles
Learning styles classify different ways people learn and how they approach information.
If you feel like you can’t learn something important — even after you use a method a friend, a parent, a colleague, or a teacher suggested — you might have a different learning style than that person and their approach might now be the best approach for you. You learn and processes information in your own special way, though we all share some learning patterns, preferences, and approaches. Knowing your own style can also help you realize that other people may approach the same situation in a way that’s different from your own.
I meet learners of all ages who think they’re dim, dumb, lazy, or crazy because they can’t understand materials the way the others do. When these learners can match the way they approach information with the way they learn, they see dramatic improvements in understanding, meaning making, self-image, and for students — grades.
Learning style assessments provide you an opportunity to learn how you are likely to respond under different circumstances and how to approach information in a way that best addresses your own particular needs.
Perceptual Modalities
The learning styles assessments I find most helpful examine how you take in information through your senses. Researchers call these sorts of assessments “perceptual modality assessments.” They look at how you see, hear, feel, and move through the world. Those perceptions deeply affect your ability to learn. Whether you tend to rely more or less on one sense than another has a tremendous influence on how you interpret new experiences and succeed in whatever you work with each day. Take a perceptual modality assessment now.
Multiple Intelligences
Howard Gardner asserts there are at least seven modalities (referred to as intelligences) that can be used to describe your individual style. His work encourages everyone to think about learning in new and creative ways. On this site I link to several multiple intelligences assessments.
This work suggests people can be:
1. Verbal-linguistic: sensitive to the meaning and order of words
2. Musical: sensitive to pitch, melody, rhythm, and tone
3. Logical-mathematical: Able to handle chains of reasoning and recognize patterns and order
4. Spatial: perceive the world accurately and try to re-create or transform aspects of that world
5. Bodily-kinesthetic: able to use the body skillfully and handle objects adroitly
6. Interpersonal: understand people and relationships
7. Intrapersonal: possess access to one's emotional life as a means to understand oneself and others.
Mind Styles
According to Anthony Gregorc, there are four basic learning styles. Gregorc's Mind Styles model categorizes learners as Concrete Sequential (CS), Abstract Sequential (AS) Abstract Random (AR) and Concrete Random (CR).
1. Concrete Sequential (CS) learners are hardworking, conventional, accurate, stable, dependable, consistent, factual, and organized.
2. Abstract Sequential (AS) learners are analytic, objective, knowledgeable, thorough, structured, logical, deliberate, and systematic.
3. Abstract Random (AR) learners are sensitive, compassionate, perceptive, imaginative, idealistic, sentimental, spontaneous, and flexible.
4. Concrete Random (CR) learners are quick, intuitive, curious, realistic, creative, innovative, instinctive, adventurous.
Learning Styles Indicator
David Kolb's Learning Style Model classifies learners as having a preference for 1) concrete experience or abstract conceptualization (how they take information in), and 2) active experimentation or reflective observation (how they internalize information).
1. Type 1 (concrete, reflective). A characteristic question of this learning type is "Why?" Type 1 learners respond well to explanations of how course material relates to their experience, their interests, and their future careers. To be effective with Type 1 students, the instructor should function as a motivator.
2. Type 2 (abstract, reflective). A characteristic question of this learning type is "What?" Type 2 learners respond to information presented in an organized, logical fashion and benefit if they have time for reflection. To be effective, the instructor should function as an expert.
3. Type 3 (abstract, active). A characteristic question of this learning type is "How?" Type 3 learners respond to having opportunities to work actively on well-defined tasks and to learn by trial-and-error in an environment that allows them to fail safely. To be effective, the instructor should function as a coach, providing guided practice and feedback.
4. Type 4 (concrete, active). A characteristic question of this learning type is "What if?" Type 4 learners like applying course material in new situations to solve real problems. To be effective, the instructor should stay out of the way, maximizing opportunities for the students to discover things for themselves.
Myers-Briggs
The Myers-Briggs Type Indicator, based on the work of Carl Jung identifies 16 personality styles based on:
How you relate to the world (Extravert or Introvert)
Extraverts try things out, focus on the world around
Introverts think things through, focus on the inner world of ideas.
