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Learning Style Models and Instruments

This document discusses various learning style models and instruments, including: - Right Brain/Left Brain and Whole Brain models - Field-Independent/Field-Dependent styles - Dunn and Dunn's five basic stimuli for learning styles - Jung and Myers-Briggs typology of Extraversion/Introversion, Sensing/Intuition, Thinking/Feeling, and Judgment/Perception - Kolb's Experiential Learning Model of Diverging, Assimilating, Converging, and Accommodating learners - McCarthy's 4MAT system of Imaginative, Analytical, Common Sense, and Dynamic learners - Gardner's eight types of intelligence - Fleming

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Kelvin Russel Leparto
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© Attribution Non-Commercial (BY-NC)
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Download as PPT, PDF, TXT or read online on Scribd
355 views

Learning Style Models and Instruments

This document discusses various learning style models and instruments, including: - Right Brain/Left Brain and Whole Brain models - Field-Independent/Field-Dependent styles - Dunn and Dunn's five basic stimuli for learning styles - Jung and Myers-Briggs typology of Extraversion/Introversion, Sensing/Intuition, Thinking/Feeling, and Judgment/Perception - Kolb's Experiential Learning Model of Diverging, Assimilating, Converging, and Accommodating learners - McCarthy's 4MAT system of Imaginative, Analytical, Common Sense, and Dynamic learners - Gardner's eight types of intelligence - Fleming

Uploaded by

Kelvin Russel Leparto
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Learning Style Models and

Instruments
• Right Brain/Left Brain and Whole
• Field-Independent/Field-Depende
• Dunn and Dunn Learning Styles
• Jung and Myers-Briggs Typology
• Kolb’s Experiential Learning Mod
• 4MAT System
• Gardner’s Eight Types of Intellige
• VARK Learning Styles
Thinking is critical, Thinking is creative,
p he re Righ
intuitive
logical
H e mi s t Hem
e f t
L Analytical Synthesizing isphe

W
Prefers drawing & re
Prefers talking and
manipulating objects

H
writing
Recognizes/remembers Recognizes/rememb

TH O L
names ers faces
Relies on language in Relies on images in
thinking &

IN E B
thinking

Callosum
remembering

Corpus
& remembering
Frequently loses

KI
Conscious of time &
contact with time &

R
schedules

NG AI
Algebra is the schedules
preferred math Geometry is the
preferred math

N
Controls emotions
Not as good at Free with emotions
interpreting body Good at interpreting
language body language
Likes stability, willing Likes change,
to adhere to rules uncertainty
Field-Independent/Field-
Dependent Perception
• Witkin, Oltman, Raskin and Karp
• Hypothesized that learners have preference
styles for certain environmental cues
• Field-Dependent – person’s perception is
influenced by or immersed in the
surrounding
• Field-Independent – person perceives items
as separate or differentiated from the
surrounding field
Characteristics of Field-
Independent and Field
Dependent
Field-Independent
Learners
Field-Dependent Learners
Learners • Easily affected by criticism
• Not affected by criticism • Will conform to peer
Won’t conform to peer pressure
•
pressure
• Less influenced by • Are influenced by
external feedback feedback (grades &
evaluation)
• Have an impersonal
orientation to the world • Have a social orientation
to the world
Dunn and Dunn Learning
Styles
• Rita and Kenneth Dunn
• Five Basic Stimuli
1.Environmental elements
2.Emotional elements
3.Sociological patterns
4.Physical elements
5.Psychological elements
Dunn and Dunn’s Learning
Style Elements
Environ Soun Light Temp Desig
d Persiste.Responsi n
mental Motivat Structu
ion nce bility re
Emotion Peer Self Pair Tea AdultVarie
al s m d

Sociologi Percept Intake Time Mobility


cal ual
Analytic/Gl Hemispher Impulsive/
Physical obal ic Reflective
Preferenc
Jung and Myers-Briggs
Typology
• Carl Jung
• Isabel Myers and Katherine Briggs
Myers-Briggs Dichotomous Dimensions or
Preferences
Extraversion (E) Introversion
(I)
Sensing (S) Intuition (N)
Thinking (T) Feeling (F)
Judgment (J) Perception (P)
Myers-Briggs Types
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENF ENT
P P
ESTJ ESFJ ENFJ ENTJ
Kolb’s Experiential Learning
Model
• David Kolb
• The learner is not a blank slate, but he or she
approaches a topic to be learned with
preconceived ideas.
• “Cycle of Learning”
• Diverger – good at viewing concrete situations
from many points if view; learns best through
group discussions and participating in
brainstorming sessions
• Assimilator- understands large amounts of
information by putting it into concise and logical
form
– Rely on knowledge from experts; learns best
through lecture, one-to-one instruction and self-
instruction methods with ample reading materials
to support their learning
• Converger – find practical application for ideas and
theories and have the ability to use deductive
reasoning to solve problems; learns best through
demonstrations/return demonstration methods of
teaching accompanied by handouts and diagrams
• Accommodator – learns best by hands-on
experience and enjoy new and challenging
situations; prefers role playing, gaming, and
computer simulations
4MAT System
• McCarthy
• Four Types of Learners:
1.Type 1/Imaginative – learners who demand to know
why; likes to listen, speak, interact and brainstorm
2.Type 2/Analytical – wants to know what to learn; most
comfortable observing, analyzing, classifying and
theorizing
3.Type 3/Common Sense – wants to know how to apply
the new learnings; happiest when experimenting,
manipulating, improving and tinkering
4.Type 4/Dynamic – asks “what if?”; enjoys modifying,
adapting, taking risks and creating
Gardner’s Eight Types of
•
Intelligence
Howard Gardner
• Seven Kinds of Intelligence
1.Linguistic intelligence
2.Logical-mathematical intelligence
3.Spatial intelligence
4.Musical intelligence
5.Bodily kinesthetic intelligence
6.Interpersonal intelligence
7.Intrapersonal intelligence
8.Naturalistic intelligence
VARK Learning Styles
• Fleming and Mills
• Visual learners – like graphical representations
• Aural leaners – enjoy listening to lectures, often need
directions read aloud and prefer to discuss topics and form
study groups
• Read/write learners – like the written word by reading or
writing with references to additional sources of
information
• Kinesthetic learners – enjoy doing hands-on activities
Clinical Teaching

Thank You Very Much!

The End
Prepared by: Kelvin Russel R. Leparto
BSN IV-1

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