How you take in information (Sensing or iNtuiting)
Sensors (practical, detail-oriented, focus on facts and procedures)
Intuitors (imaginative, concept-oriented, focus on meanings and possibilities)
How you make decisions (Thinking or Feeling)
Thinkers are skeptical, tend to make decisions based on logic and rules
Feelers are appreciative, tend to make decisions based on personal and humanistic considerations
How you manage your life (Judging or Perceiving).
Judgers set and follow agendas, seek closure even with incomplete data
Perceivers adapt to changing circumstances, resist closure to obtain more data.
For example, one learner may be an ESTJ (extravert, sensor, thinker, perceiver) and another may be an INFJ (introvert, intuitor, feeler, judger). On this site I include links to several temperament assessments.
Others
There are other ways to organize learning style models. These fall into general categories such as information processing, personality patterns, and social interaction.
Information processing distinguishes between the way you sense, think, solve problems, and remember information. You have a preferred, consistent, distinct way of perceiving, organizing, and retaining information. Kolb's Learning Styles inventory, Gregorc's Mind Styles Model, and Keefe's Human Information Processing Model.
Personality patterns focus on attention, emotion, and values. Understanding these differences allows you to predict the way you'll react and feel about different situations. The Myers-Briggs Type Indicator and the Keirsey Temperament Sorter are two of the most well-know personality pattern assessments. A lesser known assessment is Dellinger's Psycho-Geometrics.
Social interaction looks at likely attitudes, habits, and strategies learners will take toward their work and how they engage with their peers when they learn. Some learners are independent, dependent, collaborative, competitive, participant, and avoidant. Reichmann and Grasha as well as Baxter Magolda have developed assessments.
Books on learning styles and different ways people learn
This list only includes books I have read that I can personally recommend as easy to read and understand. I may not agree with everything they say, but I believe these are the best of the bunch and more of what they say is useful than confusing. Those that are more academic in tone or are exceptions to my "more useful" are noted. Books are listed alphabetically. Beside each of the books that I have read is an abbreviation that tells you which type of learning styles the book addresses. VAK=Visual/Auditory/Kinesthetic, VAK+ refers to models that look at VAK + other modes, MI=Multiple Intelligences, MS=Mind Styles, MBTI=Myers Briggs, PG=Psycho-Geometrics, LSI=Learning Styles Indicator.
Would you like us to review your learning styles book? Send a note telling us about the book.
Learn More Now: 10 Simple Steps to Learning Better, Smarter, and Faster by Marcia L. Conner (John Wiley & Sons, 2004) VAK+ ( Read chapter 3 online)
7 Kinds of Smart: Identifying and Developing Your Multiple Intelligences by Thomas Armstrong (Plume, 1999) MI
The Complete Guide to the Learning Styles Inservice System by Rita Stafford Dunn, Kenneth J. Dunn. (Allyn & Bacon, 1998) If you are a teacher, this is a terrific book to introduce you to how to create a learning styles program in your classroom. VAK
Discover Your Child's Learning Style by Mariaemma Willis, Victoria Kindle-Hodson (Prima Publishing, 1999)
How to Implement and Supervise a Learning Style Program by Rita Dunn (ASCD, 1996) Even though this book is written primarily for educators, I find it one of the very most straightforward and useful book available. VAK+ ( Read chapter 1 online)
In Their Own Way: Discovering and Encouraging Your Child's Multiple Intelligences by Thomas Armstrong (Tarcher, updated 2000) MI
Learning Unlimited: Using Homework to Engage Your Child's Natural Style of Intelligence by Dawna Markova and Anne R. Powell VAK
A Mind at a Time by Mel Levine (2002)
The Open Mind: Exploring the 6 Patterns of Intelligence by Dawna Markova (1996) VAK
Please Understand Me: Character and Temperament Types by David Keirsey, Marilyn Bates MBTI
So Each May Learn: Integrating Learning Styles and Multiple Intelligences by Harvey F. Silver (ASCD, 2000) MBTI & MI
The Way They Learn by Cynthia Ulrich Tobias (Focus on the Family, 1999)
The Way We Work: What You Know About Working Styles Can Increase Your Efficiency, Productivity, and Job Satisfaction by Cynthia Ulrich Tobias (Broadman & Holman, 1999) MS
What Type Am I? Discover Who You Really Are by Renee Baron MBTI
Who are You? 101 Ways of Seeing Yourself by Malcolm Godwin. A beautiful picture book that addresses every imaginable way to assess how you work, live, and learn. Also a terrific gift-book.
I have not personally read the following books, but hear good things about them.
4Mat About Teaching; Format in the Classroom by Bernice McCarthy (EXCEL, 2000) LSI
10 Best Teaching Practices: How Brain Research, Learning Styles, and Standards Define Teaching Competencies by Donna Walker Tileston (2000)
Black Children: Their Roots, Culture, and Learning Styles by Janice E. Hale-Benson (1986)
Bringing Out the Best in Your Child: 80 Ways to Focus on Every Kid's Strengths by Cynthia Ulrich Tobias
Boys and Girls Learn Differently!: A Guide for Teachers and Parents by Michael Gurian
Every Child Can Succeed by Cynthia Ulrich Tobias
Learning Styles by Barbara K. Given
Quantum Pathways: Discovering Your Personal Learning Style by Bobbi DePorter, Mike Hernacki (Learning Forum, 2000) MS
Psycho-Geometrics: The Science of Understanding People, and the Art of Communicating with Them by Susan Dellinger (Audio Cassette, 1997) PG
A Teacher's Guide to Cognitive Type Theory & Learning Style by Carolyn Mamchur (ASCD, 1996)
Teaching and Learning Through Multiple Intelligences by Linda Campbell (2nd ed) MI
You Are Smarter Than You Think! Learning Made Easier in Three Simple Steps by Renee Mollan-Masters (1997)
These books are not about learning-styles per se, but offer information on assessments that relate to learning.
Brainstyles: Change Your Life Without Changing Who You Are by Marlane Miller and David Cherry (Brainstyles, 1997)
Dewey Color System: Embrace Hue You Are by Dewey Sadka (Energia, 2001)
Kokology 2: More of the Game of Self-Discovery by Tadahiko Nagao, Isamu Saito (Fireside, 2001)
Kokology: The Game of Self-Discovery by Tadahiko Nagao (Fireside, 2000)
The Psychologist's Book of Self-Tests: 25 Love, Sex, Intelligence, Career, and Personality Tests Developed by Professionals to Reveal the Real You by Louis H. Janda
Who Do You Think You Are?: 12 Methods for Analyzing the True You by Tucker Shaw
The following books were written primarily for academics and people interested in the research behind various learning styles theory. I have only included those I have read and find approachable — though I can only recommend them to people seeking deep detail.
Cognitive Style: Five Approaches and Relevant Research. Kenneth M. Goldstein (1978)
Cognitive Styles and Classroom Learning. Harry Morgan (Praeger Publishers, 1997)
Cognitive Styles and Learning Strategies: Understanding Style Differences in Learning and Behaviour. Richard Riding, Stephen R. Rayner. (David Fulton Publications, 1998)
Experiential Learning: Experience as the Source of Learning and Development David Kolb (Prentice-Hall, 1984) LSI
Frames of Mind: The Theory of Multiple Intelligences by Howard Gardner. This is a terrific book that introduced the notion of multiple intelligences. I didn't include it in the list above because it's long and very dry at times.
Handbook of Individual Differences, Learning and Instruction. David H. Jonassen, Barbara L. Grabowski. (Lawrence Erlbaum, 1993)
Learning and Teaching Style: In Theory and Practice by Kathleen A. Butler (1988)
Learning Strategies and Learning Styles: Perspectives on Individual Differences by Ronald R. Schmeck, editor. (Plenum Press, 1998)
Learning Style Perspectives: Impact in the Classroom by Lynne C. Sarasin (Atwood, 1998)
Modes of Thought: Explorations in Culture and Cognition by David R. Olson, Nancy Torrance, editors (1996)
Perspectives on Thinking, Learning, and Cognitive Styles. Robert J. Sternberg, Li-Fang Zhang, editors.
Teaching and Learning Through Multiple Intelligences by Bruce Campbell, Dee Dickinson, Linda E. G. Campbell (Allyn & Bacon, 2nd edition 1996)
Thinking Styles Robert J. Sternberg (Cambridge University Press, 1997)
Links to other websites about learning styles
International Learning Styles Network, part of the Center for Study of Learning and Teaching Styles at St. John's University links you the latest research, local activities, and some of the most influential people in the learning-styles field.
CTL Learning Styles Web Pages from the Center for Technology and Learning (CTL), Indiana State University addresses why there are learning styles, Learning Styles in Higher Education, Types of Learning Styles, Using Styles to Teach, and Applying Computer Technologies. CTL also has a Teaching Styles web page.
Support4Learning links to all sorts of resources about learning styles and multiple intelligences.
Theory of Multiple Intelligences explains Howard Gardner's work, Harvard Project Zero, the traditional view of intelligence, how this view has impacted schools historically, what Multiple Intelligences theory proposes, and how MI affect the implementation of traditional education.
VARK: A Guide to Learning Styles specifically focuses of verbal, auditory, and kinesthetic learning styles.
If you reference this page in a report or article, the citation should read:
Conner, M. L. "Introduction to Learning Styles." Ageless Learner, 1997-2007. http://agelesslearner.com/intros/lstyleintro.html
http://agelesslearner.com/intros/lstyleintro.html
Tuesday, July 21, 2009
Assignment for July22,09
Home work for 22 july 09:
1.Read the posted article and answer these following quetions .You may use other sources of Information to support your answers with references in APA styles;
a.How would ICT help NZ maximizing potential her human capitals in these following categories
• Ageing population
• Low population growth
• Increased proportion of Māori and Pacific Island peoples
• More youthful nature of Māori and Pacific Island peoples
• Negative net migration
• Increasing income disparity
• Less than ideal skill base, and
• Narrow export base.
b.What are ICT accessibilities of New Zealanders?
c. How ICT used for Education in NZ?
http://www.med.govt.nz/templates/MultipageDocumentTOC____16813.aspx
The Social Impact of Information Technology
Short Description A Briefing to the Minister for Information Technology.
Document Status
• Archived
A Briefing to the Minister for Information Technology
17 December 1999
Contents
• Introduction
• Background
• ICT as an Enabler of Social and Economic Well Being
• Demographic Imperatives
• Access to ICT
• Integrated Within Overall E-Commerce Strategies
• New Zealand's Situation
• Progressing the Issues
Introduction
1. This overview summarises a discussion paper that is being prepared on the social and economic implications of limited access to information and communication technologies (ICT), that is, issues which arise from individuals, communities and locations not having optimal access to ICT.
2. The paper looks at why an ICT literate population with optimal access to and use of ICT is important for New Zealand's economic and social well being. The paper explores available information on the likely nature of New Zealand's issues around lack of access to ICT (digital divide) and information from overseas, which is useful for thinking about the New Zealand situation. The paper suggests how government could progress towards a better understanding of the nature of a digital divide in New Zealand and the best means to resolve it.
Background
3. The Internet in particular and ICT generally are key components in New Zealand's efforts to become an information-driven, knowledge based economy. As more of the world comes online, the Internet offers New Zealand an unparalleled opportunity to diversify and become more competitive as a trading nation: to increase entrepreneurialism and employment. Its importance is reflected in government's focus on promoting e-commerce and e-government.
4. The success of e-commerce and e-government increasingly rests on there being e-citizens and e-communities, that is ICT literate people and a "wired" country. E-citizens are ICT literate people with optimal access to ICT. A large e-citizen base provides most likelihood of developing the entrepreneurs, knowledge workers, managers, consumers, students and innovators, essential for a thriving knowledge economy.
5. E-commerce growth (which includes government business) is outpacing expectations with one commentator - Nicholas Negroponte - forecasting over a billion people on the Internet by the end of next year. The global online population this year is over 200 million. Recently it was estimated that the American Internet economy contributed 1.2 million jobs and over $301.4 billion dollars to the American economy overall. A recent Australian study found that e-commerce could boost employment by 0.5 percent and drive up real wages by 3.5 percent. Conversely wages for those not skilled in ICT are likely to be lower and employment options increasingly limited - across sectors.
ICT as an Enabler of Social and Economic Well Being
6. ICT enables individuals and communities (cultural, ethnic, shared interest and geographical) to enhance their social and economic well being, and participate more actively in society and the economy, internationally as well as nationally. Enterprise/employment creation, health, education/ learning, access to justice, interactions with government, and personal contact between people are increasingly being ICT enabled. Over time they will be ICT dominated.
7. To compete globally, not only against developed nations such as the US, Britain, Canada, Ireland and Australia but also developing nations utilising ICT and the Internet to great effect (such as India, Mexico, East Caribbean), New Zealand needs to maximise the number of people/ businesses/places utilising ICT effectively.
Demographic Imperatives
8. Certain features of our demographic and economic profile suggest that if we wish to achieve growth rates similar to our competitors and improve employment opportunities, we will need as much of our human capital as possible, in all locations, to be maximising their potential. Pertinent demographic and economic factors include our:
• Ageing population
• Low population growth
• Increased proportion of Māori and Pacific Island peoples
• More youthful nature of Māori and Pacific Island peoples
• Negative net migration
• Increasing income disparity
• Less than ideal skill base, and
• Narrow export base.
Optimal access to ICT and ICT literacy are increasingly essential for maximising human capital potential.
Access to ICT
9. Access to ICT is defined quite broadly. It covers not only the issues around physical and financial access for the broadest range of people and locations but includes also having all groups in society seeing the relevance and potential for benefiting from ICT, and there being meaningful content.
10. Access can be through home, school or work, or through a range of community locations. It includes an adequate technical infrastructure in all parts of the country, and people developing the skill base necessary for optimum use of ICT. Becoming, as one commentator has put it "cyber-authors" rather than cybercouch potatoes: people who use ICT to improve their economic and social circumstances rather than just passively consume ICT provided content.
11. The digital divide is the gap between the information haves, i.e. those who have adequate access to ICT such as computers and the Internet, and the information have-nots, i.e. those who have limited or no access for either socio-economic or geographical reasons, or because of disabilities. As use of ICTs is becoming increasingly integrated into the normal processes of daily and business life, the negative impact of the digital divide on the cohesion of society is likely to become much more acute.
Integrated Within Overall E-Commerce Strategies
12. In order to establish and retain lead positions for their countries in the electronic revolution, lead knowledge economy nations have integrated national access to ICT as a key part of their overall information society/economy strategy. They seem universally of the view that only with a fully ICT literate population will their nations be truly competitive. Having sections of the population and areas unable to access ICT is viewed as posing threats to both social and economic development, and ultimately national cohesiveness. Accordingly they have developed a range of policy responses and solutions to increase the likelihood of having a fully ICT literate population.
13. However recent research from the United States suggests that despite a concerted effort by governments, the ICT industry and community leaders to open up access to ICT, the digital divide has actually widened over time. In America it is likely to be Blacks, Hispanics, low-income families, the unemployed, sole parent households (particularly those headed by females), and people living in the inner city and rural areas who are experiencing the digital divide.
14. The issue is deemed so significant that the US government held a national summit earlier this month to explore how to overcome it. President Clinton will focus his next set of New Market visits (to communities which have not participated in America's economic growth) on the digital divide, and look for partnerships between the private and public sectors to enable more children and adults to utilise ICT to best effect.
New Zealand's Situation
15. While New Zealand has a record of early adoption of ICT (ATMs, videos and the Internet) adoption of new technology cannot be imposed nor will it necessarily be financially possible for all. For people who can prioritise their income to include ICT, for them to do so may require them to better understand both the push factors (decreased opportunities in industrial age occupations) and the pull factors (increased opportunities for learning, entertainment, employment, leisure, purchasing, social and family contact). However, there are likely to be groups of people and people in certain locations who, despite understanding the push/pull factors, are unable to gain adequate access to ICT, either at home, work or through a community access site, or develop ICT literacy, for a number of reasons. If overseas evidence holds true for New Zealand, reasons will largely centre on cost.
16. While information on different groups' ability to access ICT in New Zealand is limited, what information we do have suggests that any digital divide occurring in New Zealand is most likely to be amongst the following groups and areas:
• Māori
• Pacific Island peoples
• those with lower incomes
• sole parents
• people with low or no qualifications
• those who are unemployed or underemployed, and
• those in locations without a sound telecommunications infrastructure, such as parts of rural New Zealand.
17. Internet connectivity is usually through land-based telephone wires (although this is changing). While over 97 percent of New Zealanders have access to the telephone, this percentage is less for Māori, Pacific Island and low income families. While the 1998 HES survey showed nearly 30 percent of New Zealand households overall had computers, only 23 percent of Māori households and 17 percent of Pacific Island peoples households had computers.
18. Internet use is around 50 percent overall but is less for those on low incomes and those with fewer educational qualifications. Variations in Internet use are best explained by age, household income and employment status. Very little Internet access information is available on ethnicity and none that correlates education, income and ethnicity, or looks at location against income.
19. While a recent study showed that 43 percent of farmers had computers, a reason that fewer use the Internet is that electric fences interfere with the sending of data down telephone lines which makes e-mail and data transfer difficult if not impossible.
Progressing the Issues
20. If, from a government perspective, it is agreed that the move to an information-driven knowledge based economy and society, and a more socially inclusive society, is advanced by all of New Zealand having widespread ICT literacy and access, then several issues have to be considered.
21. The first is whether widespread ICT literacy and access will happen as a result of a competitive ICT market producing goods and services which all can and want to access. Currently there is no robust information on whether or not this is likely to happen. A point to note here is the extraordinary pace of ICT research and development which means that changes in the nature and costs of Internet access happen rapidly.
22. If an ICT inclusive society were to be added to other crucial elements of progress which government plays a role in advancing, namely economic growth, social stability and good governance, and enhancing ICT literacy and access were an agreed way of achieving this, then the question arises about the best way to do this: the respective roles of government, the private sector, the community sector, and groups and individuals themselves.
23. The first step to progress this issue is to undertake research on the nature of any current or likely future digital divide in New Zealand. Research would include the current situation re. technical infrastructure, and community-based access to ICT, and assessing relevant overseas strategies and solutions, and testing out some possible responses.
24. With sound information about the problems, opportunities and options, government will be well placed to develop an effective strategy to ensure all New Zealanders, and all areas in New Zealand, have adequate access to ICT and maximise ICT literacy. With an ICT literate population and widespread access to ICT New Zealand will be on a sounder footing to compete with other knowledge economies and promote an inclusive society.
http://www.med.govt.nz/templates/MultipageDocumentTOC____16813.aspx
1.Read the posted article and answer these following quetions .You may use other sources of Information to support your answers with references in APA styles;
a.How would ICT help NZ maximizing potential her human capitals in these following categories
• Ageing population
• Low population growth
• Increased proportion of Māori and Pacific Island peoples
• More youthful nature of Māori and Pacific Island peoples
• Negative net migration
• Increasing income disparity
• Less than ideal skill base, and
• Narrow export base.
b.What are ICT accessibilities of New Zealanders?
c. How ICT used for Education in NZ?
http://www.med.govt.nz/templates/MultipageDocumentTOC____16813.aspx
The Social Impact of Information Technology
Short Description A Briefing to the Minister for Information Technology.
Document Status
• Archived
A Briefing to the Minister for Information Technology
17 December 1999
Contents
• Introduction
• Background
• ICT as an Enabler of Social and Economic Well Being
• Demographic Imperatives
• Access to ICT
• Integrated Within Overall E-Commerce Strategies
• New Zealand's Situation
• Progressing the Issues
Introduction
1. This overview summarises a discussion paper that is being prepared on the social and economic implications of limited access to information and communication technologies (ICT), that is, issues which arise from individuals, communities and locations not having optimal access to ICT.
2. The paper looks at why an ICT literate population with optimal access to and use of ICT is important for New Zealand's economic and social well being. The paper explores available information on the likely nature of New Zealand's issues around lack of access to ICT (digital divide) and information from overseas, which is useful for thinking about the New Zealand situation. The paper suggests how government could progress towards a better understanding of the nature of a digital divide in New Zealand and the best means to resolve it.
Background
3. The Internet in particular and ICT generally are key components in New Zealand's efforts to become an information-driven, knowledge based economy. As more of the world comes online, the Internet offers New Zealand an unparalleled opportunity to diversify and become more competitive as a trading nation: to increase entrepreneurialism and employment. Its importance is reflected in government's focus on promoting e-commerce and e-government.
4. The success of e-commerce and e-government increasingly rests on there being e-citizens and e-communities, that is ICT literate people and a "wired" country. E-citizens are ICT literate people with optimal access to ICT. A large e-citizen base provides most likelihood of developing the entrepreneurs, knowledge workers, managers, consumers, students and innovators, essential for a thriving knowledge economy.
5. E-commerce growth (which includes government business) is outpacing expectations with one commentator - Nicholas Negroponte - forecasting over a billion people on the Internet by the end of next year. The global online population this year is over 200 million. Recently it was estimated that the American Internet economy contributed 1.2 million jobs and over $301.4 billion dollars to the American economy overall. A recent Australian study found that e-commerce could boost employment by 0.5 percent and drive up real wages by 3.5 percent. Conversely wages for those not skilled in ICT are likely to be lower and employment options increasingly limited - across sectors.
ICT as an Enabler of Social and Economic Well Being
6. ICT enables individuals and communities (cultural, ethnic, shared interest and geographical) to enhance their social and economic well being, and participate more actively in society and the economy, internationally as well as nationally. Enterprise/employment creation, health, education/ learning, access to justice, interactions with government, and personal contact between people are increasingly being ICT enabled. Over time they will be ICT dominated.
7. To compete globally, not only against developed nations such as the US, Britain, Canada, Ireland and Australia but also developing nations utilising ICT and the Internet to great effect (such as India, Mexico, East Caribbean), New Zealand needs to maximise the number of people/ businesses/places utilising ICT effectively.
Demographic Imperatives
8. Certain features of our demographic and economic profile suggest that if we wish to achieve growth rates similar to our competitors and improve employment opportunities, we will need as much of our human capital as possible, in all locations, to be maximising their potential. Pertinent demographic and economic factors include our:
• Ageing population
• Low population growth
• Increased proportion of Māori and Pacific Island peoples
• More youthful nature of Māori and Pacific Island peoples
• Negative net migration
• Increasing income disparity
• Less than ideal skill base, and
• Narrow export base.
Optimal access to ICT and ICT literacy are increasingly essential for maximising human capital potential.
Access to ICT
9. Access to ICT is defined quite broadly. It covers not only the issues around physical and financial access for the broadest range of people and locations but includes also having all groups in society seeing the relevance and potential for benefiting from ICT, and there being meaningful content.
10. Access can be through home, school or work, or through a range of community locations. It includes an adequate technical infrastructure in all parts of the country, and people developing the skill base necessary for optimum use of ICT. Becoming, as one commentator has put it "cyber-authors" rather than cybercouch potatoes: people who use ICT to improve their economic and social circumstances rather than just passively consume ICT provided content.
11. The digital divide is the gap between the information haves, i.e. those who have adequate access to ICT such as computers and the Internet, and the information have-nots, i.e. those who have limited or no access for either socio-economic or geographical reasons, or because of disabilities. As use of ICTs is becoming increasingly integrated into the normal processes of daily and business life, the negative impact of the digital divide on the cohesion of society is likely to become much more acute.
Integrated Within Overall E-Commerce Strategies
12. In order to establish and retain lead positions for their countries in the electronic revolution, lead knowledge economy nations have integrated national access to ICT as a key part of their overall information society/economy strategy. They seem universally of the view that only with a fully ICT literate population will their nations be truly competitive. Having sections of the population and areas unable to access ICT is viewed as posing threats to both social and economic development, and ultimately national cohesiveness. Accordingly they have developed a range of policy responses and solutions to increase the likelihood of having a fully ICT literate population.
13. However recent research from the United States suggests that despite a concerted effort by governments, the ICT industry and community leaders to open up access to ICT, the digital divide has actually widened over time. In America it is likely to be Blacks, Hispanics, low-income families, the unemployed, sole parent households (particularly those headed by females), and people living in the inner city and rural areas who are experiencing the digital divide.
14. The issue is deemed so significant that the US government held a national summit earlier this month to explore how to overcome it. President Clinton will focus his next set of New Market visits (to communities which have not participated in America's economic growth) on the digital divide, and look for partnerships between the private and public sectors to enable more children and adults to utilise ICT to best effect.
New Zealand's Situation
15. While New Zealand has a record of early adoption of ICT (ATMs, videos and the Internet) adoption of new technology cannot be imposed nor will it necessarily be financially possible for all. For people who can prioritise their income to include ICT, for them to do so may require them to better understand both the push factors (decreased opportunities in industrial age occupations) and the pull factors (increased opportunities for learning, entertainment, employment, leisure, purchasing, social and family contact). However, there are likely to be groups of people and people in certain locations who, despite understanding the push/pull factors, are unable to gain adequate access to ICT, either at home, work or through a community access site, or develop ICT literacy, for a number of reasons. If overseas evidence holds true for New Zealand, reasons will largely centre on cost.
16. While information on different groups' ability to access ICT in New Zealand is limited, what information we do have suggests that any digital divide occurring in New Zealand is most likely to be amongst the following groups and areas:
• Māori
• Pacific Island peoples
• those with lower incomes
• sole parents
• people with low or no qualifications
• those who are unemployed or underemployed, and
• those in locations without a sound telecommunications infrastructure, such as parts of rural New Zealand.
17. Internet connectivity is usually through land-based telephone wires (although this is changing). While over 97 percent of New Zealanders have access to the telephone, this percentage is less for Māori, Pacific Island and low income families. While the 1998 HES survey showed nearly 30 percent of New Zealand households overall had computers, only 23 percent of Māori households and 17 percent of Pacific Island peoples households had computers.
18. Internet use is around 50 percent overall but is less for those on low incomes and those with fewer educational qualifications. Variations in Internet use are best explained by age, household income and employment status. Very little Internet access information is available on ethnicity and none that correlates education, income and ethnicity, or looks at location against income.
19. While a recent study showed that 43 percent of farmers had computers, a reason that fewer use the Internet is that electric fences interfere with the sending of data down telephone lines which makes e-mail and data transfer difficult if not impossible.
Progressing the Issues
20. If, from a government perspective, it is agreed that the move to an information-driven knowledge based economy and society, and a more socially inclusive society, is advanced by all of New Zealand having widespread ICT literacy and access, then several issues have to be considered.
21. The first is whether widespread ICT literacy and access will happen as a result of a competitive ICT market producing goods and services which all can and want to access. Currently there is no robust information on whether or not this is likely to happen. A point to note here is the extraordinary pace of ICT research and development which means that changes in the nature and costs of Internet access happen rapidly.
22. If an ICT inclusive society were to be added to other crucial elements of progress which government plays a role in advancing, namely economic growth, social stability and good governance, and enhancing ICT literacy and access were an agreed way of achieving this, then the question arises about the best way to do this: the respective roles of government, the private sector, the community sector, and groups and individuals themselves.
23. The first step to progress this issue is to undertake research on the nature of any current or likely future digital divide in New Zealand. Research would include the current situation re. technical infrastructure, and community-based access to ICT, and assessing relevant overseas strategies and solutions, and testing out some possible responses.
24. With sound information about the problems, opportunities and options, government will be well placed to develop an effective strategy to ensure all New Zealanders, and all areas in New Zealand, have adequate access to ICT and maximise ICT literacy. With an ICT literate population and widespread access to ICT New Zealand will be on a sounder footing to compete with other knowledge economies and promote an inclusive society.
http://www.med.govt.nz/templates/MultipageDocumentTOC____16813.aspx
Wednesday, July 15, 2009
Here's your home work 6,Nuit
http://www.evernote.com
Please visit this website ,take a tour and make an excerpt out of it.Then put your work on Home work 6..
Please visit this website ,take a tour and make an excerpt out of it.Then put your work on Home work 6..
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